Please view the Magic School Bus video (https://www.youtube.com/watch?v=YnY0vyv6fdA) above!

Get ready to explore outer space with Ms. Frizzle!

Before watching the video, fill in this table with your learning partner! Please include at least five sentences in each box describing what you already know about space, and what you are excited to learn!

Living on Earth is much different than other planets. Curretnly, NASA is exploring Mars as a possible place for humans to live in the future. However, our bodies aren't yet equipped with what we need to survive in outer space, so engineers must create technology that will help us overcome elements that we don't see on earth. 

After viewing the video, you and your partner may select ONE of the readings below for further exploration. Compare the conditions to what we neeed to live, and discuss with your partner what is needed on each planet if you were to visit. 

Living on Mercury

Living on Venus

Living on Mars

Living on Jupiter and it's moon, Europa

Living on Saturn and it's moon, Titan

Living on Uranus, and it's moon Titania

Living on Neptune and it's moon, Triton

Based on the video and one of the infographics you have explored:

Post a student comment: Write a paragraph describing the characteristics of one of the planets in our solar system. Be sure to include the name of the planet, and information about life on it's surface.  What "outside the box" ideas could YOU do to try and survive there for a month? What might a day in the life look like there?

Reply to two other pairs comments: Do you think their "outside the box" ideas are technologically possible. Research the ideas of your classmates to provide suggestions or commentary. 

In a private message to your teacher, please state whether you feel you have met the learning objective for the day and why. Learning Objective: Students will be able to write an informative text including clear facts and definitions to describe at least one planet in the solar system.

Now that we know a little bit about our bodies and the conditions on other planets, no astronaut is complete without their very own space suit!  Lesson based on The Environmental Science Insitute from University of Texas: http://www.esi.utexas.edu/files/062-Lesson-Plan-Astronaut-Space-Suit.pdf

Use the NASA Interactive Space Suit Explorer to learn about the history of the space suit, and explore each part of the design. The page you should be seeing looks like this:

This is what you should see when you begin to explore. Start with the history of the space suit, then view the clockable space suit to learn about each part of its current design. The image is from NASA (https://www.nasa.gov/audience/foreducators/spacesuits/home/clickable_suit.html)

Complete this graphic organizer as a pair to define the critical elements of the engineering design:

The selected words come from NASA's clickable spacesuit project (https://www.nasa.gov/audience/foreducators/spacesuits/home/clickable_suit.html)

Comment: Considering all of the factors required to exist in space safely, you and your partner must draw your own space suit meant to ensure a human's surviveability in a hostile space environment.  In addition to an image, you and your partner must answer one of the following questions below  from http://www.esi.utexas.edu/files/062-Lesson-Plan-Astronaut-Space-Suit.pdf:

"1. Which parts of the spacesuits you researched did you consider the most important? Explain your answer.

2. How have spacesuit designs and considerations changed over time? Why did these changes take place? Did ideas or understandings change? Explain your answer.

3. In designing your spacesuit, did you consider any variables that were new that you have not seen in previous designs? Describe your changes."

Reply: Provide feedback on at least 2 pairs of classmates design. What, if any, flaws to you notice about the design? Are there elements missing that would prevent a human from surviving in space?

In a private message to your teacher, please state whether you feel you have met the learning objective for the day and why.  Learning Objective: Students will be able to consider the properties and functions of space suits (needs while in space, temperature, pressure, lack of oxygen, etc) to design their own attire for space travel.

Objective: Students will be able to explain the mission of the ISS and give examples about how living in space is different from living on Earth. 

Watch the following film about the International Space Station (https://www.youtube.com/watch?v=SGP6Y0Pnhe4):

Please read the following from Teach Engineering, Life in Space: The International Space Station (https://www.teachengineering.org/):

What is it like to live in space? Would you oat instead of walk? How would you sleep? What would you eat? What eects does microgravity or "weightlessness" have on human beings and other living things? How do plants grow in the conditions of space? Can engineers design new materials in space that are useful on Earth? The International Space Station (ISS) is designed to answer these questions and many more. The ISS is not only an adventure in space living, it is also an adventure in science and engineering. The ISS is a little bigger than a football eld; think of it as a small space city orbiting above the Earth. To make a place where humans can go and study space and the space environment over long periods of time, 16 countries from around the world work together. The space station is one of the greatest accomplishments of engineering, ever. It takes a lot to organize so many countries working together to make a small city, especially in space!

