Space: The Ultimate Cyber Frontier

Transcription

1 Space: The Ultimate Cyber Frontier Neena Williams & Katherine Noller For further information contact North Lakeland Elementary 410 W. Robson Street Lakeland, Florida Route A (863) Neena.williams@polk-fl.net katherine.noller@polk-fl.net n PROGRAM OVERVIEW This program was a collaboration of ideas and technology to further the interest, education, and technological use of the student towards the world of science and more specifically space. The students goals are to complete a research paper on a particular planet, create a visual aid for their speech using Microsoft PowerPoint, to create a visual stimulus for their classmates using Microsoft Movie Maker, to complete a menu that would be possible for an astronaut to eat in space, and create a science and math question based on what they have learned. Students will learn through various avenues including but not limited to video, text, and picture, about the planets, space objects, and astronauts. Students will use the knowledge that they gain from a teacher created Web Quest and additional research to create a report on their assigned planet, a PowerPoint presentation that will aid them in giving their speech, and a Photo Story/Movie Maker presentation to be shown about their planet. The PowerPoint on their planet will include, but is not limited to, the planet s name and position in space, rotation, gravity, orbit, size, atmosphere, rings, temperature, moons, composition, discovery, life forms on planet, and other interesting facts. This program usually lasts three to four weeks based on teaching style and student s knowledge of technology and skill level. This is an innovative approach to teaching this concept due to the indepth knowledge that the children go through in order to complete the project and to strive to succeed. Using Inspiration software along with Microsoft Office the students are exposed to not only the technology,but also the learning map style that is so beneficial to deepening their understanding of concepts. n OVERALL VALUE This program is indispensible to us and our past students. It allows students of all academic levels to create an aweinspiring project that they can be proud of for years to come. This program allows us to give the students not only the knowledge about Space but also the technology that this world is going to survive on. Other teachers have been known to use the Power Points and movies created by our students to aid in the teaching of space to students in other grade levels. This program can be modified to fit the knowledge level as well as the technology level of most students, and it can be easily adapted to several grades. This program fosters science, math, and technology standards that will assist students in becoming productive citizens in the twenty-first century. n LESSON PLAN TITLES Introduction and Planet Portfolio Reasons for the Seasons Moon Phases Planets & Other Objects in Space Seeing Stars and Other Space Objects UFF: Identified Flying Food (culminating activity) n MATERIALS Materials for each lesson are listed with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans. n ABOUT THE DEVELOPER Neena Williams has a B.A in Political Science and a M.S in Elementary Education from Florida State University. She has taught fourth grade for 6 years in Polk County and is now on a new adventure into teaching fifth grade at North Lakeland Elementary. Katherine Noller has a B.S. in Elementary Education from Florida Southern College. She is going into her fourth year teaching fourth grade at North Lakeland Elementary. H H H

2 Lesson Plan No 1: Introduction and Planet Portfolio n SUBJECTS COVERED Science n GRADES Three - Five n OBJECTIVES The students will be motivated to learn about space. n SUNSHINE STATE STANDARDS Humans continue to explore Earth s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind s need to explore continues to lead to the development of knowledge and understanding of our Solar System. SC.4.E.5.1 Students will observe that the patterns of the stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. SC.4.E.5.3 Students will recognize that Earth revolves around the sun in a year and rotates on it s axis in a 24 hour day. SC.4.E.5.4 Students will relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. n MATERIALS Previewing Worksheet Inspiration Outline (on screen and copy for each student) Notebook paper for each student A portfolio for each student (a folder will also work) KWL for each student n DIRECTIONS (Time: 2 Days: 45 minutes per day) Activating Strategy/Previewing/ Building Background Knowledge: Students will complete the K part of the KWL listing everything that they already know about space. Students will then work in groups, to complete the Previewing worksheet. Teacher will put up the Inspiration Outline. After students have time to finish students will work with teacher to go over it and get the correct answers. Teaching Strategy/Procedure: The teacher will pass out all materials including a copy of the Inspiration Outline, a portfolio, and Notebook paper. Keeping the outline and KWL in the front. Students are instructed that EVERYTHING for the unit, including notes, worksheets, and quizzes, in the portfolio. Summarizing Strategy: Students will fill in the W part of the KWL with what they want to learn in this upcoming unit. Teacher and students will look over the Inspiration outline previewing questions that the students will be answering, projects they will be completing, and videos that they will be watching. n EVALUATION/ ASSESSMENT At the end of the unit students will be turning in the Planet Portfolio to make sure that they have been adding notes, journal entries, and definitions. Their final reports, CD s, and notes for quizzes should be kept organized. See Planet Portfolio checklist for more information. n ADDITIONAL INFORMATION Allow the students to add their personal touch to their portfolio. Af ter they have chosen (or been assigned) their planet that information needs to be included. For more information, including electronic copies of other resources, please contact the Developers. H H H

