Project Activities Planning.

ASTRONAUTS LOG
Members of the crew/group:

ROLES
Commander-
Flight Engineer 1-
Flight Engineer 2-
Flight Counselor-
Flight Pilot-
1
Index
Content page
Introduction 2
Daily routines 3
NASA videos 4
GET A LEG UP! 25
Only for teachers 32
Planning 33
Vocabulary and language frames 34
Check your task (peer/self-assessment) 39
Groups project rubric 54
Starting project: badges, role work plan, crews video-rubric 59
GET A LEG UP! Scaffolding flashcards 60
2
date: _________________________________________________________________
INTRODUCTION
All Alone in the Night - Time-lapse footage of the Earth as seen from the
ISS (from David Peterson)
https://www.youtube.com/watch?v=FG0fTKAqZ5g (from David Peterson)
International Space Station Assembly (from NASA Johnson)
https://www.youtube.com/watch?v=yRqUPjl3tTQ
What can you see in this video?

There is a
There are
Do you think that this video is real?

We think that
Then, from where do you think is this film taken from?

We think that It is taken from...
Some help!!
There is/ There are

I/We think that this is real/not real.
I/We think that
I/We dont know / I know, this is
I/We think that is taken from
3
DAILY ROUTINES
Date: ________________________________________________________________
Think about routines you do every day. What do you do every day or every
week? Discuss in your group and write a list of some of them.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
Some help!!
Flashcards in envelope 1.
4
Date: _______________________________________________________________
How does microgravity affect human life in space?

Research about some routines in space. How do astronauts do daily routines?
Watch the video. Pay attention to astronaut Bill McArthur talking about sleeping on
board the International Space Station and obtain the information.
You can use the subtitles.
Sleeping (from NASA.gov Video) 440
https://www.youtube.com/watch?list=PLiuUQ9asub3ThXxePuhXdbIoLF-
e1WQ_x&v=Q1vHmuUXOYw&feature=player_embedded
- What time do astronauts generally go to bed?
- How many hours do they sleep?
- At what time do they get up?
- Where do they sleep?
- They dont have a bedroom in the ISS, then how they call the room
where they sleep?
- Where is this room located?
- What material is the sleeping bag made of?
- Astronauts can have personal objects in their (sleeping room). Can you
name some of them?
- What other activities can they do in their (sleeping room)?
5
Choose the correct option:
1. There is a little slot* in the sleeping bag for each arm to...
a) put them out of. This allows astronauts to do work in their little
sleep station.
b) put them out of. This allows arms and hands to fly in the air all
night.
There is a little slot for each arm to ________________________________.
2. Also, if astronauts get a little hot inside the sleeping bag
a) they can fry an egg.

b) they can feel cool* enough to sleep better.
Also, if astronauts get a little hot inside the sleeping

bag_______________
________________________________________.
3. A sleeping bag on the ground* is designed to keep you
a) warm.
b) happy.
A sleeping bag on the ground is designed to keep you________________.
4. It is also designed to keep astronauts from moving around so much. So,

they can secure it
a) with a security guard.

b) to the celling or the floor or the walls.
It is also designed to keep astronauts from moving around so much. So,

they can secure it _________________________________.
5. Astronauts can sleep in an unusual fashion because
a) they can sleep as a fashion model.

b) they can sleep in any orientation by the lack* of gravity.
Astronauts can sleep in an unusual fashion

because______________________________________________.
6. They can get inside the sleeping bag to
a) become a ghost and scare friends.

b) be nice and get a great nice nights sleep.
6
They can get inside the sleeping bag to __________________________.
Some help!!
* Headset- A device consisting of one or two earphones, and sometimes

a microphone.
* Feature An important characteristic.
* Slot An aperture, a narrow opening.
* Cool Neither hot not cold. The weather is cool today.
* Ground the solid surface on the earth.
* Lack absence of something
7
Date: __________________________________________________________
Research about some routines in space. How do astronauts do daily

routines?
Watch the video. Pay attention to astronaut Samantha Cristofiretti talking about
cooking in space and obtain the information.
Cooking in space: whole* red rice and turmeric* chicken (European Space
Agency, ESA) 351
https://www.youtube.com/watch?v=4exaXdPKS3Y
- Samantha uses a ________________ instead of a plate.
- She spreads* some________________.
- The food is in pouches*.
- They can heat the __________ in the food warmer.
The first ingredient is_______________________________________.
The second ingredient is____________________________________.
The third ingredient is______________________________________.
The fourth it is ____________________________________________.
Finally, the last it is _________________________________________.
8
Answer the following questions:
What is the most important tool* in space when you go to the kitchen? Why?
_____________________________________________________________.
Why are the tortilla and the spoon floating?
Because of________________________________________________.
a) It is very windy.
b) they can fly.
c) the absence of gravity.
Some help!!
* Pouch a bag.
* Turmeric a powder used as a condiment.
* Spread extent.
* Food warmer microwave oven. I use the microwave to heat milk.
* Whole complete.
* Tool an instrument for some work.
Champignon, peas, chicken, turmeric, brown whole rice, mushrooms
9
Date: _______________________________________________________________

