Geography Module

Grades 3 4

Instructional Goal:

Upon successful completion of this learning module,

students will be able to use a globe or world map to
identify the 16 International Space Station (ISS)
partner nations and discuss appropriate geographic and
cultural topics pertaining to those nations. Students
also will be able to demonstrate a basic understanding
of the physical areas of the earths surface overflown
by the ISS as it orbits the planet.

Learning Objectives:

1. Given a globe or world map, students will identify

components of the map such as direction,
hemispheres, and latitude and longitude.

2. Given a list of the ISS partner nations and a globe

or world map, the student will locate those
countries on the map or globe with 80% accuracy.

3. Given a globe and ISS orbital track, students will

determine if the ISS will pass over specified
partner nations at any time during its mission.

4. Given a list of ISS partner nations and a list of

cultural information, students will match the
applicable cultural features, including language, to
the appropriate nation.
Time required:
4 Fifty (50) minute class periods.
1 Fifty (50) minute video teleconference

5. Given the names of two ISS partner nations,

(Recommend that one of the four class periods be a
students will compare the two nations cultural and
library or computer lab session.)
physical geographic characteristics.

STANDARDS ADDRESSED

National Geography Standards (Grades K-4):

The World In Spatial Terms

Standard #1
Understand the characteristics and purposes of geographic representations such as maps,
globes, graphs, diagrams, aerial and other photographs, and satellite-produced images.
Standard #2
Locate Earths continents and oceans in relation to each other and to principle parallels and
meridians.
Standard #3
Understand that places and features are distributed spatially across Earths surface.
Places and Regions
Standard #4
Identify and analyze the physical and human characteristics of places.
Standard #5
The similarities and differences among regions.
Standard #6
Understand how culture and experience influence peoples perceptions of places and regions.

Human Systems
Standard #10
Understand the characteristics, distribution, and complexity of Earths cultural mosaics.

MATERIALS REQUIRED

See Activities 1, 2 & 3.

OVERVIEW

For the next two decades, the International Space Station (ISS) will orbit our planet on a
mission of scientific discovery. As a unique place of learning, this marvel of human
engineering holds the promise of expanding our knowledge in a wide range of scientific
topics. Not all learning opportunities associated with the International Space Station must
take place in space, however. In the following instructional module, the International Space
Station becomes a means to teach basic geography skills. Consider that for the next 10
years the ISS will orbit Earth along a path inclined 51.6 degrees to the Equator, which will
take it over practically all inhabited areas of our planet. Moreover, the entire International
Space Station program, with 16 different countries working together toward a common goal,
is one of the largest peacetime cooperative efforts ever among nations. The concept of
people from different cultures and from different countries working together as a team is
a microcosm of sorts of how our own planet should work. Together, these attributes
provide an excitingly-different forum for the study of basic geography. By studying the
movements of the ISS students will learn about maps and globes and their value as
geographic tools. In a similar fashion, the participation and cooperation of nations from
around the word provides an excellent backdrop for the identification of continents,
countries, natural and human-made features, and culture.

TEACHER PREPARATIONS

Prior to beginning this learning module, download PDF documents for Handouts 1-2 and
Activities 1-3. Make appropriate number of copies for your class(es). Procure all materials
required for Activities 1-3.

Several web sites have been identified and hyperlinked in the Internet Research Resources
section. These sites contain information you might find useful in presenting the classroom
material included in this learning module. You may opt to review these materials prior to
presenting this module and before participating in the video teleconference with the NASA
Johnson Space Center.

Ensure that appropriate arrangements have been made to schedule a date and time for the
video teleconference component of this module. The Distance Learning Outpost requires
that video teleconferences be booked at least two weeks in advance. Ensure that ample
time has been allowed to conduct the classroom component of this module prior to the video
teleconference. Teleconferences can be scheduled by contacting the NASA-JSC Distance
Learning and Education Project scheduler at (281) 244-7325.

