Outer
Space: Far Out
For thousands of years, people
could only speculate on the science of outer space. In just the past century,
we have finally been able to send scientific instruments into space to
gather actual data. This month, MarcoPolo brings you several dynamic lessons
and resources from all subjects to help you integrate the science of the
universe with art, history, mathematics, economics and geography. Use the
warm-up activities below to introduce your students to the history and
future of space exploration, the planets, the sun and the moon; then, scroll
down for links to more lessons and additional resources.
Explore the current list
of new MarcoPolo lessons and resources by visiting MP
Now! at http://www.marcopolo-education.org/partner/25mp_mpnow.cfm.
The MarcoGram is created in HTML.
If you are unable to properly view the images or hyperlinks, please view
the online version at http://www.marcopolo-education.org/partner/25mp_archive.cfm.
Copyright © 2004 Verizon Foundation. All Rights Reserved.
Image of TransHab Module
courtesy of NASA. |
1.
The invention of plastic has created unlimited opportunities for all types
of industry, including the space program. Scientists are developing new
ways to use plastics in space, including the invention of inflatable components
that deflate for compact storage.
What
are the benefits of using plastics in the space program? Can you think
up other uses for plastics in space? Do you think plastics will completely
replace the use of metal and glass parts?
Design
an inflatable space station, with a living area and places for spaceships
to land. Add other details to make your space station unique.
Learn how the space program
is using plastics and inflatables in "Eureka!"
(Grades K-2), EconEdLink, National Council on Economic Education, and "Space
Inflatables" (Grades 3-12), Science NetLinks, American Association
for the Advancement of Science. |
Collage of planets courtesy
of The Nine Planets. |
2.
The photograph to the left shows the planets in our solar system in relative
size to each other (distance is not to scale).
Why
can humans live on Earth and not on any other planets? If you take off
from Earth, about how long will it take to travel to each planet? What
would you bring with you on the trip? What factors would you need to consider
if you had to build a city on that planet?
Divide
the class into nine teams. Assign one planet (except Earth) to each team,
leaving one team as the judicial council. Each team must research its planet
to determine whether humans could live there, and present its findings
to the council for consideration. Based on the arguments presented, the
council must determine which planet will become the next "Earth."
Choose a planet and start
"Exploring
the Solar System" (Grades 6-8), Science NetLinks, American Association
for the Advancement of Science. |
Image courtesy of the Galileo
Project, Rice University. |
3.
Galileo Galilei (1564-1642) is one of the world's most well-known astronomers.
In 1609, he made one of the first drawings of the moon's surface. He also
perfected the telescope, creating one that magnified objects to 30 times
their original size.
For
what other discoveries and ideas is Galileo famous? How were his ideas
received during his lifetime? What concepts were his contemporaries --
such as Johannes Kepler (1571-1630) -- developing at the same time? How
were those ideas different from or similar to Galileo's?
Create
a graphic organizer that charts Galileo's discoveries and inventions, and
how they affected the mathematic and scientific enterprise during his lifetime.
Using today's scientific methods, have any of his concepts been proven
to be incorrect?
Research scientific enterprise
in "Galileo
and the Inevitability of Ideas" (Grades 10-12), EDSITEment, National
Endowment for the Humanities. |
4.
In 1990, scientists estimated that more than four million pounds of manufactured
materials were in Earth orbit. Of that amount, only five percent represented
operating payloads; the other 95 percent consisted of human-made debris.
They also estimated that we were adding 1.8 million pounds per year to
the already serious problem, which in a few years would result in 9.5 million
pounds of orbital debris.
Based
on these figures, how long will it take until there are 20 million pounds
of orbital debris? What factors will affect this growth? How could you
include these factors in the equation to obtain a more accurate figure?
Create
a spreadsheet to show the exponential growth of space debris from 1990
to today. What can scientists do to prevent the increase of space debris?
Use
geometry and algebra skills in "Modeling
Orbital Debris Problems" (Grades 9-12), Illuminations, National
Council of Teachers of Mathematics.
5.
The relationship between the sun and the earth affects the changing of
the seasons. On the winter solstice, the North Pole is furthest from the
sun, so the northern hemisphere receives less sunlight, making it colder.
However, at the same time, the southern hemisphere is closer to the sun,
so that area experiences the summer solstice.
Using
a globe of the Earth, select and mark three cities in the northern hemisphere,
three in the southern hemisphere and your hometown. Using a flashlight
to mimic the sun, tilt and rotate the globe. When it's winter where you
live, what cities are experiencing summer? Make notes on what the weather
might be like in each city versus in your hometown on the equinox and solstice
dates. Use an almanac to check your notes.
Explore
the relationship between "The
Sun and the Earth" (Grades 3-5), Xpeditions, National Geographic
Society.
"Eureka!"
(Grades K-2)
EconEdLink, National Council
on Economic Education
http://www.marcopolo-education.org/partner/25econ_eureka.cfm
Students learn how plastic
products have revolutionized space exploration.
"Galileo
and the Inevitability of Ideas" (Grades 10-12)
EDSITEment,
National Endowment for the Humanities
http://www.marcopolo-education.org/partner/25ed_galileo.cfm
Students
discover how Galileo's ideas changed the course of history.
"Modeling
Orbital Debris Problems" (Grades 9-12)
Illuminations, National
Council of Teachers of Mathematics
http://www.marcopolo-education.org/partner/25ill_debris.cfm
Students examine the problem
of space pollution to develop an understanding of functions and modeling.
"Objects
in the Sky" (Grades K-2)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_objects.cfm
Students will identify objects
in the sky and learn to recognize changes that occur between night and
day.
"Space
Food" (Grades 3-12)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_food.cfm
In this Weekly Science Update,
students learn about the advances being made in developing astronaut food.
"Space
Inflatables" (Grades 3-12)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_inflate.cfm
In this Weekly Science Update,
students explore the possibility of building inflatable structures in space.
"Exploring
the Solar System" (Grades 6-8)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_explore.cfm
Students learn about the
geology, composition and orbits of other planets by planning a trip to
another planet.
"Sizing
Up the Solar System" (Grades 6-8)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_size.cfm
Students use their math
skills to construct a scale model of the solar system.
"Designing
a Space Station" (Grades 9-12)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_station.cfm
Students assess the feasibility
of an award-winning design for a space station.
"Sunspots"
(Grades 9-12)
Science NetLinks, American
Association for the Advancement of Science
http://www.marcopolo-education.org/partner/25sci_sunspots.cfm
In this, the first of three
lessons on sunspots, students discover how new technology helps scientists
learn more about the sun.
"Xpedition
Hall: Satellite Spyglass" (All Grades)
Xpeditions, National Geographic
Society
http://www.marcopolo-education.org/partner/25xp_spyglass.cfm
Students zoom in from space
to take a closer look at the Earth.
"The
Sun and the Earth" (Grades 3-5)
Xpeditions, National Geographic
Society
http://www.marcopolo-education.org/partner/25xp_sun.cfm
Students learn how the sun
affects changes on Earth, including seasons and the tides.
"The
Red Album" (Grades 3-8)
Xpeditions, National Geographic
Society
http://www.marcopolo-education.org/partner/25xp_album.cfm
In this activity, students
collect information on Mars for an imaginary presentation to NASA officials.
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