The US and Russia take the lead on this project, but all of the 16 countries have contributed something, from the laboratories to the robotic equipment, that help us explore. The primary mission of the ISS is to conduct research on the possibility of humans living in space in the future, research that also benets life on Earth now. The ISS gives us a chance to look at how things are aected by an environment with very little gravity holding them down (called microgravity). Gravity is caused by the attraction between all physical matter, and it is one of the natural forces present in our everyday life. On Earth, we feel gravity pulling us down towards the ground because our bodies are attracted to the massive amount of rock, dirt, water, and everything that makes up our planet beneath our feet. In the ISS, there is a small amount of gravity exerted on the astronauts by Earth. (The amount of gravity on the ISS is 8.75 m/s/s versus 9.8 m/s/s on Earth.) The reason for microgravity is as the ISS orbits the Earth, it is also in a state of free fall. Still the direction of the gravitational force on the astronauts is towards the Earth. Right now, many research projects are conducted on the space station. Engineers and scientists are continually learning more about space and traveling in space, as well as how space aects materials, such as metals, plants and the human body. From what is learned, engineers create better medical treatments, materials and energy technologies (such as solar).

Living in space is very dierent from living on Earth. Can you imagine it? Astronauts must be strapped down to their beds to sleep (so they do not float around). On the ISS, each astronaut has his/her own room, called a "galley." The space station environment is kept at a comfortable 70˚F temperature and much has been done to make the astronauts feel at home. On board the ISS, astronauts wear the usual clothing they would wear on Earth, but they have special engineered clothing for travel to and from the ISS as well pressurized suits for space walks. The space station is equipped with special microwave ovens and refrigerators, so the astronauts can eat more typical types of food, including specially-packaged fruits and ice cream.

 Exercise is very important on the space station, since microgravity affects bones and muscles in space; without the force of gravity, astronauts lose bone and muscle mass. Astronauts use special exercise equipment designed by engineers to make sure they do not lose too much bone or muscle mass, which would be dangerous for them once they return to Earth. Astronauts on the ISS take daily pictures of the Earth to help us learn about how people aect the Earth with pollution and cutting down forests of trees, as well as how the Earth's surface is changing with volcanoes and earthquakes. Engineers and scientists have only just begun to unlock the mysteries of what we can learn from living in space. Your generation will better understand space travel, our universe and even our Earth, because of what we learn from the experiments being conducted on the space station today.

Where is the ISS now? See where the ISS is tracking above where we live here. 

Here are the current experiements on the ISS:

 Life in Low Gravity: This study examines the long-term eects of microgravity on the bones of humans who spend an extended time in space. Preliminary results show a loss of ~11% of total hip bone mass during a six-month mission. In the absence of gravity, the human skeleton does not perform its primary function of supporting the body's weight, so space station astronauts experience disuse osteoporosis, a type of bone loss common in immobile patients.

Fire in Space: A team of scientists and engineers developed a space station experiment to help engineers design smoke detectors that perceive smoke in space. Smoke particles tend to form dierently in a microgravity environment, making the typical household smoke detector unsuitable for use in space. Engineers must design smoke detectors that are sensitive to the dierent smoke particle, and can detect a re early without causing too many false alarms.

Crew Earth Observations: ISS crew members photograph natural and human-made changes on Earth. They take pictures to capture the Earth's surface changing over time, including events such as storms, oods, res and volcanic eruptions, and even urban land use and deforestation. These images help researchers on Earth understand how our planet is changing.

Solar Cells: Solar cells convert sunshine into electricity and are used for many applications on Earth and in space. Thousands of solar cells hooked together generate enough energy to power the ISS. Since solar cells tend to degrade over time, especially in the harsh environment of space, engineers designed improved solar cells that are lighter, more ecient and more durable. This project tests how these new designs perform and endure in space.

Heat Shields: Since radiation is a danger to humans, this project examines how to keep space crews safe during high radiation exposure from the Sun or cosmic rays. Engineers explore new shielding materials to better block radiation. Engineers work on types of radiation shields for the spacecraft itself — materials that protect the crew from radiation and also deect dangerous micrometeoroids. Shielding must be durable, but light enough to carry into space. This project also explores developing medical treatments to counteract human exposure to radiation.