INTERNET RESEARCH RESOURCES

Geography From Space, a NASA educational video with Teachers Guide

http://spacelink.nasa.gov/Instructional.Materials/NASA.Educational.Products/Geography.From.Space/

NASA Human Space Flight Space Station Tracking Map

http://spaceflight.nasa.gov/realdata/tracking/index.html

National Geographic Homepage

http://www.nationalgeographic.com/

A site to help research cultural questions.

http://geography.about.com/science/geography/

A collection of free maps and globes clip-art that can be used for class projects.
http://www.worldatlas.com/

A rich list of links that pertain to the many aspects of culture.

http://www.dkonline.com/kids/private/culture/culture.html

The Franklin Institute Online a tool for studying longitude and latitude.
http://www.fi.edu/qa98/me6/me6.html

Helping Your Child Learn Geography

http://www.ed.gov/pubs/parents/Geography/index.html

Maps of the Earth a good resource for helping teachers expand map concepts.
http://www.ma.huji.ac.il/~deldar/thesis/mapOfEarth.htm

Links to more NASA Geography and Earth Sciences resources

http://spacelink.nasa.gov/Instructional.Materials/Curriculum.Support/Earth.Science/Geography/.index.html

A cool website from the U.S. Department of State

http://geography.state.gov/htmls/statehome.html
Geography and Maps A great resource for teachers with loads of resources and activities.
Worth a good look.
http://dent.edmonds.wednet.edu/IMD/geography.html
INSTRUCTIONAL STRATEGY

Pre-VTC Classroom Component

Class Period #1

1. Introduce students to block of instruction. Perhaps saying words to the effect:

Over the next few days, were going to study geography a little differently than most
classes do. Were going to use a spaceship to help us, and when we are finished, we are
going to have a video teleconference with NASA and youll be able to ask questions.

2. Define geography as a class.

Lets begin by coming up with a definition for geography. What do you think geography is?

Field responses from students, helping them to construct a definition of geography. For
the purposes of this learning module, geography will be defined as the study of Earths
people, places and environments.

3. Once the class has constructed a definition, introduce the concept of using tools to
study geography.

All through history, people have used different types of tools to study geography. What
kind of tools do you think a geographer might use? It might help to think about what types
of information geographers are looking for.

This inquiry exercise is intended to elicit responses that include: the Sun, moon and stars,
drawings, maps, globes, compasses, etc. AND . . . spacecraft!!

4. Have students investigate two traditional geography tools: the map and the globe.

Before we start talking about spaceships, were first going to have to learn how to use maps and globes.

Distribute Handout #1 to students and allow students time to read material, individually or
as a class.

Once students have completed their reading, discuss the material and ask if there are any
questions.

5. Divide class into groups of four or five students each and do Activity #1.

6. Once students have completed Activity #1, review the questions and answers as a class.

7. End the class period by informing the students that tomorrow, theyll get to the
spaceship.
Class Period #2

1. Briefly review material covered in Class Period #1.

2. Begin a discussion with the class about spaceships and how a spaceship like the
International Space Station might help us to learn about geography.

Tell us what a spaceship is. What does one do? Where does one travel to?

Do you think a spaceship can help us learn about geography? Remember, we siad that
geography is the study of Earths people, places and environments. So, how can a spaceship
help us learn about Earths people, places and environments?

3. After hearing their ideas, tell the students you have a story about a spaceship that can
help them learn about people, places and environments.

Distribute Handout #2 and allow class time to read the material, individually or as a class.

4. After students have read the material, revisit the conversation about the International
Space Station as a geographers tool. Recall the definition of geography: the study of
Earths people, places and environment. Emphasize the . . . places and environment part of
the part of the definition.

Now that we know the International Space Station is in a good position to study the Earth,
lets see if we can figure out what parts of the world the astronauts will be able to see.

