Table of Contents

Implementation Suggestions

Implementation of Geometry of Space Navigation is influenced by access to computers, teacher preferences, student abilities and time available. Specific implementation strategies are included within the specific phase material.

Teachers should decide whether the resource is to be used as the main instructional tool or supplementary material to compliment regular classroom instruction. Prior to using the resource for either purpose, the skill level of students must be assessed. Student readiness for the geometry content will vary.

To introduce Geometry of Space Navigation teachers should set the science context. Components could include:

• an introduction to Canada’s space program using materials from the CSA website;
• an explanation of the International Space Station;
• a class discussion to determine students’ prior knowledge about space navigation.

Using the Resource as the Main Teaching Tool

Teachers could follow these steps to integrate Geometry of Space Navigation in the classroom.

1. Motivate students about space navigation prior to using the resource.

2. Provide instruction on navigating through the resource; i.e. use of buttons etc.

3. Starting with Phase 1 proceed through the screens in a phase. Use a projection device for display purposes.

4. Pause at certain points to confirm student understanding. Should students require specific instruction on geometry concepts, the teacher could use a lesson in Math Mentor for whole class instruction. This may occur more at the grade 4 level. Students in grade 6 may be directed to the Math Mentor tutorials for review purposes.

5. Supplement the resource with other classroom resources as appropriate. The Exploration materials can be used as stopping points within a phase or at the conclusion to a phase.

6. The Math Challenge can be used to assess skills at the conclusion to a phase.

7. The Performance Tasks should be used at the end of phases 2 and 4.

8. Teachers may wish to have students develop a portfolio of their work in Geometry of Space Navigation. Materials could include the Space Navigation Logs, the Exploration activities, and results from the Math Challenges.

Geometry of Space Navigation can be implemented using a variety of computer configurations.

1. One Computer Classrooms: For whole class instruction it is recommended that the interactive resource be projected onto a classroom screen or television monitor using an LCD projector or appropriate cable connections. The teacher decides on the rate of progress from screen to screen and can supplement the screen content with whole class discussion and additional information. In addition, a single computer can be used in a learning centre structure with pairs of students using the resource at the same time. The Geometry of Space Navigation learning resource addresses students’ various learning styles and abilities.

2. Pods of Computers: Classrooms may have groups of 3-6 computers. The computers can be used in a learning centre structure or can be accessed by students individually or in pairs to complete phases on the trip. The latter strategy is effective after initial classroom instruction on the geometry skills and concepts related to a phase.

3. Computer Lab: Access to a computer lab allows students to work individually on Geometry of Space Navigation. Teachers should provide direction to a specific section of the resource prior to the lab session. For example, the teacher might provide these directions:

   • i. Go to Phase 1.

   • ii. Complete the Liftoff section.

   • iii. Go to the Math Mentor and complete the tutorial, Measuring Angles.

   • iv. Take the Math Challenge.

   • v. Go to Exploration; print and complete Junior Space Explorer Challenge.

   • vi. Print and complete the Space Navigation Log.