3 Lesson Plan No 1: Additional Information Planet Portfolio Checklist Planet Portfolio Inspiration Outline KWL Previewing Worksheet Reasons for Seasons Season Definitions Reasons for Seasons Cause and Effect Page Reasons for Seasons Axis Blurb Moon Phases Summary Statement Moon Phases Worksheet Moon Phases Moon Calendar Planets Movie Planets WebQuest and Rubric Planets CD copy of report Planets CD copy of PowerPoint Sees Stars Video Facts Sees Stars Definitions UFF KWL UFF CD copy of Photo Story Neat and Organized Notes Photos and other information / = A = B = C = D 11 0 = U

4 Lesson Plan No 1: Additional Information - Characteristics Acquisition Lesson Plan Reading Lesson Essential Question: How can you describe the solar system and its various characteristics? Activating Strategy: Slide Show - Teacher will show a picture of a certain part of the solar system. Students will write down what they think each numbered picture is. United Streaming Video: Spin Around the Solar System Kagan Strategy: Kagan Strategy Vocabulary: Vocabulary Words: galaxy, universe, planet, comet, asteroid, Vocabulary Strategy: Frayer Models Teaching Strategy: Distributed Guided Practice Students will work with the teacher to explore the universe, galaxy, the characteristics of the planet. Graphic Organizer: Descriptions Kagan Strategy: Sage and Scribe Students will take turns describing the solar system and it's characteristics Summarizing Strategy: Summary Acrostic Students will complete an Acrostic poem for SOLAR SYSTEM using the information they have learned about it's characteristics. Kagan Strategy: Rally Table Tables will take 5 minutes and write down all of the characteristics of the solar system. Tables will then rally back and forth to see who can name the most characteristics. If any characteristics are left out they may be added.

5 Lesson Plan No 2: Reasons for the Seasons n SUBJECTS COVERED Science n GRADES Three - Five n OBJECTIVES The students will be able to explain why there are seasons on Earth. The students will be able to demonstrate the tilt of the Earth using a model. n SUNSHINE STATE STANDARDS SC.4.E.5.1 Students will observe that the patterns of the stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. SC.4.E.5.3 Students will recognize that Earth revolves around the sun in a year and rotates on it s axis in a 24 hour day SC.4.E.5.4 Students will relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. n DIRECTIONS (Time: 2 Days: 45 minutes per day) Activating Strategy/Previewing/ Building Background Knowledge: Students will name the four seasons and develop a personal definition for each season. For example, Spring a warmer time when flowers bloom, crops are planted, and it rains. Teaching Strategy/Procedure: The teacher will play the video, Reasons for Seasons. Students will aid the teacher in filling out the Cause and Effect Graphic Organizer explaining how the tilt of the Earth s axis gives us four seasons. Summarizing Strategy: Students will be numbered off by fours. Ones will draw and explain to the rest of the class the tilt that the Earth has during Summer. Twos will draw and explain to the rest of the class the tilt that the Earth has during Fall. Threes will draw and explain to the rest of the class the tilt that the Earth has during Winter. Fours will draw and explain to the rest of the class the tilt that the Earth has during Spring. n EVALUATION/ ASSESSMENT Students will write a blurb about the tilt of the Earth s axis causing the seasons. Students should add information to their previously created Planet Portfolio. n ADDITIONAL INFORMATION Please contact the Developer to receive the United Streaming Video: Reasons for Seasons H H H n MATERIALS Globe Video: Reasons for the Seasons (contact Developer for electronic copy) Cause and Effect Graphic Organizer Chart Paper Previously Student Created Planet Portfolios

