SummaryAn introduction to our solar system—the planets, our Sun and Moon. To begin, students learn about the history and engineering of space travel. They make simple rockets to acquire a basic understanding of Newton's third law of motion. They explore energy transfer concepts and use renewable solar energy for cooking. They see how engineers design tools, equipment and spacecraft to go where it is too far and too dangerous for humans. They explore the Earth's water cycle, and gravity as applied to orbiting bodies. They learn the steps of the design process as they create their own models of planetary rovers made of edible parts. Students conduct experiments to examine soil for signs of life, and explore orbit transfers. While studying about the International Space Station, they investigate the realities of living in space. Activities explore low gravity on human muscles, eating in microgravity, and satellite tracking. Finally, students learn about the context of our solar system—the universe—as they learn about the Hubble Space Telescope, celestial navigation and spectroscopy.
Engineers apply their understanding of science (laws of motion, energy transfer, solar energy, water cycle, moon phases, gravity, spectroscopy, materials science, human body, chemical analysis) and math (geometry, data collection, velocity calculations, navigation, satellite tracking, fuel efficiency, calculating spacecraft maneuvers) to creating the spacecraft vehicles, equipment, tools and methods to explore our solar system.
If students are interested in astronauts, space walks, rockets, rockets and images of the distant universe, they might want to pursue their dreams and become engineers. More than just aerospace engineers work in the space industry. Biomedical, chemical, mechanical, electrical and computer (and other) engineers work together to make spacesuits, design life support systems, create new materials for spacecraft, and design control systems, cameras, communications, etc. The space industry provides endless opportunities—requiring a wide range and depth of study and expertise. Teams of engineers follow the steps of the engineering design process to create telescopes, deep space antennas, spacecraft, planetary rovers and even how to eat in microgravity, as well as conduct research and cultivate international cooperation.
More Curriculum Like This
Students learn how engineers navigate satellites in orbit around the Earth and on their way to other planets in the solar system. In accompanying activities, they explore how ground-based tracking and onboard measurements are performed.
Working as if they were engineers, students design and construct model solar sails made of aluminum foil to move cardboard tube satellites through “space” on a string. Working in teams, they follow the engineering design thinking steps—empathize, define, ideate, prototype, test, redesign—to design a...
Students acquire a basic understanding of the science and engineering of space travel as well as a brief history of space exploration. They learn about the scientists and engineers who made space travel possible and briefly examine some famous space missions.
Students learn about the physical properties of the Moon. They compare these to the properties of the Earth to determine how life would be different for people living on the Moon.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
- Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (Grades 3 - 5) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (Grades 6 - 8) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Day 1: Destination Outer Space lesson
- Day 2: Rocket Power activity
- Day 3: Blazing Gas lesson
- Day 4: Heat It Up! activity
- Day 5: Mercury and Venus lesson
- Day 6: Spacecraft Design: Beat the Heat activity
- Day 7: Our Big Blue Marble lesson
- Day 8: The Great Gravity Escape activity
- Day 9: What Happened to the Water? Designing Ways to Get and Clean Water activity
- Day 10: Moon Walk lesson
- Day 11: Lunar Lollipops activity
- Day 12: Mars and Jupiter lesson
- Day 13: A Roundabout Way to Mars activity
- Day 14: Are We Alone? activity
- Day 15: Edible Rovers activity
- Day 16: The Outer Planets lesson
- Day 17: Slingshot to the Outer Planets activity
- Day 18: Life in Space: The International Space Station lesson
- Day 19: Lunch in Outer Space! activity
- Day 20: Muscles, Muscles Everywhere activity
- Day 21: Satellite Tracker activity
- Day 22: Beyond the Milky Way lesson
- Day 23: Building a Fancy Spectrograph activity
- Day 24: The North (Wall) Star activity
ContributorsSee individual lessons and activities.
Copyright© 2006 by Regents of the University of Colorado
Supporting ProgramIntegrated Teaching and Learning Program, College of Engineering and Applied Science, University of Colorado Boulder
This digital library content was developed under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.
Last modified: August 22, 2017