5. Divide students into small workgroups and do Activity #2.

6. Conduct discussion with students after activity if desired.

7. Conclude the class by offering students a preview of the next session.

Now that weve seen how the International Space Station can help us to study the Earths
place and environments, tomorrow (next time) were going to see how it can help us learn
about the people who live on Earth.

Class Period #3

1. Briefly review material covered in Class Period #2, bringing particular attention to the
fact that 16 countries are teaming together to build the International Space Station.

2. Begin a discussion with students about the cultural challenges that astronauts from
different countries might face living and working together on the International Space
Station. Prompt the discussion with questions such as:
Have any of you ever been to a foreign country?
What kinds of things did you find different there?
How did the people dress?
Did they speak a different language than you?
How did they speak?
What did their buildings and cities look like?

3. Explain to students that these characteristics are known as culture. Ask students how
they would define culture. Formulate a definition with the students. You may wish to
include in your discussion some of the definitions below from several social scientists.

Culture is defined many ways, by many people. Some examples are:

A way of life which members of a group learn, live by, and pass on to future generations.
Social scientist Ann E. Larimore and colleagues (1963).

The learned patterns of thought and behavior characteristics of a population or society.

Social scientist Marvin Harris (1971).

A broader definition might be to say that culture includes language, religious and political
beliefs, music, food, art, government, technologies . . . everything that defines a group of
people and gives them a collective identity.

The following web sites (also included in the Internet Research Resources section) offer
useful information about culture that you may find useful in this exercise:

http://www.dkonline.com/kids/private/culture/culture.html

http://geography.about.com/science/geography/

Once the students have a grasp of what culture is, ask can you think of a place where
people from different cultures might have to work together to do an important job? What
do you think would be difficult about working with a group of people in which the people all
came from different cultures? For example, an American working with a person from
Japan and a person from Russia, or Italy.

4. Explain to students that they can get a better understanding of the challenges space
station astronauts might face if the learn more about their countries.

Distribute Activity #3 to students for them to complete. (Note: This activity is best
accomplished in conjunction with a library and/or computer lab session.)

5. Once students have completed Activity #3, have each group prepare a short
presentation to make to their classmates during Class Period #4.
Class Period #4

1. Groups will make their presentations. Following presentations, use remaining class time
to discuss the cultural challenges astronauts from different countries might face while
working together on the International Space Station. During the live video teleconference
with NASA, some students will asked to give examples of some of the cultural challenges
astronauts on the International Space Station may face. Students should be prepared to
briefly describe their thoughts and to offer a possible solution.

2. Conclude class by informing students that they are now ready to participate in a live,
interactive video teleconference with the NASA Johnson Space Center where astronauts
train for missions aboard the International Space Station.

Video Teleconference Component

Preparation for Video Teleconference

1. Download Video Teleconference Worksheet and distribute to students.

2. Have at least three students prepared to briefly give their thoughts on the possible
cultural challenges astronauts on the International Space Station might face. This also
should include a possible solution to those challenges.

3. Down load the Video Teleconference Activity and collect required materials if you
choose to have students do this activity concurrently with the NASA presenter.

4. Review the Video Teleconference Guidelines with the class.

5. Have fun!!
 VTC Guidelines

Although a video teleconference is viewed on a traditional video monitor or television, it is

definitely not television. The following points should be kept in mind:

s A video teleconference is a two-way event. Not only can students see and hear the
presenter, the presenter can see and hear the students.
s Students should speak into the microphone in a loud clear voice.
s When the presenter is speaking, the microphone in the classroom should be muted
to prevent unwanted audio feedback.
s A teacher or other facilitator should moderate students questions and answers to
ensure an orderly exchange.
s Since video of the classroom may be widely disseminated and students are
representing their school, they should be on their best behavior.
s Keep extraneous noise and talking to a minimum.
s The room should have adequate lighting to help ensure the best video quality
possible.

It is recommended that students participate in the geography video teleconference in the

groups to which they have been assigned.
 Video Teleconference Worksheet
Geography

Complete this worksheet during the video teleconference.

Materials Required: A pen or pencil.