Watch this video. Pay attention to astronaut Chris Hadfield talking about food in space
and obtain the information.
Chris Hadfield's Space Kitchen (Canadian Space Agency)
https://www.youtube.com/watch?v=AZx0RIV0wss 226
Complete the sentences below:
In the early days of the space exploration food mostly was in _____________
and in _________________ _____________. But today astronauts can
have a quite variety of ___________________. There are all sorts of things
that they normally consume on Earth that they have here in space. However,
they need some adaptations.
In the case of sandwiches: astronauts substitute bread
for_________________.
Why do they do?
Because bread makes __________________ and they float away.
a) Crumbs.
b) Balls.
c) Lemons.
On the other hand, the tortilla that astronauts use is especially packaged in an
oxygen-free environment and then they can be ______________ for months.
10
Astronaut Chris Hadfields sandwich
The ingredients are:
First, the __________________________.
Next, _____________ _______________ and finally ________________.
He opens the ________________and voil (a weightless* tortilla!!). Then he
opens the __________ _________ pouch* with scissors (they are attached *
with a tether*). In the next step, he squeezes* it onto the ____________
- carefully and a little honey too. Finally, the sandwich is ready to eat!! It is not
too bad!!
1. Why the crumbles of the bread float away?
____________________________________________________________.
2. Why does astronaut Chris say that the tortilla is weightless?
____________________________________________________________.
3. What does he do with his sticky* hands?
______________________________wipes* because astronauts in space dont
have ______________water.
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Some help!!
* Weightless a state in which an object has no weight.
* Pouch a bag.
* Attached fixed.
* Tether a rope, a chain to fix an object.
* Squeeze to press together with force.
* Sticky dirty and viscous.
* Wipe a type of towel made of paper.
Why ?
Because
12
Date: ________________________________________________________________

Watch this video. Pay attention to astronaut Chris Hadfield doing nail clipping in space
and obtain the information.
Nail Clipping in Space (from NASA.gov Video) 141
https://www.youtube.com/watch?v=4YFW31XpJ2Q
When fingernails are getting a little bit long it is time to______________ them.
But how do you do it with zero G*?
The first thing is that astronauts need a ____________________*.
But what happens if fingernails fly everywhere and they wont fall to the ______
and you cant sweep* up? They can _____________ everywhere and they can
get in your _____________ or people can breathe*. This is not
______________.
Then they go to an air duct where the _____________ is pulled. There the
fingernails will all get pulled down into the vent* and they ___________ float
away.
Why do you think astronaut Chris Hadfield says that the fingernail clipper has a Velcro
on it?
_____________________________________________________________________.
13
Some help!!
* Zero G the gravitation attraction is zero.
* Sweep to clear with a broom.
* Breathe inhale air into the lungs.
* Duct a tube, a canal which a substance is conducted.
* Vent ventilation.
* - a cutting tool.
How do you think?

We think that this is because
14
Date: ________________________________________________________________

Watch this video. Pay attention to astronaut Chris Hadfield explaining the challenge of
brush your teeth in space and obtain the information.
How To Brush Your Teeth In Space (from space.com) 311
https://www.youtube.com/watch?v=TU9kffoAQ8U
If astronauts have to brush your teeth they need a ____ ____________ but
they have got few differences because they dont have ________________
______________________. They dont have a tap * or a sink* because in
space water flow* everywhere. Then they use their __________ and spit*
afterwards.
How do astronauts brush their teeth then!
First, they fill up * a _________ _________ with water. Then they get a
________ _____ _____________. It floats on the ________of the straw*!!
Next, they shut off * the ball of water very carefully and put it on the
___________________. Then the toothbrush is ___________ with water
because it soaks up * water very well.
After this, they put some ________________ and clean their ___________.
They use ____________ toothpaste in space and they brush __________
15
as ___________.
- Clean them all specially the ones in the back!!- says astronaut Chris.
Later when the teeth are brushed they can just swallow* the toothpaste but
they _________ like it very much. Normally they spit in a rag*.
Finally, as the brush gets dirty, astronauts use water from the bag to rinse* it
up: they get a little water in the ______________ and rinse out the brush in the
same mouth!
Some help!!
* tap a stopper of metal for closing and opening water in a sink.
* sink a basin for washing. A bathroom sink.
* flow - circulate
* spit to expel from the mouth.
* fill up to put water inside.
* straw a narrow tube for sucking up.
* shut off to cut, disconnect.
* soaks up to become filled with water.
* swallow take food or liquid down the throat.
* rag a piece of cloth.
* rinse - to wash lightly with water.
16
Date: ________________________________________________________________

Watch this video. Pay attention to astronaut Chris Cassidy explaining how they shave
in space and obtain the information.
How To Shave Your Head In Space (VideoFromSpace) 226

https://www.youtube.com/watch?v=or2tzAkkbkM
Complete the text:
In space astronauts use a ___________________hair trimmer* but there the
hair would ________ ___________ ___________ _______ ________
so they need to connect it to a ________________ ________________*
and then they are ready to _______________ ________________.
At the end astronaut Chris does one more step: he uses a shaving machine*
and shaving gel and then his gets really smooth*.
At the end, Chris says:
Thanks for coming to Chris ________ _____________! Next stop is docking*
of my new crewmates.
17
Some help!!
* Trimmer a machine or tool to do a haircut.
* ________________ _________________________ - an electrical device for

cleaning by suction.
* Shaving machine a tool use for shaving.
* Smooth completely free form hairs.
* Docking To join together while in orbit. The two vehicles docked in space
and exchange astronauts.
And now, look at this:
Luca Parmitano and Chris Cassidy are in the same crew in the ISS.
How to Wash Your Bald Head in Space (CoconutScienceLab) 048

https://www.youtube.com/watch?v=ZOIW6IgTN6U
Complete the text:
Luca is bald* so in space when bald astronauts wash their hair, they only use
________________ from a pouch*.

a) Milk
b) Soap
c) Water
Because the absence of_____________ water floats around on his head and
a) light
b) gravity
c) paper
18
to end he dries off with a _________________.
a) wipe*
b) towel
c) sock
Some help!!
* Bald no hair on the head.
* Pouch a small bag.
* Wipe a piece of absorbent material used for wiping.
19
Date: ________________________________________________________________

