From Under Sea to

1. From Under Sea to Outer Space The video is part of NASA’s Liftoff to Learning. See the Featured Links for a link to NASA’s resources.

2. This module concentrates on the following technologies: • Online Research • Graphic Organizers • Teleconferencing

3. This module also focuses on the following science standards: • Historical use of animals in scientific research • Inquiry-based research • Scientific research methods

4. The following pedagogical standards will be covered: • Technology Integration • Collaboration

5. The main focus of this module is scientific inquiry. Other important topics include: • Historical research on animals in space using online sources and recording the information in tables. • Asking questions and using a graphic organizer to map concepts and draw conclusions. • Scientific research enhanced by telecommunications.

6. Animals in Space Research Teachers should be aware of arguments on both sides of the controversial issue about the use of animals in research. Find out what measures can be taken to ensure animals are handled safely and ethically in the classroom. See Supporting Materials for information about ethical use of animals in research.

7. NASA and Animal Research • NASA has used animals to further research about living in space. • In the next slide you will be asked to research the use of animals in space. Pets in Space is a Featured Link.

8. Pause the Video Use the links in the Supporting Materials to research the history of the use of animals in space research. Confirm the validity of the resources by finding at least two sources whose records agree. • Using word processing software, create a table listing the year, mission, and type of animal. • Record the sources of the information that you used. (SBEC Technology Applications 2.6s, 2.7s, 2.8s, 3.1k)

9. Preparing to do a study in Life Science Before starting an experiment, you and your class should gather background information and be prepared to ask informed questions. This is part of Inquiry-based Research.

10. Life Science & Microgravity One of the first steps in scientific research is to ask questions. Do you think maybe NASA considered the following questions? • How will the study of life in a • near weightless condition help • scientists study life on earth? • How do animals and people act • and react differently in space? • 3.What is it like to live in space? • 4.How long can a person stay in space?

11. Background Research The Web Library contains companion modules with information about the Space Shuttle and Microgravitiy. These include: • Space Basics • Microgravity • Living in Space

12. Communicate with Scientists • Scientists often confer with other experts in the field. • With the ease and quality of telecommunication, every classroom can now have access to an expert. The Electronic Emissary in the Featured Links is located at UT-Austin. They provide a matching service for classroom projects and experts. Other “Ask an Expert” sites can be found in Supporting Materials.

13. PAUSE THE VIDEO AND READ In this segment of the video entitled “Asking Questions,” you will create a graphic organizer for teaching. Go through the following section the first time paying attention to the construction of the graphic organizer. When you see this symbol, pause the video and follow the instructions on the screen. The Featured Links contain examples of Graphic Organizers.

14. Asking Questions • As you view the film the second • time, you will create a graphic organizer. • The question to be diagramed is: “Why did NASA choose jellyfish in this study?” Graphic Organizersare also known as concept webs or concept maps. See Supporting Materialsfor examples of Graphic Organizers and assistance in getting started.

15. Task Switching As you create your graphic organizer, you may want to switch between the ADAM and your graphic program. If you are unfamiliar with how to switch between programs, pause the video and go to “Task Switching” in theFeatured Links.

16. Task Switching • Open your graphic organizer orgraphic program. • After your program is open, switch back to Real Player and click the play button. • Pause the video at any point whenextra time is needed to add to your concept map.

17. Why jellyfish? On your Concept Map: • Start with the central idea. • Draw the central node and type “Why jellyfish?” inside. • As you listen to the video, you will record ideas that will answer the question.

18. PAUSE THE VIDEO AND READ Click on Asking Questions in the video section to view the video segment again with these points in mind: • Add any information missed the first time. • Review your product. • Be prepared to use your graphic organizer to discuss “Why jellyfish were chosen?”

19. Scientific Experimentation • Refresh your memory of • the scientific process. • Pause the video and search the • links in the Supporting Materials • under Scientific Experimentation.

20. Steps in Scientific Research • Research the background • Ask lots of questions • Narrow to one question • Conduct the experiment • Observe & collect data • Interpret and communicate findings Up to this point, we have discussed background research and asking questions. Now we are ready to discuss beginning the experiment.

21. Setting up the Experiment What we do in classrooms depends upon available resources. There are many ways to achieve similar results.

22. Setting up the Experiment • The conditions surrounding the experiment need to be monitored and recorded. • In this experiment, scientists added iodine to the environment of different groups at different points in time and under different conditions.

23. Control Groups • Scientists need to know what effects the changes they measure. • Comparison to a control group helps to determine the source of the change.

24. Control Groups How can control groups be set up in a class room? Can you use another class to assist in setting up the control group?

25. Observation and Data Collection Technology can be used to enhance the observation and data collection. The scientist in the video used a video camera to record the actions of the jellyfish.

26. Observation and Data Collection Example in the classroom. The class experiments with growing plants in differing amounts of light. A digital camera can be used to record overall appearance at regular intervals.

27. Observation and Data Collection Example in the classroom. A spreadsheet can be used to record growth of parts of the plant. Graphs can quickly be created within most spreadsheet programs.

28. Longitudinal Studies Scientific research often has consequences that may not show up for a long time. Be aware of the time factor when choosing classroom experiments. • How can you do a longitudinal study in your classroom? • Are studies lasting several years possible?

29. Online-Projects There are many collaborative long-term projects that use the Internet for communication. Investigate available “Online Projects” in Supporting Materials. Designs forTelecollaboration and Telepresence in the Featured Links provides an overview of types of online projects.

30. Application of Research • The space program has provided us with many new technologies we take for granted. Here are just a few: • Computers • Disposable Diapers • Candy Wrappers

31. Telecommunications Scientists do not work alone. Sharing and comparing research is an important part of scientific research. Your class can also share their findings and discuss the differences with another class using technology. Telecommunications can include • Email • Chat rooms • Web boards • Audio conferences • Video conferences • or any combination

32. Scientific Research • Scientific research involves problem • solving and communication. • The skills developed doing • scientific experimentation are well • worth the time the teacher spends • setting up the experiment and the • classroom time spent on the • experiment.