1. An astronaut in Spain must go to Moscow for important training on the International

Space Stations life support system. Moscow is located in _______________(name of
country.) The astronaut will have to travel to the _______________(direction) to get to
Moscow from Spain.

2. An astronaut in Sao Paulo, Brazil is being fitted for a space suit at the Johnson Space
Center in Houston, Texas. Are Houston and Sao Paulo in the same hemisphere of the globe?

3. Spacecraft are launched to the International Space Station from two different places
on the Earth. One place is the Kennedy Space Center in Florida. The other place is the
Baikanour Cosmodrome in Kazakhstan, south of Russia. In the spaces below, name the
continents where these two launch pads are located.

Kennedy Space Center is in ____________________. (continent)

Baikanour Cosmodrome is in _____________________. (continent)

4. An astronaut going from Norway to the Johnson Space Center in Houston must cross the
__________________ Ocean to get there.

5. During our video teleconference with NASA, the International Space Station was in
space flying over __________________________________.

6. The lines on the map in Mission Control that look like a rollercoaster are called the
__________________________.
 Geography Video Teleconference
Activity

The following activity will demonstrate why a spacecrafts orbital groundtrack on a flat map
is represented by a sine wave, or rollercoaster-like, pattern.

Materials Required:

1 sheet of paper per student (8.5 x 10 or larger)

Tape
Felt-tip marker
Rubber band
Straight edge or ruler

1. Place the sheet of paper on a

flat surface as if were a map.

Using the straight edge and the

marker, draw a dotted line
across the center of the paper,
just like the Equator would
appear on a flat map.

2. Using a small piece of tape,

connect the two ends of the
sheet to form a cylinder.

3. Take the rubber band and

place it around the cylinder so
that it crosses the dotted line
at an angle of about 50 degrees.
This will approximate the
orbital path of the
International Space Station,
which is inclined 51.6 to the
Equator.

4. Using the rubber band as a

guide, draw a line on the paper
with the marker.
5. Remove the tape and place
the paper flat on the table. You
can see that the orbital
groundtrack is now the sine
wave, or rollercoaster-like,
pattern.

This demonstration shows that what is a circular orbit on a globe takes on an entirely
different form when transferred to a two dimensional surface like a flat map.
 VIDEO AUDIO

Presenter:
OPEN ON PRESENTER IN ELECTRONIC
Hi, welcome to the NASA Johnson Space
CLASSROOM
Center in Houston, Texas. My name is

__________, and today we are going to

learn that the space program and

geography have a lot in common. Lets get

started by talking a little about the

Johnson Space Center.

The Johnson Space Center is one of 10

NASA Field Centers located across the

United States. Each of these Centers has

a specific job to do when it comes to space

exploration.

Our responsibility here at the Johnson

Space Center is Human space flight. This

is where we train astronauts to live and

work in space. That means that the

Johnson Space Center is the home of the

Space Shuttle program. Its the home of

the International Space Station program.

This also is the home of Mission Control,

and the home of the Astronaut Corps.

Script Page 1
 VIDEO AUDIO

Almost everyone here at Johnson Space

Center is involved in one way or another

right now in a really big project -- does

anyone know what that is? What really big

human space flight project is NASA

working on right now?

[Field responses from students.]

The answer, of course, is ISS.

The International Space Station has

everyone here busy, and I believe it has

kept you busy for a few days too, huh?

How many of you thought your teachers

had lost it when they told you that you

could use a space ship to learn about

geography? What do you think now? Have

you learned anything about geography that

you didnt know before?

[Banter with students a moment on this

topic.]

Lets take a minute to see what all youve

PRESENTER MOVES TO LARGE WORLD
learned. I have here a globe and a world
MAP. ALSO A GLOBE NEARBY.
map and were going to do a little

geography quiz.

Script Page 2
 VIDEO AUDIO

Now all of us should know that the people

who are going to live and work on the

International Space Station come from 16

different countries. And they have to do a

lot of traveling while they are training for

their missions. Stuff is happening all over

the world.

