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ERIC Number: EJ781166
Record Type: Journal
Publication Date: 2008-Jan
Pages: 6
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-0746-3537
The ITEA-NASA STS-118 Design Challenges
Meade, Shelli D.; Caron, Daniel W.; Gray, Aaron; Weaver, Kim
Technology Teacher, v67 n4 p16-21 Dec 2007-Jan 2008
In conjunction with the August 8, 2007 launch of STS-118, the International Technology Education Association (ITEA) and National Aeronautics and Space Administration (NASA) developed and recently debuted curricular units for Grades K-12 on Space Exploration, known as STS-118 Design Challenges. The units focus on aspects of the themes that NASA Engineers and Scientists--as well as future generations of explorers--must consider, such as Energy and Power, Transportation, and Lunar Plant Growth Chambers. These challenges are available for elementary, middle, and high school and revolve around a lunar plant growth chamber to help supplement the diet of astronauts while living and working on the moon, as well as provide as sense of "home." The Design Challenges include lessons, student and teacher resources, assessments, and materials lists. Moreover, the units integrate with the ITEA model program for technological literacy known as Engineering byDesign[TM]. Any motivated science, technology, engineering, or mathematics (STEM) teacher or team of teachers can implement this design challenge in the classroom. This article provides an in-depth description of the recently released STS-118 Design Challenges and presents specific suggestions for teacher preparation for this design challenge, as well as some general suggestions organized by (but not limited to) grade band.
International Technology Education Association (ITEA). 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: itea@iteaconnect.org; Web site: http://www.iteaconnect.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A