Multi-Period Workshops

Meteor Crater in Arizona

Craters are seen on every rocky body in the solar system, but understanding their characteristics and how they form continues to be a challenging task for planetary scientists. This activity focuses on answering some of those questions using an inquiry style activity.

Recommended Age Group:  Grade 9-12 (Accomodation can be made for Grade 4-8)

Resources:

•   Presentation
•   Student Worksheet
•   Notes for Educators

Curriculum Connections: 

• Grade 4 (Understanding Earth and Space Systems)

  • 3.4 describe the characteristics of the three classes of rocks (e.g., Sedimentary rocks often have flat layers, are composed of pieces that are roughly the same size with pores between these pieces that are commonly filled with smaller grains, and sometimes contain fossils. Igneous rocks generally have no layers, have variable textures, and do not contain fossils. Metamorphic rocks may have alternating bands of light and dark minerals, or may be composed predominantly of only one mineral, such as marble or quartzite, and rarely contain fossils.), and explain how their characteristics are related to their origin 

• Grade 6 (Understanding Earth and Space Systems

  • 3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms

• Grade 9 (Academic Science)
  • D2.1 use appropriate terminology related to the study of the universe, including, but not limited to: celestial objects, orbital radius, retrograde motion, and satellite
  • D2.4 gather and record data, using an inquiry or research process, on the properties of specific celestial objects within the solar system
  • D2.5 compare and contrast properties of celestial objects visible in the night sky, drawing on information gathered through research and using an appropriate format
  • D3.3 – Describe the major components of the solar system and the universe (e.g., planets, stars, galaxies), using appropriate scientific terminology and units (e.g., astronomical units, scientific notation, light years)
  • D3.5 explain the causes of astronomical phenomena (e.g., phases of the moon, comets) and how various phenomena can best be observed from Earth
• Grade 9 (Applied Science)
  • D2.3 use a research process to compile and analyze information on the characteristics of various objects in the universe
  • D3.2 compare the characteristics and properties of celestial objects that constitute the solar system
• Grade 12 (Earth and Space Science)
  • C2.2 identify geological features and processes that are common to Earth and other bodies in the solar system (e.g., craters, faults, volcanic eruptions), and create a model or illustration to show these features, using data and images from satellites and space probes
  • C3.9 describe the major external processes and phenomena that affect Earth

Meteorite RKPA 79015 (NASA)

Mission meteorite is an interactive station-based activity designed to help students understand the different types of meteorites using scientific inquiry methods and questioning. Students will have the opportunity to handle real meteorite samples, use microscopy to differentiate samples, and mine their very own ‘cookie’ meteorite.

This is a station-based activity. The participants get a quick overview on various small bodies in the solar system and are divided into two groups. The groups take turns visiting several meteorites on the station and learning about the different types of meteorites. The participants also get to hold the meteorites in their hands. Please note that since this activity requires handling of the real meteorites, the group limit is maximum 20 participants. 

Recommended Age Group:  Grade 6-12 (Accomodation can be made for Grade 3-6) 

Resources:

•   Presentation

Curriculum Connections:

• Grade 4 (Understanding Earth and Space Science- Rocks and Minerals)
  • 1.1 assess the social and environmental costs and benefits of using objects in the built environment that are made from rocks and minerals
  • 1.2 analyse the impact on society and the environment of extracting and refining rocks and minerals for human use, taking different perspectives into account
  • 2.1 follow established safety procedures for outdoor activities and for working with tools, materials, and equipment
  • 2.2 use a variety of tests to identify the physical properties of minerals
  • 2.3 use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and minerals according to their characteristics
  • 2.4 use scientific inquiry/research skills (see page 15) to investigate how rocks and minerals are used, recycled, and disposed of in everyday life
  • 2.5 use appropriate science and technology vocabulary, including hardness, colour, lustre, and texture, in oral and written communication 2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show how rocks and minerals are used in daily life)
  • 3.1 describe the difference between rocks (composed of two or more minerals) and minerals (composed of the same substance throughout), and explain how these differences determine how they are used 3.2 describe the properties (e.g., colour, lustre, streak, transparency, hardness) that are used to identify minerals
  • 3.3 describe how igneous, sedimentary, and metamorphic rocks are formed
  • 3.4 describe the characteristics of the three classes of rocks), and explain how their characteristics are related to their origin
• Grade 6 (Understanding Earth and Space Science)
  • 1.2 evaluate the social and environmental costs and benefits of space exploration, taking different points of view into account
  • 3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
• Grade 9 (Academic Science)
  • D1.2 assess some of the costs, hazards, and benefits of space exploration (e.g., the expense of developing new technologies, accidents resulting in loss of life, contributions to our knowledge of the universe), taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth
  • D2.4 gather and record data, using an inquiry or research process, on the properties of specific celestial objects within the solar system
  • D3.2 describe observational and theoretical evidence relating to the formation of the solar system
  • D3.5 explain the causes of astronomical phenomena and how various phenomena can best be observed from Earth
  • D3.6 describe various reasons that humankind has had for studying space
• Grade 9 (Applied Science)
  • D1.1 research the challenges associated with space exploration, and explain the purpose of materials and technologies that were developed to address these challenges and how these materials and technologies are now used in other fields of endeavour
  • D2.3 use a research process to compile and analyse information on the characteristics of various objects in the universe
  • D3.2 compare the characteristics and properties of celestial objects that constitute the solar system, including their motion and their distance from other celestial objects in the solar system
  • D3.5 describe the causes of major astronomical phenomena and how various phenomena can best be observed from Earth
• Grade 12  (Earth and Space Science)
  • C1.1 analyse political considerations related to, and economic and environmental consequences (actual and/or potential) of, exploration of the solar system
  • C2.2 identify geological features and processes that are common to Earth and other bodies in the solar system (e.g., craters, faults, volcanic eruptions), and create a model or illustration to show these features, using data and images from satellites and space probes
  • C2.4 investigate the ways in which interactions
  • between solid bodies have helped to shape the solar system, including Earth (e.g., the accretion of minor bodies)
  • C3.3 explain the formation of the solar system with reference to the fundamental forces and processes involved
  • C3.6 compare Earth with other objects in the solar system with respect to properties such as mass, size, composition, rotation, magnetic field, and gravitational field
  • C3.9 describe the major external processes and phenomena that affect Earth