6 Lesson Plan No 2: Additional Information - Earth s Tilt Acquisition Lesson Plan Reading

7 Lesson Plan No 3: Moon Phases n SUBJECTS COVERED Science n GRADES Three - Five n OBJECTIVES The students will track the moon s changing appearance. The student will be able to explain the different phases of the moon. n SUNSHINE STATE STANDARDS SC.4.E.5.2: Describe the changes in the observable shape of the moon over the course of about a month. n MATERIALS Moon Phase Calendar Moon Phase Worksheet (Waxing and Waning) Moon Phase Sheets for Moon Phase Line Up. Planet Portfolio n DIRECTIONS (Time: 2 Days: 45 minutes per day) Activating Strategy/Previewing/ Building Background Knowledge: Students will watch the movie, Moon Phases. Students will write a Summary Statement about the movie. Students will share these with their shoulder partners. Groups will then come up with a Movie Summary to share with the class. Teaching Strategy/Procedure: After exploring the movie, students will go through the Moon Phases worksheet, shading in the correct part of the circles to demonstrate the phases of the moon from New Moon to Full Moon to New Moon. Each group of students will then get a set of Moon Phase Sheets, working together students will put the sheets in order from New Moon to Full Moon to New Moon. Summarizing Strategy: Knowing that the moon s phases run in a 29.5 day cycle students will be given a date and a phase of the moon. Students will predict the next full moon and the next new moon. n EVALUATION/ ASSESSMENT Students will be assessed the moon phase calendar. Students will check the moon every night for a month. Students must accurately keep track of the waxing and waning of the moon. n ADDITIONAL INFORMATION The moon is usually visible before dark and at dawn. Students do NOT need to go out in the dark. There are other times that students can see the moon. Moon Phase Complete Calendar available at: nightsky/moon Moon Phase Blank Calendar a v a i l a b l e a t : h t t p : / / w w w. sciencenetlinks.com/interactives/ m o o n _ w o r k s h e e t / m o o n _ worksheet.html Moon Phase Worksheet available at For more information, including electronic copies of other resources, please contact the Developers. Please contact the Developer to receive the United Streaming Video: Reasons for Seasons H H H

8 Lesson Plan No 3: Additional Information - Moon Phase Sheets

9 Lesson Plan No 3: Additional Information - Moon Phase Sheets

10 Lesson Plan No 3: Addl Info - Moon Phase Worksheet

11 Lesson Plan No 3: Addl Info - Moon Phase Worksheet Key

12 Lesson Plan No 3: Addl Information - Moon Phases Acquisition Lesson Plan Reading

13 Lesson Plan No 4: Planets and Other Objects in Space n SUBJECTS COVERED Science n GRADES Three - Five n OBJECTIVES The students will be able to understand how the planets differ from each other. The student will be able to understand how the planets are similar. The students will be able to answer questions based on their research. n SUNSHINE STATE STANDARDS SC.E Student knows that the planets differ in size, characteristics, and composition and that they orbit the sun in our Solar System. SC.E S t u d e n t s u n d e r s t a n d s t h e arrangement of planets in our n MATERIALS Computers with XP operating systems that include Microsoft Power Point Flash drives or Burnable CD-RWs Teacher Provided Materials (Shoot for the Stars: Web Quest, Graphic Organizer, List of Pre-Approved Websites, Rubrics) Internet access Gaggle.Net Account Compass Odyssey Writer United Streaming Video: Spin Around the Solar System n DIRECTIONS (Time: 5 Days: 45 minutes per day) Activating Strategy/Previewing/ Building Background Knowledge: Students will watch the movie, Spin Around the Solar System. Students will write a 3-2-1, 3 things they learned about planets, 2 things they want to research about a planet they are interested in and 1 thing they already knew about planets. Teaching Strategy/Procedure: Teacher will download or link the flash drives to the Shoot for the Stars: A Web Quest onto the classroom or computer lab computers. Students will be working in groups of 3 (if possible) so that every planet is covered. Students will work their way through the Web Quest to gather information about the nine planets as well as discovering their preferred planet for their final project. Students will then choose, based on the information they have gathered, one planet to research. Students will then use the information that they gathered through the Web Quest to create a PowerPoint based on the information that they have gathered and the checklist that is included with the Web Quest. Summarizing Strategy: Students will use the knowledge that they have learned to create a blog in their Gaggle.Net account to reflect on their mission, what they could have done better, what needs to be added or taken away, and what they would do differently next time. Students will write a letter to NASA in Compass Odyssey Writer about why NASA should pick them as the student for the planet exploration mission. n EVALUATION/ ASSESSMENT Students will be assessed using the Web Quest Rubric, completeness and information that is included in their Power Point by the teacher, and their peers based on their PowerPoint and their involvement using the Peer Rubric. Students will also complete a peer created question quiz. Students should add information to their previously created Planet Portfolio. n ADDITIONAL INFORMATION Make sure to check the websites on the WebQuest before assigning it, as websites periodically change For more information, including electronic copies of other resources, please contact the Developers. H H H