Okay, heres the first scenario: we have an

PRESENTER POINTS TO AREAS ON THE
astronaut from Spain, and he has to go to
MAP.
Moscow for an important class on life

support systems. First of all, what country

is he going to and which direction is he

going to go to get there?

[ Country is Russia. The direction answer is

East, but Northeast is more accurate. NE

probably will have to be explained.]

Very good. Lets try one thats a little

different.

We have an astronaut from Sao Paulo,

PRESENTER POINTS OUT CITIES.
Brazil who needs to come here to Houston

to get fitted for a flight suit.

Will her trip keep her in the same

hemisphere that she started in?

Script Page 3
 VIDEO AUDIO

[Yes and No. She will go from the

Southern Hemisphere to the Northern

Hemisphere by crossing the Equator, but

she will remain in the Western

Hemisphere.]

Okay, that was really good, especially since

it was kind of a trick question. Lets do a

couple more.

There are two launch sites that we use to

PRESENTER POINTS TO SPOTS ON THE
send spacecraft up to the International
MAP/GLOBE
Space Station. The Space Shuttle is

launched from the Kennedy Space Center

in Florida.

And the Russians send supplies up to the

PRESENTER POINTS TO SPOTS ON THE
Station on Progress spacecraft that are
MAP/GLOBE
launched from the Baikanour Cosmodrome.

It is located over here south of Russia, in

Kazakhstan.

First of all, are these launch sites on the

same continent?

[ No.]

Who can name the two continents where

these launch sites are located?

Script Page 4
 VIDEO AUDIO

[ North America and Asia.]

Thats very good. One more now. Lets

make this a water question.

Except for the astronauts who are from

PRESENTER POINTS TO SPOTS ON THE
Canada, all others have to cross an ocean to
MAP/GLOBE
get to the Johnson Space Center. If

astronauts from Norway were coming to

Houston, which ocean would they cross to

get here?

[ The Atlantic Ocean.]

What if the astronauts are coming from

PRESENTER POINTS TO SPOTS ON THE
Japan? Which ocean do they cross?
MAP/GLOBE

[ Pacific Ocean.]

Maps and globes can be pretty interesting.

They are a really good way to see the world

as a whole and learn where places are.

Before we move on, do you have any

questions about maps and globes, or

anything you dont understand?

[ Respond accordingly.]

Script Page 5
 VIDEO AUDIO

Weve seen how maps and globes can help

us find our way around on the ground, but

did you know that we also use maps and

globes to track the International Space

Station as it flies in space?

This is a live picture of the map in Mission

TAKE LIVE FEED FROM MCC TRACKING
Control where we track the International
MAP
Space Station.

The tracking map tells us a lot information

the space stations position. Notice those

lines that look like a rollercoaster. Those

are called the ground track and they show

us what part of the Earth the station is

flying over right now.

Look closely at the lines and youll see that

one of them has an icon showing us where

the station is right now. From what you

can see, someone tell us what part of the

Earth the space station is flying over right

now.

[ Field response from student. Make

realtime call on ISS location.]

Script Page 6
 VIDEO AUDIO

If youll notice, you see there are several

groundtrack lines and each one represents

an orbit. Remember that the space station

makes a complete orbit, or circle, of the

Earth about every 90 minutes. The lines to

the left show us the area of the Earth

that the station flew over on the orbits

just before this one. And the line to the

right shows us where it will fly on the next

orbit.

By looking at these lines we can see how

much of the Earth the space station will

cover during its flight.

Now if these lines represent orbits, and an

orbit is really a big circle, can someone

explain why the lines go up and down?

[ Field responses from students.]

PRESENTER ON CAMERA NEAR MAP AND This globe is round, just like the Earth, so
HAS GLOBE
it gives us a good idea of where places are

on the planet.

