Lunar and Planetary Institute






Space Radiation - UV Man and UV Man in Space Standards
EXPLORE! Health in Space

Space Radiation - UV Man and UV Man in Space

Correlations to National Science Standards

Grades K-4
Science as Inquiry – Content Standard A
Abilities Necessary to do Scientific Inquiry

  • Plan and conduct a simple investigation.
  • Employ simple equipment and tools to gather data and extend the senses.
  • Use data to construct a reasonable explanation.
  • Communicate investigations and explanations.

Understanding About Scientific Inquiry

  • Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.

Science and Technology – Content Standard E
Understandings About Science and Technology

  • Scientific inquiry and technology have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems and needs.
  • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. New technology is often developed as a result of reducing risk.
  • Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.

Science in Personal and Social Perspectives – Content Standard F
Personal Health

  • Individuals have some responsibility for their own health. Students should engage in personal care — including exercise — that will maintain and improve health.

Grades 5–8
Science as Inquiry – Content Standard A
Abilities Necessary to do Scientific Inquiry  

  • Identify questions that can be answered through scientific investigations.
  • Use appropriate tools and techniques to gather data, analyze, and interpret data.
  • Think critically and logically to make the relationships between evidence and explanation.

Understanding About Scientific Inquiry

  • Scientific explanations emphasize evidence and use scientific models.

Physical Science – Content Standard B
Transfer of Energy

  • The Sun is a major source of energy for changes on the Earth's surface. The Sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation.

Science and Technology – Content Standard E
Understanding About Science and Technology

  • Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science; it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as distance, location, size, and speed.
  • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. New technology is often developed as a result of reducing risk.
  • Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.

Science in Personal and Social Perspectives – Content Standard F
Personal Health

  • The existence of hazards imposes the need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal decisions. Injury prevention has personal and social dimensions.
  • Individuals have some responsibility for their own health. Students should engage in personal care — including exercise — that will maintain and improve health.

Risks and Benefits

  • Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.
  • Important personal and social decisions are made based on perceptions of benefits and risks.

National Health Education Standards
Grades 3-5
Star bullet Standard 1 – Comprehend concepts related to health promotion and disease prevention to enhance health:

  • Describe the relationship between healthy behaviors and personal health.
  • Describe ways to prevent common childhood health problems.

Star bullet Standard 5 – Demonstrate the ability to use decision-making skills to enhance health:

  • Identify health-related situations that might require a thoughtful decision.
  • List healthy options to health-related issues or problems.
  • Predict the potential outcomes of health-related decisions.
  • Choose a healthy option when making a decision.
  • Describe the outcomes of a health-related decision.

Grades 6–8
Star bullet Standard 1 – Comprehend concepts related to health promotion and disease prevention to enhance health:

  • Analyze the relationship between healthy behaviors and personal health.
  • Analyze how the environment impacts personal health.
  • Explain how appropriate health care can promote personal health.
  • Describe the benefits of and barriers to practicing healthy behaviors.
  • Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.

Star bullet Standard 5 – Demonstrate the ability to use decision-making skills to enhance health:

  • Determine when health-related situations require the application of a thoughtful decision-making process.
  • Distinguish between healthy and unhealthy alternatives to health-related issues.
  • Predict the potential short-term impact of each alternative on self.
  • Choose healthy alternatives over unhealthy alternatives when making a decision
  • Analyze the outcomes of a health-related decision.

Star bullet Standard 6 – Demonstrate the ability to use goal-setting skills to enhance health:

  • Develop a goal to adopt, maintain, or improve a personal health practice.
  • Apply strategies and skills needed to attain a personal health goal.

 

Last updated
October 9, 2009


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