CPSX Presentation Descriptions

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Nov 13, 2013 (3 years and 10 months ago)

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CPSX
Presentation Descriptions


Title

Type

Description

Possible Ontario Curriculum Links

Astrobiology:
The search for
life

Multiple
-
period, Inquiry
-
based (using
SmarterScience)

What is life? How do we look
for it? This lab will focus on
those very questio
ns. Students
will have the opportunity to
look at and experiment on
samples of microorganisms
that have helped us to start to
formulate answers to some of
those questions.

Grade 4

ULS 3.1
Demonstrate an understanding of habitats as areas
that provide plane
ts and animals with the necessities of life

ULS 3.3

Identify factors that affect the ability of plants and
animals to survive in a specific habitat

ULS 3.7
Describe structural adaptations that allow plants and
animals to survive in specific habitats

Grade
6

ULS 3.2

Demonstrate an understanding of biodiversity as the
variety of life on earth

ULS 3.3

Describe ways in which biodiversity within species is
important for maintaining the resilience of those species

UESS 3.4

Identify the technological tools and dev
ices needed
for space exploration

Grade 8

ULS 3.1

Demonstrate an understanding of the postulates of
the cell theory

Grade 9 (Academic)

D3.4

describe the sun’s composition and energy source, and
explain how its energy warms Earth and supports life on the
pl
anet

D3.6

describe various reasons that humankind has had for
studying space

Grade 9 (Applied)

D3.2

Compare the characteristics and properties of celestial
objects that constitute the solar system

D3.3

identify the factors that make Earth well suited for t
he
existence of life

Grade 11 (Biology)

C3.2
Explain the process of adaptation of individual
organisms to their environment

Grade 12 (Earth and Space Sciences)

C3.5

identify and explain the properties of celestial bodies
within or beyond the solar system,

other than Earth, that
might support the existence of life

Title

Type

Description

Possible Ontario Curriculum Links

Grade 12 (Biology)

C1.1

analyse the role of metabolic processes in the
functioning of and interactions between biotic and abiotic
systems

Exploring Mars

Single Period

Why are planetary scientists

so
excited about exploring Mars?
Because it is the most Earth
-
like planet in the solar system!
It has days and seasons similar
to Earth’s, it has an
atmosphere and polar caps,
and it is the only body in the
solar system (besides Earth)
where water is know
n to have
flowed across the surface! This
presentation will describe the
similarities and differences
between Mars and Earth, and
why we want to send machines
and humans to explore it in
more detail.

Grade 6

UESS 3.1
Identify components of the Solar System

and
describe their physical characteristics in qualitative terms.


Grade 9 (Academic)

D1.2

assess some of the costs, hazards, and

benefits of space
exploration

D3.3

Describe the major components of the solar system and
the universe

D3.6

describe various r
easons that humankind has had for
studying space

Grade 9 (Applied)

D3.1

Describe the major components of the universe, the
motion of different types of objects, and the distances
between objects

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

C2.4

Investigate the ways in which interactions between solid
bodies h
ave helped to shape the solar system, including Earth

C3.1

Explain the composition of the solar system and describe
the characteristics of each component

C3.2

Identify and Explain the classes of objects orbiting the
sun


Getting to
space: How
difficult is

it
really?

Single Period

This presentation will begin by
outlining some of the
challenges scientists and
engineers face when trying to
get to space. Students will then
be challenged to come up with
new and innovative ways to get
Grade 6

UESS 3.4

Identify the technological tools and devices needed
for space exploration

Grade 9 (Academic)

D1.2

assess some of the costs, hazards, and

benefits of space
exploration

Grade 9 (Applied)

Title

Type

Description

Possible Ontario Curriculum Links

to orbit.

D1.1
Research the challenges associated with space
exploration, and ex
plain the purpose of materials and
technologies developed to address these challenges and how
they are now used in other fields


D2.4

investigate a technological challenge related to the
exploration of celestial objects that arises from the objects’
specif
ic properties, and identify the solution that has been
devised

Grade 11 (Physics)

B1.1

Analyze a technology that applies concepts related to
kinematics

Grade 12 (Physics)

B1.2
Assess the impact on society and the environment of
technological devices that u
se linear or circular motion

C1.1

Analyze and propose practical ways to improve a
technology or procedure that applies energies and
momentum

Grade 12 (Physics


College)

E1.2

Propose a course of practical action to improve the
sustainability of an energy
-
t
ransformation technology

Grade 12 (Earth and Space Sciences)

C1.1

analyse political considerations related to, and economic
and environmental consequences (actual and/or potential)
of, exploration of the solar system


Hazards of
Space
Exploration

Single P
eriod

This presentation will discuss
the hazards of human space
flight. It will address the
challenges of humans
physically going to space,
working in space and of
returning to the Earth as well
as the hazards of the space and
planetary environments.
Stude
nts will then participate
in an engineering challenge

to
build a space lander.

