DM, TPS
(a) |
Construct a timeline of Canadian and worldwide space exploration programs related to living and working in space, including collaborative efforts among countries. |
(b) |
Investigate how astronauts are able to meet their basic needs (e.g., food, water, shelter, and waste elimination) while living and working in space. |
(c) |
Research the various work roles and worldwide locations required to support human spaceflight programs. |
(d) |
Describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., lunar buggy, space shuttle, Canadarm, Dextre, and the International Space Station) that support human exploration of space and which have extended scientific knowledge related to living and working in space. |
(e) |
Identify potential personal, societal, technological, and environmental barriers to living and working in space. |
(f) |
Design a model of a habitable space vehicle that can travel to and return from a student-selected location in the inner solar system. |
(g) |
Investigate the work being done in preparation for future space travel and make predictions about future achievements related to living and working in space. |
Part Two looks at space and space exploration. Scientists are devising ways to explore and colonize space that are cost effective. The Jet Propulsion Lab is exploring various options for propelling rockets into space. There is also discussion about Pluto and its status as a planet.
Part Three shows what goes on inside the sun. It discusses solar flares, solar radiation, sun spots, and their impact on earth. An accompanying lesson plan can be found online at http://school.discoveryeducation.com/teachersguides/pdf/earthscience/ds/discover_magazine_the_solar_system.pdf
Teachers are encouraged to use segments of the program that relate directly to curriculum outcomes.