Post a comment: You and your partner need to analyze the role of engineers in other NASA programs, or possibly outside of the space context altogether. Where would hte world be without engineers? Where would space travel be without engineers? You may include the experiements, design, or implementation of anything on the ISS you have learned about. 

Respond to at least two peers: Is their assumption on what the world would be like accurate? Provide additional commentary to your peers with kindness and respect, but provide concrete feedback on their analysis. 

In a private message to your teacher, please state whether you feel you have met the learning objective for the day and why.  Lesson Objective: Students will be able to analyze the role of engineers on the International Space Station including key facts and details about experiments, deisgn, or implementations in a one paragraph piece of writing

Training for space is really tough work! Because of the difficult conditions of space, astronauts must prepare their bodies for the travel. Have you ever wondered what it feels like to go into orbit? Well, WONDER NO LONGER!

Please complete the following activity with your partner:

Source: https://www.nasa.gov/pdf/663096main_Vomit_Comet_Activity.pdf

This image, from the Johnson Space Center shows astronauts learning about buoyancy! The image, which you will see in the article, comes from www.nasa.gov/centers/johnson/pdf/160410main_space_training_fact_sheet.pdf

Please read the following text from NASA about the different phycsical tests required prior to entering space. 

Comment: INDIVIDUALLY- Which type of test would you look forward to the most and why? What obstacles would you forsee about training for space? What may be too difficult for you to overcome? Please select from the simulators, aircraft training or activities at the Sonny Carter Training Facility. 

Respond to at least two peers: How might your classmates overcome their challenges they noted in preparing for space travel? You may use the internet to explore and provide additional ideas for your classmates. 

In a private message to your teacher, please state whether you feel you have met the learning objective for the day and why. Lesson Objective: Students will be able to reflect on their personal thoughts, feelings, and experiences (from Vomit Comet) in order to think critically about astronaut trianing in a piece of writing

Not only does your body need to be prepared by exercising and getting used to zero gravity, your body's physiological functions (the way you move, sleep, eat, and process everything) also becomes stressed in space. In lesson 2, you learned about the importance of spacesuits. In lesson 4, you learned about bone density and nutrition. In the videos and reading below, explore that you need to actually survive in an outer space climate!

What would happen if you went to outer space without a spacesuit?

The above video is from: https://www.youtube.com/watch?v=_Mr8f63Vinc

What drugs do astronauts need to survive in space?

The above video is from: https://www.youtube.com/watch?v=8XlfTXXss-s

How can we change the human body to evolve to live in space?

The above video is from: https://www.youtube.com/watch?v=CtvIX4s1bTU

In order to survive, humans cannot live without a number of essentials. Please read the following selection below from https://opentextbc.ca/anatomyandphysiology/chapter/1-4-requirements-for-human-life/.  Some words that are difficult have links that will help you understand. Take the time to read and explore the human body below:

"Humans have been adapting to life on Earth for at least the past 200,000 years. Earth and its atmosphere have provided us with air to breathe, water to drink, and food to eat, but these are not the only requirements for survival. Although you may rarely think about it, you also cannot live outside of a certain range of temperature and pressure that the surface of our planet and its atmosphere provides. The next sections explore these four requirements of life.

Oxygen

Atmospheric air is only about 20 percent oxygen, but that oxygen is a key component of the chemical reactions that keep the body alive, including the reactions that produce ATP. Brain cells are especially sensitive to lack of oxygen because of their requirement for a high-and-steady production of ATP. Brain damage is likely within five minutes without oxygen, and death is likely within ten minutes.

Nutrients

A nutrient is a substance in foods and beverages that is essential to human survival. The three basic classes of nutrients are water, the energy-yielding and body-building nutrients, and the micronutrients (vitamins and minerals).

The most critical nutrient is water. Depending on the environmental temperature and our state of health, we may be able to survive for only a few days without water. The body’s functional chemicals are dissolved and transported in water, and the chemical reactions of life take place in water. Moreover, water is the largest component of cells, blood, and the fluid between cells, and water makes up about 70 percent of an adult’s body mass. Water also helps regulate our internal temperature and cushions, protects, and lubricates joints and many other body structures.

The energy-yielding nutrients are primarily carbohydrates and lipids, while proteins mainly supply the amino acids that are the building blocks of the body itself. You ingest these in plant and animal foods and beverages, and the digestive system breaks them down into molecules small enough to be absorbed. The breakdown products of carbohydrates and lipids can then be used in the metabolic processes that convert them to ATP. Although you might feel as if you are starving after missing a single meal, you can survive without consuming the energy-yielding nutrients for at least several weeks.