Grade 5

UESS 3.3
Describe how energy is stored and transformed in a
given device or system

Grade 6

UESS 3.1
Identify components of the Solar System and
describe their physical c
haracteristics in qualitative terms.

UESS 3.3

Explain how humans meet their basic biological
needs in space

UESS 3.4

Identify the technological tools and devices needed
for space exploration

Grade 7

USM 3.4
Distinguish between external forces and internal
Title

Type

Description

Possible Ontario Curriculum Links

forces acting on a structure

USM 3.6

Identify and describe factors that can cause a
structure to fail

Grade 9 (Academic)

C1.1

assess the usefulness of and/or the hazards associated
with common elements or compounds in terms of their
physical and chemical p
roperties

D1.2

assess some of the costs, hazards, and benefits of space
exploration

Grade 9 (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

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

D3.3

identify the factors that make Earth well suited for the
existence of life

Grade 11 (Physics)

B1.1

Analyze a technology that applies concepts related to
kinematics

Grade 12 (Physics)

B1.2
Assess the impact on society and the environme
nt of
technological devices that use linear or circular motion

C1.1

Analyze and propose practical ways to improve a
technology or procedure that applies energies and
momentum

Grade 12 (Physics


College)

E2.4

Design and construct a complex device that inte
grates
energy transformations

Grade 12 (Earth and Space Sciences)

C2.3

use an inquiry or research process to investigate the
effects of various forms of radiation and high
-
energy particles
on bodies, organisms, and devices within the solar system

Title

Type

Description

Possible Ontario Curriculum Links

C2.5

inve
stigate the properties of Earth that protect life from
hazards such as radiation and collision with other bodies

C3.1

Explain the composition of the solar system and describe
the characteristics of each component

Grade 12 (Biology)

D3.4

explain how mutagen
s, such as radiation and chemicals,
can cause mutations by changing the genetic material in cells

Impact
Cratering

Multi
-
period, inquiry
-
based
(using SmarterScience)


Craters are seen on every
rocky body in the solar system,
but understanding their
charac
teristics 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.

Grade 5

UME 3.3
Explain changes in states of matter

Grade 6

UESS 3.1
Identi
fy components of the Solar System and
describe their physical characteristics in qualitative terms.

Grade 9 (Academic)

D1.1
Assess and report on the contributions of Canadian
government, organizations, businesses, and/or individuals to
space technology, re
search, and/or exploration

D2.4

Identify properties of celestial objects in our solar
system (e.g. planetary surfaces, etc.)

D2.5

Compare and contrast properties of planetary bodies
(Earth/Moon)

D3.3

Describe solar system components using appropriate
scien
tific terminology

D3.5

Explain the causes of astronomical phenomena and how
they can be observed

D3.6

describe various reasons that humankind has had for
studying space

Grade 9 (Applied)

D1.2

Assess the contributions of Canadians to space
exploration

D2.3

Use a research process to compile and analyze
information on the characteristics of various objects in the
universe

D3.1

Describe the major components of the universe, the
motion of different types of objects, and the distances
between objects

D3.2

Compare

the characteristics and properties of celestial
objects that constitute the solar system

Title

Type

Description

Possible Ontario Curriculum Links

D3.3

identify the factors that make Earth well s
uited for the
existence of life

Grade 10 (Academic)

D3.1

Describe the principal components of Earth’s climate
system

G
rade 10 (Applied
)

D3.1

Describe the principal components of Earth’s climate
system

Grade 11 (Physics)

B2.4

Conduct an inquiry into the uniform motion and non
-
uniform linear motion of an object

B2.6

Plan and conduct and inquiry into the motion of objects
in

one dimension

C2.2

Conduct and inquiry that applies Newton’s laws to
analyze the forces acting on an object

C2.3

Conduct an inquiry into the relationship between the
acceleration of an object and its net force and mass

Grade 12 (Physics)

C2.7

Conduct labo
ratory inquiries involving collisions and
explosions in one and two dimensions

Grade 12 (Physics


College)

B2.2

Plan and conduct investigations to measure distance and
speed for object moving in one dimension

