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Space Food

Astronaunts must have access to healthy foods when living in space. Study the images of space food. Think about which look the most like food on Earth. Which would you like to try?
Carly Lidvall

Space lunch

Michael Ochs

Munching in Space

Preparing and storing space food is a big challenge! Look how they did!,what would you want if you were going to space? Select your favorites for breakfast, lunch and dinner.
Ann Byrd

Space Food

Curated on an iPhone during the presentation at ISTE2016
Dave Johnson

Meals in Space

These are the things that I would eat for breakfast, lunch, and dinner in space!
Joseph Albert

Five foods for my nutritious meal in Space

Five foods I would enjoy eating in space. Not all nutritious but one must have dessert.
Eleanor Francois

Space Food

Group of foods for one meal in space and lunch box to hold it in.
Jose Saenz

Space Lunch

Susan Stokley

Space Food!

I'm hungry but I'm stuck in space!
Laine Eichenlaub

Space Lunch

Good food
Felicia Akins

Space Food

This is a nutritious meal I would eat in space.
Clara Pena

Space Lunch


Space Lunch

Nutritious lunch while traveling to Tattooine...
Larry Linson

Boomers space food

It's for space!
Mary Murphy

Space Food Yum

My breakfast meal
Melinda Welch

Space Food - Pack my Lunch

These are five items that might be eaten when in space.
Kari Heitman

Space Food

Smithsonian activity/ workshop ISTE
Mandi Sonnenberg

Space Lunch

This is a delicious dish in space
Allison Starling

Space Food

This is my nutritious meal. I am building a space dinner.
Hannah Brooks

Space Food

An Astronaut Lunch
Deborah Feigenson

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces.
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Susan Stokley


Images of Nevada and the Sierra Nevada.
Rosalind Bucy

Natural Disasters

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Seeing, Thinking and Wondering About Space Food

Astronauts need food and good nutrition to stay healthy in space. This collection looks at the challenges in preparing, packaging, transporting, and storing food in space. What innovations were required? What problems needed to be solved? How did the problems change over time?

This collection uses the "See Think Wonder" visible thinking routine developed by Project Zero at Harvard University. This strategy encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.

First, Watch the Apollo 11 TV broadcast of July 22, 1969 of an astronaut eating in space (22 seconds). Use the "See Think Wonder" routine to stimulate interest among students about the problems encountered by astronauts when trying to eat. Ask, "What do you see? What do you think about that? What does it make you wonder?" Next look at the second image in the collection, "Space Food, Meal Package, Day 11, Meal C, Apollo 11 (white)". Repeat the questions examining both the food and the label.

Next, ask students to search the collection for "space food" and assemble one meal -- breakfast, lunch or dinner. Compare the different meals created by students using the see, think, wonder routine. For example, what kinds of foods do they see (or not see)? How are the foods packaged and how does it change over time? How are the more recent foods different from the first meals? The purpose of this discussion is to help students see how engineering problems and solutions evolve over time. Ask students, what impact would longer missions have on packing meals for space?

Watch the video, "Three Types of Food," and compare the information in the video with student ideas. Then ask students to propose solutions for the current question -- "How can we grow food in space?"

Stephanie Norby
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