A second rationale for studying astronomy is out of respect for equity in the classroom and meeting the needs of all students. Students must be given the opportunity to learn material that might ultimately influence a career. Such a career might stem from aspects of an astronomy class. Without such opportuntiy, it is possible that none of the students in a particular classroom will choose careers in space and astronomy. However, exposure to astronomy may encourage students to pursue astronomy as a hobby or interest at the very least.
Astronomy is also central to different cultures.
For example, the Chinese New Year, the holy month of Ramandan for the people of Islam, and many First Nations traditions and ceremonies depend upon accurate observation of the lunar cycle. Multiculturalism in Ontario's classrooms today make it imperative that these customs be understood and investigated throughout the grades. A third reason to bring astronomy to the classroom is the collection of learning outcomes for the Earth and Space Sciences outlined in the Pan-Canadian Science Project. This document pooled the expertise and resources of educators and curriculum writers from nine Canadian provinces and developed common learning outcomes for all aspects of science education from grades K-12. The documents appeals to the academic and affective sides of science education and promotes, through a constructivist approach, the investigative nature of learning scientific principles and applying them to science in particular, and the real world in general.