Watch this video. Pay attention to astronaut Karen Nyberg explaining how they wash
their hair in space and obtain the information.
How to Wash Your Hair in Space (VideoFromSpace) 257
https://www.youtube.com/watch?v=kOIj7AgonHM
To get started the things that they need are a _________ of ______
________,a little no rinse* ______________ , a ____________ and a
______________.
Then they put some ______________ ______________ squirting it on their
_______________*. They can have a mirror so they can have a _________
what they are doing.
Sometimes water gets away from them and they try to c___________* as
much as they can. Then they work the water up through the end of their
__________.
They take the shampoo and squirt* also ____ _____ _____________,
just a little bit, and they rub* it again going working it up at the end and they
can take the comb to help, all away to the end. After, because without standing
under running water, they can take the towel to get some of the dirt out and
they put a little bit more water. Then hair is squeaky-clean*!!
20
Continue and complete the sentences below
Finally, they dry a little with a towel and the other part of the water __________
a) plays
b) evaporates
c) flies
from the hair and it will become _______________ in the air and then the
a) humidity
c) dirty
d) party
air conditioned system will collect that in the condensate and in the
__________
a) onion
b) cereals
c) water
processing system will turn that into drinking water.
The last step is to comb* again the hair to make sure that there are no snags*
and that is all!
One more question,
How do you think astronaut Karen fix objects (shampoo, the towel, her comb)
in the wall?
_______________________________________________________________.
Why is it necessary?
______________________________________________________________________.
21
Some help!!
* rinse dont need to remove by pouring water.

* ____________ - the skin of the upper part of the head.
* c________ - capture
* Squirt to eject liquid from a narrow orifice.
* Squeaky-clean scrupulous clean.
* Rub To clean by friction.
* Comb a tool used for arranging the hair/ to arrange with a comb.
* Snag obstacle or impediment. A knot.
How do you think?

We think she. / As we see, .
Why?
Because
22
Date: ________________________________________________________________

Watch this video. Pay attention to astronaut Samantha Cristofiretti explaining how they
go to the toilet in space and obtain the information.
In Space Everyone Can Hear You Poop* (VideoFromSpace) 253
https://www.youtube.com/watch?v=MgMYqxdVAlA
Toilet tour
____________ to the toilet tour in the International ______________ station.
The first think that you want to do is to drive this piece of equipment and turn de
rocker switch* 90 degrees to the ______________ position for depth and it turns on
think that creates a _____________ effect so that they can use this __________
element for your _______________ ________________.
For number ______________ the principal is actually _______________ the same.
They have a solid waste* ________________ and on the top of the container there is
a sit, and the solid waste container is _________________ by a dispose* to the
same fan* so that the same suction effect allows them to do number two in
weightlessness*
23
If they dont want any ____________ smell to come out they _________________
a) Good a) Come on
b) Bad b) Turn on
c) Mad c) Go on
the fan. The fan is a little bit ___________.
a) cloud
b) loud
c) south
Then you can lift* the lid*. There is a sit but they dont really ___________ it on it. They
a) fit
b) sleep
c) sit
prefer to lift as well and use directly the _______________ that goes into the
a) opening
b) morning
c) playing
_______________. In fact, there is a bag in and when they have done their
a) bag
b) map
c) car
business*, they close the bag and push it __________in the solid waste container,
a) up
b) clown
c) down
and then of course is a courtesy to the next person if they put a new ____________
a) new
b) fresh
c) big
bag inside.
The waste container gets changed* when its full which is roughly* every ten days.
24
Some help!!
* Weightlessness without gravity.

* Poop-number two.
Extremely light.
* Rocker switch a mechanism to
* Lift elevate, hold up.
connect something.
* Lid Cover, top, cap.
* waste- unnecessary, not useful.
* They have done their business
* dispose throw away.
theyve finished the task.
* Fan ventilator.
* Roughly Approximately.
* Changed Replace, substitute.
Recycling
Urine gets recycle. There is a pretty complicated hydraulic ______________ behind

the toilet wall. This equipment makes the use of the ______________ in space
possible. The urine gets transferred to another piece of the equipment which is in the
__________. This is called UPA - Urine Processing Assembly which is the
_____________ step in to turn urine into potable ________________.
25
Date: _______________________________________________________________

GET A LEG UP!
Activity topic selected from NASAs 21st Century Explorer newsbreak How would your body change in space
This experiment simulates the fluid shift felt by astronauts when they are in
space.
You are going to:
collect data by measuring the circumference of the leg before and during
the simulation.
Use data to explain changes observed in the circumference of the leg.
Elaborate a conclusion based upon the results of the simulation.

Introduction
Listen and read the text.
While on Earth, gravity causes most of the bodys fluids to be distributed below the
heart. In contrast, living in space with less gravity allows fluids in the body to spread
equally throughout the body.
When astronauts first travel into space, they feel as if they have a cold and their faces
look puffy. Many astronauts talk about not feeling thirsty because of this fluid shift. The
body record this shift as an increase in blood volume. The body takes care of this fluid
shift by eliminating what it thinks are extra fluids as it would normally -thats right,
through the kidneys- resulting in visits to the restroom. Once this extra fluid is flushed
from the body, astronauts adjust to space and usually feel fine.
Puffy faces and chicken legs are short-term changes that astronauts feel. Within three
days of returning to Earth, the fluid level of the astronauts return to normal, and the
body is back to normal.
In this activity, you will mimic this fluid shift felt in space by staying in a reclined
position for a certain amount of time. You will record the effect this position has on
your bodys fluid distribution.
26
In space, living with reduced gravity In Earths gravity, most of the
allows the bodys fluids to spread more bodys fluids are below the heart.
evenly throughout the body.
27
Procedure
1. Try to be relaxed and stand for 10 minutes. While standing, do the
following:
o With a partner, identify three places to measure on your bare leg.