B2.3

Plan and conduct investigations to measur
e constant
acceleration for objects moving in one dimension

B2.10

Conduct an inquiry to measure gravitational
acceleration, and calculate the percentage error of the
experimental value

Grade 12 (Earth and Space Science)

C2.2
Identify geological features an
d processes that are
common to Earth and other bodies in the Solar System

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shape the solar system, including Earth

C2.5

Investigate the properties of Earth that protect life

from
hazards such as radiation and collision with other bodies

C2.6

Investigate techniques used to study and understand
objects in the solar system

Title

Type

Description

Possible Ontario Curriculum Links

C3.1

Explain the composition of the solar system and describe
the characteristics of each component

C3.2

Id
entify and Explain the classes of objects orbiting the
sun

D2.3

Investigate various types of preserved geological
evidence of major changes that have taken place in Earth
history

F3.4

Explain how different erosional processes contribute to
changing landsca
pes



Mars Mapping

Multi
-
period, inquiry
-
based
(using SmarterScience)


Planetary scientists are
interested in searching for
evidence of past water flow on
Mars because it could point to
life. But what are they looking
for? In this activity, students
learn

about the similarities and
differences of the surfaces of
Mars and Earth, build basic
mapping skills, and learn how
about the types of landforms
indicate evidence for past
water flow. The students act as
scientists and use Google Mars
and other online ima
ges to
search for evidence of past
water flow, choose the best
landing site for the next rover,
and present and defend their
report to the “space agency”.

Grade 6

UESS 3.1
Identify components of the Solar System and
describe their physical characteristics
in qualitative terms.

Grade 9 (Academic)

D2.4

Identify properties of celestial objects in our solar
system (e.g. planetary surfaces, etc.)

D2.5

Compare and contrast properties of planetary bodies
(Earth/Moon)

D3.3

Describe solar system components using app
ropriate
scientific terminology

Grade 9 (Applied)

D2.3

Use a research process to compile and analyze
information on the characteristics of various objects in the
universe

D3.1

Describe the major components of the universe, the
motion of different types of
objects, and the distances
between objects

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

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shape the solar system, including Earth

C2.6

Investigate techniques used to study and understand
objects in the solar system

Title

Type

Description

Possible Ontario Curriculum Links

C3.1

Explain
the composition of the solar system and describe
the characteristics of each component

C3.2

Identify and Explain the classes of objects orbiting the
sun

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 pro
duced by water, wind, or ice
erosion

F3.7

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



Mining Space

Single Period

As our own planet’s resources
are being depleted, are there
other places we should begin
to look to repleni
sh those
supplies? Not just science
fiction anymore, this
presentation will focus on the
scientifically viable options
currently being explored for
off
-
world resources.

The
students will then be
challenged to design and build
a robotic arm to “capture” and

asteroid for mining.

Grade 5

UESS 3.1
Identify a variety of forms of energy

UESS 3.2

Identify renewable and non
-
renewable sources of
energy

Grade 6

UME 3.4
Describe how various forms of energy can be
transformed into electrical energy

Grade 7

USM 3.4
Dis
tinguish between external forces and internal
forces acting on a structure

USM 3.6

Identify and describe factors that can cause a
structure to fail

Grade 8

UMS 3.1

Identify various types of systems

UMS 3.2

Identify the purpose, inputs, and outputs of vario
us
systems

Grade 9 (Academic)

B3.3

describe the limiting factors of ecosystems, and explain
how these factors affect the carrying capacity of an
ecosystem

Title

Type

Description

Possible Ontario Curriculum Links

D1.2

assess some of the costs, hazards, and

benefits of space
exploration

D3.6

describe various reaso
ns that humankind has had for
studying space

E1.2

assess some of the social, economic, and environmental
implications of the production of electrical energy in Canada
from renewable and non
-
renewable sources

Grade 9 (Applied)

B3.4

identify the major limit
ing factors of eco
-

systems, and
explain how these factors are related to the carrying capacity
of an ecosystem

D1.1
Research the challenges associated with space
exploration, and explain the purpose of materials and
technologies developed to address these

challenges and how
they are now used in other fields

D3.4

describe the characteristics of the sun and the effects of
its energy on Earth and Earth’s atmosphere

E1.1

assess social, economic, and environmental costs and
benefits of using a renewable and a n
on
-
renewable source of
electrical energy

Grade 11 (Physics)

B1.1

Analyze a technology that applies concepts related to
kinematics

C1.1

Analyze a technology that applies Newton’s Laws

D1.2

Assess how technologies related to nuclear, thermal, or
geothermal e
nergy affect society and the environment