In this workshop, students are introduced to analogue missions and their importance. Students are presented with the inner workings of the analogue mission followed by building a robot using LEGO Mindstorms EV3 and traversing a 3D martian landscape. Please note that as this workshop requires students to build a robot and learning programming to accomplish a final task, the workshop can only be conducted in the form of a full day workshop (half a day for students to learn how to use LEGO Mindstorms) and with 30 or less students. Currently, this workshop can only be conducted at Western as it involves a 8 ft x 8 ft structure which is not yet portable. Limited dates are available for this workshop, please contact us at spaceoutreach@uwo.ca for more information.

Curriculum Connections:

Grade 6 (Electricity)

2.5 use technological problem-solving skills (see page 16) to design, build, and test a device that transforms electrical energy into another form of energy in order to perform a function (e.g., a device that makes a sound, that moves, that lights up)

Grade 6 (Space)

2.3 use scientific inquiry/research skills (see page 15) to investigate scientific and technological advances that allow humans to adapt to life in space

3.4 identify the technological tools and devices needed for space exploration

Grade 9 Space (Academic)

D1.1 assess, on the basis of research, and report on the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration 

D1.2 assess some of the costs, hazards, and benefits of space exploration, taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth 

Grade 9 Space (Applied)

D1.1 research the challenges associated with space exploration, and explain the purpose of materials and technologies that were developed to address these challenges and how these materials and technologies are now used in other fields of endeavour

D1.2 assess the contributions of Canadians to space exploration

D2.4 investigate a technological challenge related to the exploration of celestial objects that arises from the objects’ specific properties, and identify the solution that has been devised

Grade 12 Earth and Space Science (University)

C1.2 analyse, on the basis of research, a specific technology that is used in space exploration and that has applications in other areas of research or in the environmental sector, and communicate their findings

C2.6 investigate techniques used to study and understand objects in the solar system

In this workshop, students will be exposed to the varying landscapes of Mars, Mercury, Moon and other planetary bodies and the space missions that have enabled us to see the surface with such great detail. We will discuss theories for the formation of different landscapes and draw comparison to landscapes and formation processes on Earth. We will close with a discussion of how an understanding of the surface of Mars motivates future exploration and where to go next.

Participants are then introduced to various landscape features on Mars and using the Google Mars feature, and are tasked to select three best location on Mars as a landing site for the next rover mission.

Please note: This workshop requires students to have access to a computer with the Google Mars software (available via Google Earth Pro - a free software). 

Multiple single period activities can be combined into a theme for a full day or multi-day workshop. The theme for such multi-period activities can be discussed.

Resources:

•   Presentation
•   Student Worksheet
•   Notes for Educators
•  

Curriculum Connections:

Grade 9 (Academic Science)

D2.4 gather and record data, using an inquiry or research process, on the properties of specific celestial objects within the solar system

D2.5 compare and contrast properties of celestial objects visible in the night sky, drawing on information gathered through research and using an appropriate format

Grade 9 (Applied Science)

D2.3 use a research process to compile and analyze information on the characteristics of various objects in the universe

D3.2 compare the characteristics and properties of celestial objects that constitute the solar system

Grade 12 (Earth and Space Science)

C2.2 identify geological features and processes that are common to Earth and other bodies in the solar system (e.g., craters, faults, volcanic eruptions), and create a model or illustration to show these features, using data and images from satellites and space probes

D2.7 investigate interactions over time between physical, chemical, and biological processes, and explain how they have affected environmental conditions throughout Earth’s geological history

F3.4 explain how different erosional processes contribute to changing landscapes (e.g., channel erosion, mass-wasting events)

F3.5 identify and describe types of sediment transport (e.g., water, wind, glacial) and the types of load (i.e., dissolved load, suspended load, bed load) as sediment is moved by each type of transport

F3.6 describe the landforms produced by water, wind, or ice erosion

F3.7 describe the sedimentary structures formed by wind, water, or ice deposition

Topics in this theme can include presentations and activities on topics such as the Tour of the Solar System, Small Bodies, and Mars & Moon Mapping.