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Space Exploration - DOC

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Sample lesson to share with other teachers

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									PROJECT PLANNING FORM

Project Title: Is Anyone Out There? Solar System and Space Exploration Teacher(s): School: Subjects: 4th Grade Science and Math

BLENDED PROJECT BASED LEARNING
Adapted from the Buck Institute for Education Project Planning Form

Begin With the End in Mind
Project Overview
Project Title: Is Anyone Out There?

Project Description: Provide a brief summary or overview of the project. This Space Exploration project is important because it goes beyond the scope in which space exploration has been taught traditionally. Students will learn about the past and future of space exploration and will also have to analyze how it affects their lives. Embedded within this project, students will learn about the astronomers, the solar system, government, nutrition and other important issues that are an integral part of Space Exploration In this project science, mathematics and technology are integrated as students explore the solar system. Through team Internet investigations, whole class discussion, multimedia presentations, and online resources students begin to view their world from many different perspectives. Students will work in collaborative groups to explore why the global community believes we should explore space, how space exploration can benefit life on Earth and how water can play a critical role in our exploration of the solar system. Students will use mathematical skills to determine distance and size of objects in space; use the writing process to communicate collaboratively and finally, students will gain an understanding of the conditions necessary to support life on Earth and how it compares to the other planets within the solar system.

Grade Level: 4th Grade Time required to complete the project: 12 weeks

Subject: Science, Math and Language Arts

Standards Alignment
DoDEA Standards S7 Earth & Space Sciences: The student demonstrates a conceptual understanding of Earth materials, objects in the sky, and changes in Earth and sky; that is, the student: S7a: develops an understanding of the importance of water as an earth material. S7a1. Identifies major sources of water on earth. S7a2. Verifies that water can be found underground, on the surface of earth and in the atmosphere. S7b: explains that water on earth can exist in different states. S7b1. investigates conditions associated with change in the states of water. S7c: examines components and relationships in the solar system. S7c1. describes common objects (i.e. Sun, planets, and moons) in the solar system. S4 Science and Technology: The student demonstrates an understanding of science and technology and the nature of technological design; that is, the student: S4a: identifies a problem, implements a proposed solution for the problem, discusses the merit of the solution, and improves on the solution after evaluation. S4b: identifies some of the technological solutions that make life easier and the trade-offs (safety, cost, efficiency, health and environmental side effects, etc.) involved in those solutions. S4c: gives examples of ways technology is essential for the advancement of scientific knowledge. M4 Measurement Pre-Kindergarten through Grade 12 instructional programs should enable all students to: • understand measurable attributes of objects and the units, systems, and processes of measurement; • apply appropriate techniques, tools, and formulas to determine measurements. M4a: recognize that measurements are approximations; M4b: measure with accuracy using both customary and metric systems of measurement; Language Arts E3b: The student participates in group meetings, in which the student: E3b.1: displays appropriate turn-taking behaviors; E3b.2: actively solicits another person‟s comment or opinion; E3b.3: offers own opinion forcefully without dominating; E3b.4: responds appropriately to comments and questions;

E3b.5: volunteers contributions and responds when directly solicited by teacher or discussion leader; E3b.6: gives reasons in support of opinions expressed; and E3b.7: clarifies, illustrates, or expands on a response when asked to do to, asks group for similar expansions. E3c: The student prepares and delivers an individual presentation in which the student: E3c.1: shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members; E3c.2: shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials; E3c.3: uses notes or other memory aids to structure the presentation; E3c.4: engages the audience with appropriate verbal cues and eye contact; and E3c.5: projects a sense of individuality and personality in selecting and organizing content, and in delivery. E2 Writing Writing is a process through which a writer shapes language to communicate effectively. Writing often develops through a series of initial plans and multiple drafts and through access to informed feedback and response. Purpose, audience, and context contribute to the form and substance of writing as well as to its style, tone, and stance. E2a:The student produces a report that: E2a.1: engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; E2a.2: develops a controlling idea that conveys a perspective on the subject; E2a.3: creates an organizing structure appropriate to a specific purpose, audience and context; E2a.4: includes appropriate facts and details; E2a.5: excludes extraneous and inappropriate information; E2a.6: uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote; and E2a.7: provides a sense of closure to the writing. Key Elements of DoDEA’s 21st Century Learning Visual Literacy: Create and use images and video to communicate information Communication Skills - Generate and communicate meaningful Information Critical Thinking- Use disciplined logic and reasoning to draw conclusions and generate solutions Creating and Innovating-Conceive and generate new or original idea, product or performance Interpersonal Collaboration Skills-Manage own emotion, behavior and motivations to facilitate cooperative interaction

Craft the Driving Question
Essential Questions: Essential questions are open-ended questions that lead to discovery and stimulate further interest in the topic. They also clearly support the targeted standards. How does space exploration deepen our understanding of life on earth?