Make sure one of the places is the calf (labelled A).
o Your partners should use small pieces of masking tape to mark

the places to be measured on the front and back of your leg. Label
these as A, B, C. (See diagram.)
o Identify these places to measure on the Leg Circumference Data

Sheet.
o Your partners should measure the distance around your leg at

each of three places. This distance is the circumference. Pull the
tape measure firmly around the leg.
o Record data on the Leg Circumference Data Sheet. Double check

your measurements.
2. Predict what will happen to the circumference of your leg if you lie for
some minutes. Record your prediction on the Leg Circumference Data
Sheet.
3. Lie down on the floor. Extend your legs to the ceiling at a 90 angle.
Keep both legs raised for some minutes, propping them up using the
back of the chair or a wall. (See diagram below).
4. After 10 minutes, do not stand up. Your partner measure the

circumference of all three places on your leg again.
5. Record data on the Leg Circumference Data Sheet again. Double check
your measurements. After that you may stand up slowly.
28
Label the places you will measure at A, B Lie down on the floor and extend your legs to the
and C. ceiling at a 90 angle, propping them up using the
back of a chair or a wall.
Leg Circumference Data Sheet

Measurement Measurement Prediction Measurement
Location standing Will the leg become reclined
smaller? Larger?
Remain the same?
A
Calf
Materials
Per group
Metric measuring tape.
Masking tape.
PRE-INSTRUCTIONS: You need to take measurements on your
bare (uncovered, nude) leg. You should dress appropriately with
wide or short trousers.
29
Date: _______________________________________________________________
Study data
After taking all measurements on the Leg Circumference Data Sheet, study the
data by answering these questions.
1. What happened to the circumference on the leg after it was raised for
some minutes?
_______________________________________________________________
Why do you think this happened?
_______________________________________________________________
2. Compare your results with what may happen to astronauts when they are
in a reduce gravity environment*.
_______________________________________________________________
_______________________________________________________________.
3. Explain why we call what astronauts look like in space, the puffy face,
and chicken leg syndrome. Did you get chicken legs during this activity?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________.
Conclusion
______________________________________________________
______________________________________________________
______________________________________________________.
30
Some help!!
1. a) Data sheet shows/indicates thatcircumference reduced/increased

in __________ cm.
b) We can see from the data sheet that circumference
We think that it is because.
*Environment conditions.
2. As we have already seen, astronauts in space and our investigation results

show that.
3. The reason for the puffy face syndrome is that.
The cause of the chicken leg syndrome is that.
because of this, astronauts feel changes in their body and they

show puffy and.
Yes, We . / No, we.
Conclusion
As a conclusion, the results show
As a conclusion, we have seen that
As a conclusion, the study of data reveals that
31
Date: _______________________________________________________________

THE REPORT
What do you know now about LIFE IN SPACE?
Now you have to share and show to the rest of the classmates what you have learnt.
Write a report and afterwards record a short video. Use the information you work
before in your video activity and use the results of GET A LEG UP!
INVESTIGATION.
Our report
Now show to your teacher in order to do corrections or changes.
32
ONLY FOR TEACHERS
33
PLANNING
Pre-introduction
Collaborative groups choose badges/roles. They read the work plan and have a
look to the rubric. Each group has an astronaut log.
Introduction
The whole class watch the introductory video. The whole class discuss the
presentation and groups write down the sentences in the log.
Daily routines
Each group write daily routines the language flashcards as an example.
NASA videos
Each group watch a different video about daily routines in space. Complete
activities. Check your task! Rubric.
GET A LEG UP!
Presentation of the observation. Each group put in practice the experiment and
record data. Each group answer/complete final conclusions. Check your task!
Rubric.
Final product
Each group prepare the report about what they have learnt by the unit. Record
the video sketch. They share with the rest of the classmates. Final Rubric.
34
VOCABULARY AND LANGUAGE FRAMES
35
INTRODUCTION (page 2)
Clouds, the Earth, storms, lightnings, lights, earth, Northern lights, snow, night, sun
rise, sun set, atmosphere, the sky, antenna/aerial, rocket, machine, a film.
Giving an opinion and classifying.
There is/ There are

I/We think that this is real/not real.
I/We think that
I/We dont know / I know, this is
I/We think that is taken from
DAILY ROUTINES (page 3)
Classifying and describing flashcards.
I get up at seven o'clock in

I get up at ...
the morning.
I brush my teeth everyday.
I use running water and tooth paste.
I brush my teeth everyday.
I brush my teeth in the bathroom.
36
running water
I go to school at nine o'clock.
I go to school with my mum.
I go to school at...
I go on foot.
I go to school by bus.
foot
I have breakfast at half past eight.
I have cereals with milk.
For breakfast I have toast and chocolate

I have breakfast at...
milk.
I have breakfast in the kitchen.
I have lunch at home at one o'clock.
I do sport every Saturday.
I do sport every...
37
I play football on Wednesdays.
I do gymnastics in the gym at school.
I do sport in the playground.
I have
I have lessons from ... to ... at...
lessons from Monday to Friday at school.
38
GET A LEG UP (page 29)
Describing graphs Describing change
Giving background information Comparing
Referring research Emphasizing cause
Presenting results Describing aims and objectives
1. a) Data sheet shows/indicates thatcircumference

reduced/increased in __________ cm.
b) We can see from the data sheet that circumference
We think that it is because.
*Environment conditions.
2. As we have already seen, astronauts in space and our investigation

results show that.
3. The reason for the puffy face syndrome is that.
The cause of the chicken leg syndrome is that.
because of this, astronauts feel changes in their body and

they show puffy and.
Yes, We . / No, we.
Conclusion
As a conclusion, the results show
As a conclusion, we have seen that
As a conclusion, the study of data reveals that
Report
Today, we are going to talk about

We are going to give a short presentation
39
CHECK YOUR TASK!!
Videos (page 4) (page 24)

Crew Rubric (page 24) (page 53)
Get a leg up! (page 29) (page 53)
40
CHECK YOUR TASK!!
Sleeping (from NASA.gov Video)
- What time do astronauts generally go to bed?