F1.2

Analyze the efficiency and the environmental impact of
one type of electrical energy production

Grade 12 (Physics)

B1.2
Assess the impact on society and the environment of
technological devices that use linear
or circular motion

C1.1

Analyze and propose practical ways to improve a
technology or procedure that applies energies and
momentum

D1.2

Assess the impact on society and the environment of
technologies that used gravitational, electric, or magnetic
fields

Title

Type

Description

Possible Ontario Curriculum Links

G
rade 12 (Physics


College)

C2.4

Use an inquiry process to determine the relationships
between force, distance, and torque for the load arm and
effort arm of levers

C2.7

Construct a simple or compound machine, and
determine the mechanical advantage

F1.2

An
alyze some of the social and economic consequences
of the use of robotic systems for different kinds of operations

Grade 12 (Earth and Space Sciences)

C1.1

analyse political considerations related to, and economic
and environmental consequences (actual and
/or potential)
of, exploration of the solar system

C1.2

Analyze a specific technology that is used in space
exploration and that has applications in other areas of
research


Mission
Meteorite

Workshop

This half
-
day program is run
both by the CPSX and the
Department of Earth Sciences,
and can be done in the
classroom or on campus.
Students get a chance to see
and handle real meteorite
samples while exploring

the
origins of meteorites, where
the come from, how they get
here and what they can tell us
about th
e Earth, our solar
system, and even the origin of
life.

Grade 6

UESS 3.1
Identify components of the Solar System and
describe their physical characteristics in qualitative terms.

Grade 9 (Academic)

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
they can be obser
ved

Grade 9 (Applied)

D2.3

use a resear
ch process to compile and analyz
e
information on the characteristics of various objects in the
universe

Grade 12 (Earth and Space Science)

C2.2

identify geological features and processes that are
common to Earth and o
ther bodies in the solar system

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shape the solar system, including Earth

C2.6

Investigate techniques used to study and understand
Title

Type

Description

Possible Ontario Curriculum Links

objects in the solar system

C3.1

Explain t
he composition of the solar system and describe
the characteristics of each component

C3.2

Identify and Explain the classes of objects orbiting the
sun



Planetary
Landscapes:
Mars Mapping

Single Period

Why is it that the surfaces of
some planetary bodies

look so
similar? This presentation will
discuss how different planetary
landscapes form, focusing on
the Martian landscape. By
comparing the Earth’s surface
to Mars, concepts of erosion
and mapping will be explored.
A culminating activity will allow
the s
tudents to identify and
analyze what they have learned
on a map of Mars.

Grade 6

UESS 3.1
Identify components of the Solar System and
describe their physical characteristics in qualitative terms.

Grade 9 (Academic)

D2.4

gather and record data, using an in
quiry 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

D3.3

Describe the major components of the solar system and

the universe

Grade 9 (Applied)

D2.3

use a research proce
ss to compile and analyze

information on the characteristics of various objects in the
universe

Grade 12 (Earth and Space Science)

C2.2

identify geological features and processes that are
common to E
arth and other bodies in the solar system

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shape the solar system, including Earth

C2.6

Investigate techniques used to study and understand
objects in the solar system

C3.1

Explain the composition of the solar system and describe
the characteristics of each component

C3.2

Identify and Explain the classes of objects orbiting the
sun

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

Title

Type

Description

Possible Ontario Curriculum Links

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


Planetary
Landscapes:
Moon Mapping

Single Period

Why do the surfaces of some
planetary bodies look so
similar? This presentation will
discuss how different planetary
landscapes form, focusin
g on
the Lunar landscape. By
comparing the Earth’s surface
to that of the Moon, concepts
of erosion and mapping will be
explored. A culminating activity
will allow the students to
identify and analyze what they
have learned on a map of the
Moon.

Grade 6

UE
SS 3.1
Identify components of the Solar System and
describe their physical characteristics in qualitative terms.

Grade 9 (Academic)

D2.4

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

D3.2

describe observational and theoretical evidence relating
to the formation of the solar system

D3.3

Describe the major components of the solar system and
the universe

Grade 9 (Applied)

D2.3

use a research process to compile and analyse
i
nformation on the characteristics of various objects in the
universe

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

C2.4

Investigate the ways in which intera
ctions between solid
bodies have helped to shape the solar system, including Earth

C2.6

Investigate techniques used to study and understand
objects in the solar system

C3.1

Explain the composition of the solar system and describe
the characteristics of eac
h component

C3.2

Identify and Explain the classes of objects orbiting the
Title

Type

Description

Possible Ontario Curriculum Links

sun

D2.7

investigate interactions over time between physical,
chemical, and biological processes, and explain how they
have affected environmental conditions throughout Earth’s
geolo
gical 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., dis
solved
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


Space
Exploration:

Yay
or Nay?