Supporting Questions: Supporting questions are the “smaller” questions that will lead students to answer the essential question. They tend to be more topic- and subject-specific.  Why explore space?  What challenges need to be overcome in space exploration?  How does space exploration change us?

Background Information: State the learning outcomes. Identify key skills students will learn in this project. List only those skills you plan to assess.  Students will know the reasons and history behind astronomic figures and their discoveries.  Students will be able to illustrate an event in space history.  Students will draw conclusions as to why people in the past have explored space.  Students will be able to summarize the Who, What, Where, When and Why of a planet in our solar system.  Students will create models of the solar system.  Students will know how long it would take them to get to a planet by using their mile time.  Students will determine the concept of gravity.  Students will be able to analyze a planet for feasibility of life.  Students will state the technological advances and the societal changes they have made.  By communicating with astronauts, students will be able to see how space technology has changed us.  Students will debate whether space exploration has been a positive or negative advancement for our society.  Students will build a scale model of their space colony.  Students will create a blueprint of their space colony.  Student will work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results.  Students will defend a given position on an issue or problem, based on their findings (e.g., conduct appropriate research to justify their position on the economic costs or benefits of space exploration.

Plan the Assessment How will you access the students‟ projects? (individual, group, peer-assisted and/or self assessment) Include any assessment rubrics. What types of products will the students produce? Advertisement Class Wiki Space Colony Model Multimedia Scrapbook How will you access the students’ projects? (individual, group, peer-assisted and/or self assessment) Include any assessment rubrics. Assessments may be determined on an ongoing basis from completed activity sheets, group progress reports, through the rubrics below, and through informal observation of increasing use of the skills and understandings stated above. Students will be accessed based on their blog and discussion board contributions.  Discussion Board Rubric Students will produce a wiki, which can be assessed using the following rubrics.  http://www.uwstout.edu/soe/profdev/elemteamworkrubric.html Students will produce a multimedia scrapbook, which can also be assessed using any of the following multimedia rubrics:


Multimedia Project Scoring Rubric (Challenge 2000)

How will students reflect during the project and how will the teacher provide feedback? ____ Class discussion ____Student-led ____Teacher-led _____Peer review ____ Other: Personal reflection through Journaling

Map the Project Project Planning and Tasks 1. Creating a Project Vision with Your Students Can you imagine being a Martian architect, sociologist, or fashion designer, living where even colors appear differently than on our earth? You are part of a NASA design team assigned to develop a proposal for a human settlement on the surface of Mars in the year 2030. You and your fellow classmates will imagine, research, and design living and working quarters for a colony of 100 earthling pioneers to live on the surface of Mars for one year. What does it take to survive? What gives life on the frontier meaning? What makes a good community? What makes a house a home? You will be given several tasks over the next few weeks to help prepare you in designing your colony. Once you have completed these tasks, you will present your design in the form of a multimedia scrapbook to be reviewed by „Congress.‟ This is a very real mission. NASA is already making plans. Good Luck! 2. Tasks Task I Share your own story. The NASA 2009 International Year of Astronomy is all about getting out and appreciating the wonders of our night sky just as Galileo did 400 years ago. Space cadets, to prepare for your mission you need to become familiar with the world around you. Take a moment this week to glaze into the night sky. Write a short story on your experience. What do you see? What do you think is out there? How does it make you feel? You should write your first draft on your class blog where your fellow space cadets will give you feedback on your story. Your final draft will be uploaded to the Share Your Own Sky Story NASA online database. Remember your story may be chosen by NASA as an entry. http://solarsystem.nasa.gov/educ/otherstories.cfm Task II You and your space partners will choose a planet. You'll need to collect information in the categories listed below in order to help the Intergalactic Council attract humans into space. Your first task is to learn as much as you can about your planet comparing and contrasting your planets characteristics to Earth. You should identify the following categories: size, distance from the sun, distance from the Earth, rotation, rings, atmosphere, landforms, etc. Students will work in collaborative groups to develop a way to advertise their planets for travel. They can develop brochures, PowerPoint; create a picture mural or a commercial to convince people to travel to their planets. The advertisement should include all planets in the solar system including the sun, but highlight your assigned planet. Task III Use the Internet to research the history of space exploration.  Describe how humans have improved the tools and techniques used in space exploration (e.g., Hubble Space Telescope, Lunar Rover, Sojourner);  Identify the ways in which the development of materials and technology for space exploration has led to the use of new technologies and materials on Earth (e.g., microelectronics, medical imaging, remote sensing);  On your class blog respond to the following questions: Should space exploration continue? Give reasons to support your answer. 