They generally go to bed at 9:30 at night.
- How many hours do they sleep?

They sleep eight a half hours.
- At what time do they get up?

They get up at 6:00 a.m.
- Where do they sleep?

They sleep in a sleeping bag.
- They dont have a bedroom in the ISS, then how they call the room
where they sleep?
It is called TeSS: Temporary Sleep Station.
- Where is this room located?

It is located in the forward end of the US laboratory.
- What material is the sleeping bag made of?

It is like a normal sleeping bag. / It is just a fabric cover.
- Astronauts can have personal objects in their (sleeping room). Can you
name some of them?
They can have pictures (family, pets, ) a headset* and a lap top computer.
41
- What other activities can they do in their (sleeping room)?
They can send e-mails, read books, magazines, watch TV, movies,
Choose the correct option:
1. There is a little slot for each arm to put them out of. This allows
astronauts to do work in their little sleep station.
2. Also, if astronauts get a little hot inside the sleeping bag they can
feel cool* enough to sleep better.
3. A sleeping bag on the ground is designed to keep you warm.
4. It is also designed to keep astronauts from moving around so

much. So, they can secure it to the celling or the floor or the walls.
5. Astronauts can sleep in an unusual fashion because they can sleep

in any orientation by the lack* of gravity.
6. They can get inside the sleeping bag to be nice and get a great nice
nights sleep.
TOTAL: ___________/ (15 items).
FINAL MARK OF THE ACTIVITY: ___________________
0-7 Little effort. 8-10 Eh, Okay. 11-13 GREAT! 14-15 WOW, AMAZING!!
42
CHECK YOUR TASK!!
Cooking in space: whole* red rice and turmeric* chicken (European Space
Agency, ESA) 351
https://www.youtube.com/watch?v=4exaXdPKS3Y
- Samantha uses a tortilla instead of a plate.
- She spreads some peas cream.
- The food is in pouches.
- They can heat the food in the food warmer.
The first ingredient is the tortilla.

The second ingredient are peas.
The third ingredient is brown whole rice.
The fourth it is champignon mushrooms.
Finally, the last it is chicken with turmeric.
Answer the following questions:
What is the most important tool* in space when you go to the kitchen? Why?
The most important think is a scissor.

Because they need to open the food pouches.
Why are the tortilla and the spoon floating?
Because of the absence of gravity.
d) It is very windy.
e) they can fly.
f) the absence of gravity.
TOTAL: ______/ (10 items) FINAL MARK OF THE ACTIVITY: ____________.
43
CHECK YOUR TASK!!
Chris Hadfield's Space Kitchen (Canadian Space Agency)
Complete the sentences below:
In the early days of the space exploration food mostly was in tubs and in
dehydrated packets. But today astronauts can have a quite variety of
food. There are all sorts of things that they normally consume on Earth
that they have here in space. However, they need some adaptations.
In the case of sandwiches: astronauts substitute bread for tortillas.
Why do they do?
Because bread makes crumbs and they float away.
d) Crumbs.
e) Balls.
f) Thumbs.
On the other hand, the tortilla that astronauts use is especially packaged
in an oxygen-free environment and then they can be good for eighteen
months.
44
Astronaut Chris Hadfields sandwich
The ingredients are:
First, the tortilla.
Next, peanut butter and finally honey.
He opens the tortilla and voli, (a weightless* tortilla!!). Then he opens
the peanuts butters pouch with scissors (they are attached * with a
tether*). In the next step, he squeezes* it onto the tortilla - carefully
and a little honey too. Finally, the sandwich is ready to eat!! It is not too
bad!!
1. Why the crumbles of the bread float away?
Because there isnt gravity/ is zero-gravity.
2. Why does astronaut Chris say that the tortilla is weightless?
3. Because the absence of gravity makes it floats.
4. What does he do with his sticky hands?
He uses disinfectant wipes because they dont have running water.
45
CHECK YOUR TASK!!
Nail Clipping in Space (from NASA.gov Video)
When fingernails are getting a little bit long it is time to cut them.
But how do you do it with zero G*?
The first thing is that astronauts need a clipper*.
But what happens if fingernails fly everywhere and they wont fall to the ground
and you cant sweep* up? They can float everywhere and they can get in your
eyes or people can breathe* and this is not good.
Then they go to an air duct where the air is pulled. There the fingernails will all
get pulled down into the vent* and they dont float away.
Why do you think astronaut Chris Hadfield says that the fingernail clipper has a Velcro
on it?
We think that this is because in space objects float and this is dangerous so they
sometimes fix them with Velcro.
Clipper a cutting tool.
46
CHECK YOUR TASK!!
How To Brush Your Teeth In Space (from space.com)
If astronauts have to brush your teeth they need a standard toothbrush but
they have got few differences because they dont have running water. They
dont have a tap * or a sink* because in space water flow* everywhere. Then
they use their toothbrush and spit*
afterwards.
How do astronauts brush their teeth then!
First, they fill up * a water bag with water. Then they get a ball of water.
It floats on the end on of the straw*!! Next, they shut off * the ball of water very
carefully and put it on the toothbrush. Then the toothbrush is wet with water
because it soaks up * water very well.
After this, they put some toothpaste and clean their teeth.
They use standard toothpaste in space and they brush teeth as normal.
- Clean them all specially the ones in the back!!- says astronaut Chris.
Later when the teeth are brushed they can just swallow* the toothpaste but
they dont like it very much. Normally they spit in a rag*.
Finally, as the brush gets dirty astronauts use water from the bag to rinse* it up:
they get a little water in the mouth and rinse out the brush in the same mouth!!
TOTAL: ______/ (20 items). FINAL MARK OF THE ACTIVITY: ____________
0-9 little effort . 10-13 Eh,Okay. 14-17 GREAT! 18-20 WOW, AMAZING!!
47
CHECK YOUR TASK!!
How To Shave Your Head In Space
In space astronauts use a standard hair trimmer* but there the hair would go
all over the place so they need to connect it to a vacuum cleaner* and
then they are ready to cut hair.
At the end astronaut Chris does one more step: he uses a shaving machine*
and shaving gel and then his head gets really smooth*.
At the end, Chris says:
Thanks for coming to Chris barber shop! Next stop is docking* of my new
crewmates.
How to Wash Your Bald Head in Space (CoconutScienceLab)
Luca is bald*. In space when bald astronauts wash their hair, they only use
water from a pouch*.