Single Period

There is a long
-
standing debate
among planetary scientists,
politicians, and the public alike:
should humans explore space?
In this activity, students break
into groups depending on their
opinions (yes to human
exploration, yes t
o robotic
-
only
exploration, no to both, and
undecided) and then get to
debate the issues with
guidance from experts.

Grade 9 (Academic)

D1.1
Assess and report on the contributions of Canadian
government, organizations, businesses, and/or individuals to
spa
ce technology, research, and/or exploration

D1.2

assess some of the costs, hazards, and

benefits of space
exploration

D3.6

describe various reasons that humankind has had for
studying space

Grade 9 (Applied)

D1.1
Research the challenges associated with spa
ce
exploration, and explain the purpose of materials and
technologies developed to address these challenges and how
they are now used in other fields

D1.2

Assess the contributions of Canadians to space
exploration

Grade 12 (Earth and Space Sciences)

C1.1

a
nalyse political considerations related to, and economic
and environmental consequences (actual and/or potential)
of, exploration of the solar system


Title

Type

Description

Possible Ontario Curriculum Links



Space Mission
Design

Workshop

This activity can be done within
2 hours or up to a full day.
Students l
earn all about
analogue missions

and why
they’re important, then get the
opportunity to design and carry
out their own mission using
satellite images from Google
Earth. This activity can be
adapt
ed for all ages and levels,
and work well for both school
and community groups.

Grade 9 (Academic)

D1.1
Assess and report on the contributions of Canadian
government, organizations, businesses, and/or individuals to
space technology, research, and/or explo
ration

D1.2

assess some of the costs, hazards, and

benefits of space
exploration

D3.6

describe various reasons that humankind has had for
studying space

Grade 9 (Applied)

D1.1
Research the challenges associated with space
exploration, and explain the purpo
se of materials and
technologies developed to address these challenges and how
they are now used in other fields

D1.2

Assess the contributions of Canadians to space
exploration

D3.2

Compare the characteristics and properties of celestial
objects that const
itute 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

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shap
e the solar system, including Earth

C2.6

Investigate techniques used to study and understand
objects in the solar system



Spinoff
Technologies

Single Period

What would life be like without
space exploration? Students
will learn about a variety of
spinoff

technologies while
competing in three rounds of
fun activities. A more formal
presentation is also available.

Grade 8

USM 3.8
Describe systems that have improved the
productivity of various industries

Grade 9 (Academic)

D1.2

A
ssess some of the costs, haza
rds, and

benefits of space
exploration

D3.6

describe various reasons that humankind has had for
studying space

Grade 9 (Applied)

Title

Type

Description

Possible Ontario Curriculum Links

D1.1
Research the challenges associated with space
exploration, and explain the purpose of materials and
technologies developed

to address these challenges and how
they are now used in other fields

Grade 11 (Physics)

B1.1

Analyze a technology that applies concepts related to
kinematics

B1.2

Assess the impact on society and the environment of a
technology that applies concepts rela
ted to kinematics

C1.2

Evaluate the impact on society and the environment
oftechnologies that use the principles of force

Grade 12 (Physics)

B1.2
Assess the impact on society and the environment of
technological devices that use linear or circular motion

C
1.1

Analyze and propose practical ways to improve a
technology or procedure that applies energies and
momentum

D1.2

Assess the impact on society and the envir
onment of
technologies that use

gravitational, electric, or magnetic
fields

E1.2

Assess the impact

on society and the environment of
technologies that use the wave nature of light

Grade 12 (Physics


College)

B1.2

Analyze how technologies are used to track the motions
of objects, and outline various kinds of scientific knowledge
gained through the use
of such technologies

C1.2

Evaluate the effectiveness of a common mechanical
system in addressing a social or environmental challenge

D1.2

Asses the impact of an electromagnetic technology that
is used for the benefit of society or the environment

E1.1

Anal
yze an energy
-
transformation technology and
evaluate its impact on society and the environment

F1.2

Analyze some of the social and economic consequences
of the use of robotic systems for different kinds of operations

Grade 12 (Earth and Space Science)

C1.2

Analyze a specific technology that is used in space
exploration and that has applications in other areas of
Title

Type

Description

Possible Ontario Curriculum Links

research




Tour of our
Neighborhood

Single Period

Looking at the solar system
through different eyes, this
presentation will explore those
solar
-
system bodies that are
less frequently discussed.