Task VI As a junior space astronaut you have been given the task of building a prototype of the next Mars Rover. You and your teammates will build a LEGO Mars Rover and embark on an adventure to find water on Mars. You will participate in a NASA rover simulation and interact with the activities on the NASA Solar System Exploration site to learn more about Mars. http://solarsystem.nasa.gov/kids/index.cfm After completing the activities on the NASA Solar Exploration site, you and your space partners will use a discussion forum to respond and debate on the following questions, “Is water important to space exploration? Is space exploration helpful in solving problems here on Earth?” Task V You are a NASA researcher, part of a design team assigned to develop a proposal for the human settlement of Mars. Your audience is the Congress of the United States, who fund such projects. You'll be working in teams where group members take on different roles and look for certain kinds of information, answers, and ideas. Your task is to design a space colony for 100 earthlings to live on Mars for one year. Write a proposal to Congress outlining and requesting funding for this project. In gaining background information, and in completing the last phase of your project, you may want to consider some of the same questions that American Midwestern homesteaders asked themselves at the beginning of this century:
      

What does it take to survive? What is the frontier? What gives life on the frontier meaning? How do we prepare ourselves to adapt to new physical and cultural environments? In building new settlements, how do we decide what to take with us and what to leave behind? What makes a good community? What makes a house a home?

Map the Project (example) Knowledge and Skills What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Create an advertisement for your Planet and the Solar System KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT HAVE BEFORE LEARNED THE PROJECT TAUGHT DURING THE PROJECT x

1. Collect Info on planets 2. Use the Internet for research 3. Use PowerPoint or other technologies to produce the advertisement 4. Understanding measurements 5. 6. 7. 8. 9. 10. 11. What technology tools will you use? □ Discussion Boards □ Blogs □ Journals □ Wikis □ Multi-media (define) __________________________________ x x

x

Others (list)_______________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Map the Project Knowledge and Skills What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Write a Short Story KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT HAVE BEFORE LEARNED THE PROJECT TAUGHT DURING THE PROJECT

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What technology tools will you use? □ Discussion Boards □ Blogs □ Journals □ Wikis □ Multi-media (define) __________________________________ Others (list)_______________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Map the Project Knowledge and Skills What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Research Space Exploration and Blog class response KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT HAVE BEFORE LEARNED THE PROJECT TAUGHT DURING THE PROJECT

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What technology tools will you use? □ Discussion Boards □ Blogs □ Journals □ Wikis □ Multi-media (define) __________________________________ Others (list)_______________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Map the Project Knowledge and Skills What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Lego Mars Rover KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT HAVE BEFORE LEARNED THE PROJECT TAUGHT DURING THE PROJECT

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What technology tools will you use? □ Discussion Boards □ Blogs □ Journals □ Wikis □ Multi-media (define) __________________________________ Others (list)_______________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Map the Project Knowledge and Skills What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Space Colony KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT HAVE BEFORE LEARNED THE PROJECT TAUGHT DURING THE PROJECT

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What technology tools will you use? □ Discussion Boards □ Blogs □ Journals □ Wikis □ Multi-media (define) __________________________________ Others (list)_______________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Map the Project Knowledge and Skills What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Multimedia Scrapbook KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT HAVE BEFORE LEARNED THE PROJECT TAUGHT DURING THE PROJECT

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What technology tools will you use? □ Discussion Boards □ Blogs □ Journals □ Wikis □ Multi-media (define) __________________________________ Others (list)_______________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Manage the Process Create a Schedule for the Project Week 1 Review writing process Student complete draft of short story on class blog Week 2 Peer review of drafts on class blog Complete final draft of short story Upload to NASA website ] Week 3 Lesson on planets and sun Week 4 Complete collaborative solar project Class Presentations Week 5 Complete Research on Space Exploration Students respond to Space Exploration Debate on class blog Week 6-7 Build Mars Rover Participate in NASA Mars Rover Simulation online Week 8 Develop Blueprint for Solar Colony Week 9-10 Build model for space colony Week 11 Develop Multimedia scrapbook of all products Week 12 Class Presentation

Task 1

Task 2 Task 3 Task 4 Task 5

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, gifted or students with diverse learning styles.   Adapt the class discussion board, class blogs and wikis for ESL learners Make adjustments for special needs with physical impairments for Lego Mars Rover task

Resources and References Homesteading for Mars http://www.wested.org/pblnet/exp_projects/homesteading.html The Mars Millennium Project http://www.mars2030.net/


								
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