d) Milk
e) Soap
f) Water
48
Because the absence of gravity, water floats around on his head and
d) light
e) gravity
f) paper
to end he dries off with a towel.

d) wipe*
e) towel
f) sock
TOTAL: ___________/ (15 items).
FINAL MARK OF THE ACTIVITY: ___________________
49
CHECK YOU R TASK!!
How to Wash Your Hair in Space (VideoFromSpace) 257
To get started the things that they need are a bag of warm water,
a little no rinse* shampoo, a towel and a comb.
Then they put some hot water squirting it on their scalp*. They can have a
mirror so they can have a watch/look what they are doing.
Sometimes water gets away from them and they try to catch* as much as they
can. Then they work the water up through the end of their hair.
They take the shampoo and squirt* also on the scalp, just a little bit, and
they rub again going working it up at the end and they can take the comb to
help, all away to the end. After, because without standing under running water,
they can take the towel to get some of the dirt out and they put a little bit more
water. Then hair is squeaky-clean*!!
Continue and complete the sentences below
Finally, they dry a little with a towel and the other part of the water evaporates
a) plays
b) evaporates
c) flies
50
from the hair and it will become humidity in the air and then the
a) humidity
b) dirty
c) party
air conditioned system will collect that in the condensate and in the water
a) onion
b) cereals
c) water
processing system will turn that into drinking water.
The last step is to comb* again the hair to make sure that there are no snags*
and that is all!
How does astronaut Karen use to fix objects (shampoo, the towel, her comb)
in the wall? Why is it necessary?
As we see, / We think/ she fixes objects with Velcro.
Because there isnt gravity and objects will float all over the room.
51
CHECK YOUR TASK!!
In Space Everyone Can Hear You Poop* (VideoFromSpace) 253
Toilet tour
Welcome to the toilet tour in the International Space Station.
The first think that you want to do is to drive this piece of equipment and turn de rocker
switch* 90 degrees to the open position for depth and when it turns on creates a
suction effect so that they can use this yellow element for your number one.
For number two the principal is actually exactly the same. There is a solid waste*
container and on the top of the container there is a sit, and the solid waste container is
connected by a dispose* to the same fan* so that the same suction effect allows
them to do number two in weightlessness*
If they dont want any bad smell to come out they turn on the fan. The fan is a little bit
loud.
Then you can lift* the lid*. There is a sit but they dont really sit it on it. They prefer to
lift as well and use directly the opening that goes into the bag. In fact, there is a bag in
and when they have their business*, they close the bag and push it down in the solid
waste container, and then of course is a courtesy to the next person if they put a new
fresh/clean bag inside.
The waste container gets changed* when its full which is roughly* every ten days
52
Recycling
Urine gets recycle. There is a pretty complicated hydraulic equipment behind the toilet
wall. This equipment makes the use of the toilet in space possible. The urine gets
transferred to another piece of the equipment which is in the floor. This is called UPA -
Urine Processing Assembly which is the first step in to turn urine into potable water.
53
CHECK YOUR TASK!!
Study data
1. What happened to the circumference on the leg after it was raised for
some minutes?
Data sheet shows that the circumference on the leg after it was raised
for some minutes reduced in _________ cm.
Why do you think this happened?
We think that it is because fluid shift in this position imitates bodys
fluids in space and then, most of them are not below the heart.
2. Compare your results with what may happen to astronauts when they are
in a reduce gravity environment*.
As we have already seen, astronauts in space and our investigation results
show that when fluid shift are not under the effects of the Earth gravity, most
of it are not below the heart.
3. Explain why we call what astronauts look like in space, the puffy face,
and chicken leg syndrome. Did you get chicken legs during this activity?
In space there is no gravity because of this, astronauts feel changes in their
body and they show puffy face and chicken leg syndrome.
Conclusion
As a conclusion, the study of data reveals that in space microgravity/the

absence of gravity/zero-gravity affects human life in space: fluid shift and daily
routines.
54
GROUPS PROJECT RUBRIC
Performance Indicator 1 2 3 4
The students used collaborative classroom rules.
The students crew wrote every day the date in English.
The students used the best handwriting.
The students used capital letter at the beginning of each

sentence.
The students used a punctuation mark at the end of each
sentence.
The students wrote complete sentences.
The students spoke in English.
The students recorded all data on the data sheet and

describe a conclusion.
The students answered correctly questions and exercises
about astronauts.
The students elaborated a report and record a video
sketch.
Total: __________/ (40 total)
34-40 points= Excellent.

