Length, Sequence, Start Times of the Living Space Project

While we expect that participation in the project means that it will be completed during the current school year, the timing of the implementation of the Living Space Action Project is quite flexible to the cirumstances of the educator and the curriculum. Here are some suggestions and factors to consider in your implementation plan.

1. Receipt of equipment: your micro:bits and CozIR sensor board will be shipped AFTER you have received notification of award of equipment AND have received and completed the Student Survey. This will trigger the mail out of equipment. Timing of these steps should be completed as soon as possible.
2. Implementation of the project may be contiguous (from start to finish of all selected modules / lessons) OR it can be staggered with portions of the project taking place in various segments of the school year. For example, Minds On 1 - 3 could be done over a period of classes or weeks with breaks in between; Action 1 data collections and data analysis could take place within one week or over a few weeks as needed if that is necessitated by local circumstances.
3. Ideally it is a good idea to execute the project from beginning to end as one contiguous block, and during the time that David Saint-Jacques is in space.
4. Realistically, some jurisdictions have to follow a Science curriculum unit coverage schedule that may not align with the timing of the CSA mission.

Here are some core tasks / inclusions that should be part of a successful version of this project in any classroom.

1. Students should learn about the basics of the challenge of living in space and the importance of temperature, carbon dioxide and relative humidity in both the ISS and the classroom.
2. Student should learn to code the micro:bit - CozIR sensor device to collect the 3 environmental conditions and report through to the project dashboard. Depending on the available amount of integration time, any classroom teacher should exercise their own judgement in selecting the various parts of the coding lessons and extension activities, the data analysis activities (A1.2) and the Action 2 and Consolidation activities. Teachers should also consider inviting other teachers to collaborate cross-curricullar integrations. The Living Space Action Project fits well with the Space Science unit in Grade 6 and 9 but it is also quite adaptable to the learning outcomes in other Science units and other subject areas.