Narrow Range of Temperature

You have probably seen news stories about athletes who died of heat stroke, or hikers who died of exposure to cold, also known as hypothermia. Such deaths occur because the chemical reactions upon which the body depends can only take place within a narrow range of body temperature, from just below to just above 37°C (98.6°F). When body temperature rises well above or drops well below normal, certain proteins (enzymes) that facilitate chemical reactions lose their normal structure and their ability to function and the chemical reactions of metabolism cannot proceed.

That said, the body can respond effectively to short-term exposure to heat (Figure 1) or cold. One of the body’s responses to heat is, of course, sweating. As sweat evaporates from skin, it removes some thermal energy from the body, cooling it. Adequate water (from the extracellular fluid in the body) is necessary to produce sweat, so adequate fluid intake is essential to balance that loss during the sweat response. Not surprisingly, the sweat response is much less effective in a humid environment because the air is already saturated with water. Thus, the sweat on the skin’s surface is not able to evaporate, and internal body temperature can get dangerously high."

1. Complete the survey about a human's biological necessities in space. 
2. Post a comment with your partner: Other than outer space, when might the human body not get all of the water, nutrients, or proper conditions that it needs to survive? What emergency services do we have here to help? Why might not having the correct nutrients make space life difficult?
3. Reply to at least two peers regarding their commentary. 

In a private message to your teacher, please state whether you feel you have met the learning objective for the day and why.  Lesson Objective: Students will be able to identify the physiological and biological aspects of what the human body needs to survive in space with at least 70% accuracy across three opportunities

Congratulations, you have been selected for a deep space mission lasting seven days.  As a lead engineers, you and your partner will be responsible for preparing for launch and lift off. YOU AND YOUR PARTNER WILL WRITE TOGETHER. 

GET READY TO BLAST OFF INTO WRITING!

In a Work of at least 600 words as well as three visual aids you must:

• Revise your spacesuit from lesson two. Improve your original design based on the comments of your peers. Redraw the suit, add color, and attach the image as a media. You must include a caption underneath in addition to a rationale for your design. 
• Explain the phsycial requirements needed to enter space, both physiologically and biologically. You must include information from the videos in lesson 5 as well as the phsycial examinations in lesson 4. 
• Conclude your Work with quote that resonates with you about space exploration. For example: “I flew to the moon not so much to go there, but as part of developing the system that would allow it to happen.”– Neil Armstrong, First Man: The Life of Neil A. Armstrong by James R. Hansen 

How to complete a Scholar work in Creator:

• Receive your Work 1 request from your teacher. Click on this link to open the “Untitled Work” in Creator. Then, change the title, and begin a first draft. Go to About This Work => Project => Description for further project information.
• You and your partner must follow the rubric to write your work. Use that to guide you as your write. 
• You can view this rubric while you draft your work at Creator => Feedback => Reviews => Rubric on the right hand side of the screen in green and white writing!
• When you are ready to submit, click “Submit Draft” below the work. This is the version of your work that will be sent to others for review.

In one week:

• You will receive a a request to review another student's work. You must leave comments under FEEDBACK==> ANNOTATIONS==> THEN SELECT TEXT==> ADD ANOTATION and writing a note to your peer
• You need to make 10 annotations on your peers work
• Be kind and constructive. There is a difference between being mean and trying to help someone. 
• Next, go to FEEDBACK==>REVIEWS==> REVIEW WORK==> AND GRADE YOUR PEER BASED ON THE RUBRIC. 
• When you are done, submit your feedback. 

One week after that:

• You will receive a request to revise your work.  Under FEEDBACK==>ANNOTATIONS==> check your annotations left on your work and fix any mistakes. 
• Then, go to REVIEWS==> and view your peer reviews.  Fix anything they mention, and rate their feedback. Did they leave you enough information to fix? Were they kind? Did you feel like they took time to look at your work?
• When you are done revising your work, you need to self review!! Go to FEEDBACK==> REVIEW WORK==> and review your own work. Submit the feeback. Then, submit your paper for publishing/review. 

In a private message to your teacher, please state whether you feel you have met the learning objective for the day and why.  Lesson Objective: Students will be able to provide clear and constructive feedback on a numerical rubric to offer peers constructive criticism during the editing process.