Script Page 7
 VIDEO AUDIO

The map also shows us where places are,

but it is flat, just like the Earth is not. So

when we look at a map we have to

remember that were looking at something

flat that represents something that is

round.

Now, the reason the lines go up and down

on the tracking map in Mission Control is

because that map is flat. I have a neat

demonstration to show why thats so.

If you have the materials to do this, please

PRESENTER MOVES TO AREA WHERE
follow along with me. What I have here is
DEMO IS SET UP
a piece of paper. I am going to pretend it
PRESENTER DOES STEPS WHILE
is a flat map and Ill use my straight-edge
EXPLAINING.
to draw a line lengthwise through the

middle. That will be the Equator.

Now Im going to connect both ends of the

PRESENTER DOES STEPS WHILE
paper with a piece of tape to make a
EXPLAINING.
cylinder. So what I have is not exactly a

globe, but it is a complete circle at the

Equator like a globe is.

Script Page 8
 VIDEO AUDIO

Next, Im going to draw a ground track for

PRESENTER DOES STEPS WHILE
the International Space Station. Its orbit
EXPLAINING.
is inclined 51.6 degreesto the Equator , so

Ill just estimate and draw a line at that

angle all the way around the cylinder. If

your drawing is not too good you can use a

rubber band to help you make the orbit

line.

Now when I unfold the paper and lay it flat

PRESENTER DOES STEPS WHILE
we can see that we get that same
EXPLAINING.
rollercoaster-looking line.

Can someone explain what has happened

here?

[ Field response from students.]

When a spacecraft like the International

PRESENTER USES GLOBE
Space Station goes around the Earth in an

orbit that is inclined to the Equator, it is

going to go up on one side and then down on

the other.

So what we see when we look at a flat map,

LIVE FEED FROM MCC TRACKING MAP
like the one in Mission Control, is both the

up and the down parts of the orbit

because were looking at the entire surface

of the Earth all at once.

Script Page 9
 VIDEO AUDIO

Does it all make sense now? Any

questions?

[ Field questions if necessary.]

The ground tracks on a map also show us

PRESENTER ON CAMERA
how far north and south the space station

SWITCH BETWEEN PRESENTER AND will fly. That helps us to know what
MCC TRACKING MAP.
countries it will fly over. I know that you

did an actvity in class to see if the space

station will fly over all of the 16 partner

countries. Are there any it will not fly

over?

[ Field responses from students. May want

to look together quickly if the response is

not good]

When we mention the word geography,

most people think it just has to do with

where places are located. What else have

you learned about geography while doing

this project?

[ Field responses from students. Trying to

get them to talk about people and culture.]

Script Page 10
VIDEO AUDIO

When we talk about culture, the

International Space Station and the Earth

have something in common. Both are these

objects flying through space with people

from different cultures who in many cases

dont speak the same language or eat the

same food or do things the same way. But

they still have to make their spaceship

work.

We have asked that you give us some

examples of what kinds of challenges that

men and women on the space station might

face, and what they might do to meet

those challenges. Lets hear what some of

you have come up with.

[ Entertain one, two or three (as time

permits) students. Comment on what they

present, reinforcing or supplementing

where necessary. Its a thinking

exercise.]

Those all are really good points youve made

and it shows youre thinking. That is the

kind of thinking we are all going to have to

do if we are going to succeed in space or

here on Earth.

Script Page 11
VIDEO AUDIO

We always like to give our guests a chance

to ask questions before we say good-bye,

so lets take what time is left to do that.

Do you have any questions about what weve

covered? Or anything else?

[ Field questions for the remaining time.]

It looks like were out of time, but before

we leave I want to ask a question: Do you

think that geography is a lot cooler now

than you did before you started this

project? Do you see how it (geography)

can help us to understand about a lot of

other stuff too?

I hope so. And hopefully youve learned

that the exploration of space is just as

much about what we do on our own planet

as what we are looking for out in the

universe.

Keep studying and always do the best you

can at everything you try. BYE!!!!!!

Script Page 12