27-33 points= Good.
20-26 points = Fair.
4 -19 points = Needs improvement.
FINAL PROJECT MARK ____________________
55
STARTING THE PROJECT: BADGES, COLLABORATIVE
ROLES AND WORK PLAN (Pages 51,52,53)
56
BADGES
COMMANDER FLIGHT
ENGINEER 1
FLIGHT PILOT FLIGHT

ENGINEER 2
FLIGHT
COUNSELOR
57
COLLABORATIVE ROLES
COMMANDER FLIGHT ENGINEER 1

The commander is the leader of the You are the recorder.
crew*. You write down crew findings and
You keep the crew on task and read decisions.
the instructions. Make sure that the notes are
You also suggest ways of solving readable.
problems. Use your best* handwriting*
*Crew a group of people working * Handwriting writing by hand.
together in a spacecraft.
* Best superlative of good.
FLIGHT ENGINEER 2 FLIGHT COUNSELOR

You are the reporter. You are the supervisor.
You present to the whole group You keep track of* the time and tell
what you have done. the group when it is time to finish.
Make sure you understand* what the You monitor voice level.
recorder has written. You monitor collaborative rules in
class.
*Understand- to see the meaning of/
Comprehend. * Keep track of - control
FLIGHT PILOT
You make sure that resources are

tidy.
You suggest ways of solving
problems.
You are the messenger when need
some help.
58
WORK PLAN
We have to write the date in English.

Monday, 13th February 2017
We have to use the best handwriting.

My name is Isabella.
We have to use capital letter at the

beginning of each sentence.
I think That this is a cloud.
I have to use a punctuation mark at the

end of each sentence.
Whats your name ?
I have to write complete sentences.

My name is Caroline.
I have to speak in English!!
59
CREWS RUBRIC
Performance Indicator 1 2 3 4
The crew used collaborative classroom rules.
The crew wrote every day the date in English.
The crew used the best handwriting.
The crew used capital letter at the beginning of each

sentence.
The crew used a punctuation mark at the end of each
sentence.
The crew wrote complete sentences.
The crew spoke in English.
The crew answered correctly questions and exercises

about astronauts
Total: __________/ (32 total)
28-32 points= Excellent.

23-27 points= Good.
17-22 points = Fair.
4 -16 points = Needs improvement.
FINAL MARK ____________________.
60
GET A LEG UP INVESTIGATION
Scaffolding the text (page 56)
GET A LEG UP! (PAGE 25)
61
GET A LEG UP!! Introduction text.
gravity
62
zero- GRAVITY
63
64
65
66
67
68
PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments
Identification
Title Life in Space
Authorship Montse Felisart
With the support of Aida Mic, Ldia Moreno and Ariadna Rovira
School Salvat Papasseit
CEFR Level
B2
(B2,C1,C2?)
Grade 5th Primary
Content areas Science, mathematics,
Number of sessions 4
Teacher(s) involved Montse Felisart and support teachers
Key words Astronaut, ISS, fluid shift, microgravity
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
1
INTRODUCTION TO THE PROJECT TEACHING SEQUENCE (escenario)
Does our body work the same on Earth or in space? Do you know how astronauts sleep or brush their teeth? What is ISS? Do they
need to do sport in space? https://www.youtube.com/watch?v=FG0fTKAqZ5g
What can you see in the video?
Driving question: How does microgravity affect human life in space?
HOW DO YOU KNOW STUDENTS ARE MAKING

GOALS (objectives)
PROGRESS? (achievement indicators)
1. List daily routines.

1.1.Student writes a list of self - daily routines.
2. Research about some routines in the ISS.
3. Experiment, observe, predict and analyze data 2.1. Student compares Earth and space routines.
when students simulate the fluid shift felt by astronauts in

3.1. Student collects data during the fluid shift simulation.
space.
3.2. Student uses data to explain the changes they have
observed.
2
3.3. Student developes a conclusion based upon the results.
4. Create a short video.
4.1. Student makes a presentation reporting new knowledges.
FINAL PRODUCT Students produce a video sketch explaining the results of the research they have done about the
What is the final differences between living in the ISS on in the Earth.
product?
KEY COMPETENCES
1 Communicative, linguistic and audiovisual competence
2 Mathematical competence
3 Interaction with the physical world competence
4 Cultural & artistic competence

5 Digital competence
6 Social and civic competence
7 Learning to learn competence
8 Personal initiative and entrepreneurship competence.
3
TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS
1.1. Identifiying daily routines in Earth.
1.2. Comparing and differentiating Earth and space routines.
1. Daily routines (the contrast between Earth and 2.1. Experimenting a simulation of microgravity.
space. Space sleeping, space eating, space hygiene, ).
2.2. Measuring data.
2. Fluid shift in Earth and fluid shift in space.
2.3. Observing changes before and after the practice.
3. Apps
2.4. Finding a final conclusion.
3.1. Creating a a video presentation.
CONTENT-OBLIGATORY LANGUAGE
. At ...I(wake up/have breakfast/brush my teeth/go to school/.../ go to bed).
. In Earth we...but in ISS astronauts./
. As we can see/ The results show
.We think that.../because,../is due to.../
.Comparing, describing processes, sequencing, expressing reasons and explanations.
PERSONAL and EMOTIONAL DEVELOPMENT