Grade 4

UME 3.2
Distinguish between objects that emit their own
light and those that reflect light from other sources

Grade 6

UESS 3.1
Identify components of the Solar System and
describe their physical ch
aracteristics in qualitative terms.

Grade 9 (Academic)

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

D3.3

describe the major compone
nts of the solar system and
the universe

Grade 9 (Applied)

D3.1

describe the major components of the universe (e.g.,
planets, moons, stars, galaxies), the motion of the different
types of celestial objects, and the distances between certain
objects, using

appropriate scientific terminology and units

D3.2

compare the characteristics and properties of celestial
objects that constitute the solar sys
-

tem, including their
motion and their distance from other celestial objects in the
solar system

Grade 12 (Eart
h and Space Sciences)

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shape the solar system, including Earth

C3.1

Explain the composition of the solar system and describe
the characteristics of each component

C3.2

ident
ify and explain the classes of objects orbiting the
sun

The Moon

Single Period

The aim of this presentation is
to expose students to the
Earth
-
Moon system and the
impact this system has on the
Earth. This presentation is
Grade 6

UESS 3.1
Identify components of the Solar System and
describe their physical characteristics in qualitative terms.

UESS 3.5

Describe the effects of the relative positions and
motions of the earth, moon, and sun

Title

Type

Description

Possible Ontario Curriculum Links

activity driven, with the
students

actively playing out
the roles of the Moon, Earth
and Sun. With a personal
model Moon, students will
create the phases of the Moon
by turning on the spot a set
distance from a model Sun.
Students will also see the
effects of the various eclipses
using the
se techniques.

Grade 9 (Academic)

D2.
3

Simulate interrelationships between celestial objects

visible in the night sky

D2.4

Identify properties of celestial objects in our solar
system (e.g. planetary surfaces, etc.)

D2.5

Compare and contrast properties of plan
etary bodies
(Earth/Moon)

D3.3

De
scribe solar system components using appropria
te
scientific terminology

D3.5

Explain the causes of astronomical phenomena and how
they can be observed

Grade 9 (Applied)

D2.2

Investigate patterns in the night sky and the motions of
celestial objects

D3.1

De
scribe the major components of the universe, the
motion of different types of objects, and the distances
between objects

D3.2

Compare the characteristics and properties of celestial
objects that constitute the solar system

D3.5

Describe the causes of major

astronomical phenomena
and how they can best be observed from Earth

Grade 12 (Earth and Space Science)

C2.4

Investigate the ways in which interactions between solid
bodies have helped to shape the solar system, including Earth

C3.1

Explain the composition

of the solar system and describe
the characteristics of each component

C3.2

Identify and Explain the classes of objects orbiting the
sun


Working with
the Curiosity
Rover

Single Period

CPSX PhD Candidate, Raymond
Francis, had the amazing
opportunity to w
ork with the
Curiosity Rover. In this
presentation, he talks about
the rover itself, its planned
mission, the
launch/travel/landing, and
Grade 5

UESS 3.1
Identify a variety of forms of energy

UESS 3.3
Describe how energy is stored and transformed in a
given device or system

Grade 6

UESS 3.4
Identify the technological tools and devices needed
for space exploration

Grade 9 (A
cademic)

Title

Type

Description

Possible Ontario Curriculum Links

what it’s like to be part of a
space mission team. The
presentation takes
approximately 30 minutes,
leaving lots of tim
e for
questions!

D1.2

assess some of the costs, hazards, and

benefits of space
exploration

D3.6

describe various reasons that humankind has had for
studying space

Grade 9 (Applied)

D1.1
Research the challenges associated with space
exploration, and explain the pur
pose of materials and
technologies developed to address these challenges and how
they are now used in other fields

D1.2

Assess the contributions of Canadians to space
exploration

Grade 11 (Physics)

B1.1

Analyze a technology that applies concepts related to

kinematics

B1.2

Assess the impact on society and the environment of a
technology that applies concepts related to kinematics

C1.1

Analyze a technology that applies Newton’s Laws

Grade 12 (Physics


College)

F1.2

Analyze some of the social and economic con
sequences
of the use of robotic systems for different kinds of operations

Grade 12 (Earth and Space Science)

C2.6

Investigate techniques used to study and understand
objects in the solar system