Students try to:
- Collaborate in a team work.
- Help others along the tasks.
- Make an effort to participate.
- Try to do the best.
4
MATERIALS and RESOURCES
Vocabulary flashcards.
flikr
Cram.com/flashcards
Astronaut log.
WordReference dictionary
Classdojo.
Thinglink App.
VideoShow App.
REFERENCES
Resources taken from NASA youtube videos.
Sources taken from NASAs 21st Century activities: Get a leg up.
COMMENTS
Every year our school prepares La setmana cultural. This year the issue is lUnivers. This project is included within the general
theme of the whole school.
Students work in heterogeneous groups. Each group works on different parts of the topic. Each member of the group has a role.
At the end of the project groups show their works through the video-sketches they have done.
ACKNOWLEDGEMENTS
I would like to thank students for 5th grade primary in Escola Joan Salvat Papasseit because they have worked hard. Of course, I
would also like to thank my colleagues for helping me along this project.
5
UNIT OVERVIEW
Skills Assessment
Interaction Peer
Reading
assessment
Writing T-S
Session Activities Content-obligatory Language Timing CMC Self-
Listening S-S
assessment
Speaking S-Expert
Teacher
Interactio S-World? assessment
n ...
Introduction 1. T-S
1 3 L/S/I?
Watch a video. S-S
Introduction 2.
Deliver roles for each member T-S
1 5 L/R/I
of the group and the astronauts S-S
log with the mission plan.
I think that/ I think so/I dont
Introduction 3. think so/I dont know/I know, this T-S
1 10 R/W/L/S T.A
Answer some questions. is S-S
There is a.../there are...
I get up at seven o'clock in the
1.1.1 Write a list about daily morning./I brush my teeth peer-
1 10 R/W/S S-S
routines. everyday. I use tap water and assessment
tooth paste./I do sport every
6
Saturday./I play football on
Wednesdays...
comparing, describing
2.1.1. Watch a video of processes, sequencing, S.A.
10 L/R S-S
astronaut routines in the ISS. expressing reasons and P-A
explanations
2.1.2. Answer or complete the S.A.

10 W S-S
tasks in the log. P-A
Introduction
. Listen and read a text about 15 L/R T-S
fluid shift. Lay out the question.
3.1.1. Test. Record data on the T-S

25 I
log data sheet. S-S
As we can see
2-3
The results show
The data suggest that
S-A
3.2.1.Study data. Answer presenting results T-S
20 I/W P-A
questions. We think that.../because,../is S-S
T-A
due to.../expressing reasons,
opinion
and . are similar./ .is
7
similar to.../ comparing
The simulation we have done
shows.../ We have seen that/
T-S
3.3.3. Explain conclusions The results(data) 20 I/W
S-S
show...presenting results
4.1.1. Prepare the presentation

using the information in the Video Teacher
3-4 30 I/S S-S
astronauts log. Show assessment
4.1.2. Record the video
4.1.3. Show the video-sketch to Thingl

4 30 I/L S-S
the rest of the class. ink

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ASTRONAUTS LOG

Members of the crew/group:

GET A LEG UP! 25

Only for teachers 32

Vocabulary and language frames 34

Check your task (peer/self-assessment) 39

Groups project rubric 54

Starting project: badges, role work plan, crews video-rubric 59

GET A LEG UP! Scaffolding flashcards 60

International Space Station Assembly (from NASA Johnson)

What can you see in this video?

Do you think that this video is real?

Then, from where do you think is this film taken from?

There is/ There are

How does microgravity affect human life in space?

You can use the subtitles.

Sleeping (from NASA.gov Video) 440

- What time do astronauts generally go to bed?

- How many hours do they sleep?

- At what time do they get up?

- Where do they sleep?

- Where is this room located?

- What material is the sleeping bag made of?

- What other activities can they do in their (sleeping room)?

There is a little slot for each arm to ________________________________.

2. Also, if astronauts get a little hot inside the sleeping bag

a) they can fry an egg.

Also, if astronauts get a little hot inside the sleeping

3. A sleeping bag on the ground* is designed to keep you

A sleeping bag on the ground is designed to keep you________________.

4. It is also designed to keep astronauts from moving around so much. So,

a) with a security guard.

It is also designed to keep astronauts from moving around so much. So,

5. Astronauts can sleep in an unusual fashion because

a) they can sleep as a fashion model.

Astronauts can sleep in an unusual fashion

6. They can get inside the sleeping bag to

a) become a ghost and scare friends.

* Headset- A device consisting of one or two earphones, and sometimes

* Feature An important characteristic.

* Slot An aperture, a narrow opening.

* Cool Neither hot not cold. The weather is cool today.

* Ground the solid surface on the earth.

* Lack absence of something

How does microgravity affect human life in space?

Research about some routines in space. How do astronauts do daily

- Samantha uses a ________________ instead of a plate.

- She spreads* some________________.

- The food is in pouches*.

- They can heat the __________ in the food warmer.

The first ingredient is_______________________________________.

The second ingredient is____________________________________.

The third ingredient is______________________________________.

The fourth it is ____________________________________________.

Finally, the last it is _________________________________________.

Why are the tortilla and the spoon floating?

* Turmeric a powder used as a condiment.

* Food warmer microwave oven. I use the microwave to heat milk.

* Tool an instrument for some work.

Champignon, peas, chicken, turmeric, brown whole rice, mushrooms

How does microgravity affect human life in space?

You can use the subtitles.

Chris Hadfield's Space Kitchen (Canadian Space Agency)

and in _________________ _____________. But today astronauts can

have a quite variety of ___________________. There are all sorts of things

they need some adaptations.

and in _____ _. But today astronauts can

Next, _____ _ and finally __________.

with a tether). In the next step, he squeezes it onto the ____________

______ _ ___. It floats on the of the straw*!!

_________. Then the toothbrush is _ with water

They use __ toothpaste in space and they brush

hair would __ _ ___ _ ______

so they need to connect it to a *

and then they are ready to _ __.

Thanks for coming to Chris _____! Next stop is docking*

* _________ - an electrical device for