14 Lesson Plan No 4: Addl Information - Writing a Planet Report Name: Date: ALL REPORTS ARE DUE BY: ASSIGNMENT #1: You are to write an expository report on a planet of your choice. You may choose Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, or Pluto. The essay must contain 5 paragraphs, including an introduction, first main idea, second main idea, third main idea, and a conclusion. The essay will be graded according to the rubric you received from your teacher. On the back of this page, you will see a checklist of things you can include in your report. The report can be written or typed. ASSIGNMENT #2: You are to create a visual and/or audio presentation of your planet report. You will present this to the whole class on your assigned day. You will also develop one test question that you will present to the class after you have finished your presentation. The question must be appropriate to the material you presented. In other words, your test question needs to be about something you covered in your report so that the class can answer it. Here are some suggestions of the way you can present your report: PowerPoint presentation Poster Video/Movie Museum Walk If you have something else in mind, you ll need to get teacher approval first. Writing a Planet Report Getting Started: First, get to know about your planet. Read as much information about the planet as you can find. Try both the Internet and the library. You can use a good search engine on the Internet like and type in the name of your planet or Solar System. You can use an encyclopedia or individual books on astronomy and the solar system. As you are reading about your planet, takes notes on key information. Such as your planet s size, temperature range, its position in the solar system, moons, atmosphere, any unusual features, when it was discovered, etc. Here are some helpful websites to use: Structure of the planet report: Your planet report is to be written in an Expository style. That means you need 5 paragraphs. The introduction should clearly state your planet s name and the main ideas you will be writing about. Then write 3 paragraphs that clearly describe your planet. Each paragraph should cover one topic (for example, you should have one paragraph that covers the planet s location in the solar system, how far it is from the Sun, and how long its year is). End the report with a closing paragraph that summarizes what you wrote and learned. Finally, cite your references. This is called the bibliography. Tell where you got the information from, what the title of the book was, who the author and publisher are, what website it came from, what date it was written, and any other information that let s me know where you got the information from. Also, remember to check that your grammar, spelling, and punctuation are correct. Make sure to use complete sentences and write neatly. Define any technical terms that you use. Proofread your report for errors before you hand it in -- DO NOT hand in a rough draft!

15 Lesson Plan No 4: Addl Information - Writing a Planet Report (cont.) Things to include in your planet report: The Planet s Name: What does its name mean? Where did the name come from? Many planets were named after mythological Gods. Position in the solar system: Where is your planet located? How far from the Sun does it orbit? Is its orbit unusual? Rotation on its axis: How long does it take for your planet to rotate on its axis? Size: How big is your planet? How does it rate in relation to the other planets in terms of size? What is your planet s mass? Gravity: What is the force of gravity at the surface of your planet? For example, what would a 100-pound person weigh on that planet? Orbit: How long does it take for your planet to orbit the Sun? Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or thin atmosphere? Temperature: What is the temperature range of your planet? How does it compare to the temperature on Earth? Composition of your planet and its appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal composition? What does your planet look like? Number of moons: If there are moons orbiting your planet, describe them and when they were discovered. Number of rings: If there are rings orbiting your planet, describe them and when they were discovered. How would a human being fare on your planet: On your planet, would a person choke in the atmosphere, be squashed by the extreme gravity, float with ease, freeze, burn up, or something else? Something special: Is there anything special about your planet? This can also be the best part of the report, taking you off on interesting topics. For example, are there 100-year long storms on your planet? Are there giant volcanoes? Does you planet have a tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered? Discovery of your planet: The planets that are not visible using the naked eye were discovered after the invention of the telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom. Other interesting facts you may find: If you find out something else about your planet that is not listed here, please add it in! Citing Your References (Bibliography) When you write your bibliography, list all your references. Here are some examples: Website: Author(s) if appropriate. Title of Site or web page. URL of site, date of publication (the earliest copyright year listed). Book: Author(s). Title of book. Edition. Location of publisher: Name of publisher, year of publication. Encyclopedia: Title of encyclopedia, volume of encyclopedia used. Location of publisher: Name of publisher, year of publication, pages where the article is located. Magazine or Journal: Author(s). Title of article. Name of magazine, Volume.issue(date): pages where the article is located. Author(s) are listed last name first, first name or initials (as cited in the publication).

16 Lesson Plan No 4: Addl Information - Planet Information Links MERCURY VENUS MARS EARTH JUPITER

17 Lesson Plan No 4: Addl Information - Planet Information Links SATURN URANUS NEPTUNE PLUTO

18 Lesson Plan No 4: Peer Rubric Use this rubric to evaluate each of the members in your group (including yourself!). Circle the statements that best describe your teammate or yourself. Then, total up the points.

19 Lesson Plan No 4: Addl Info - Planet Presentation Evaluation Sheet Peer Evaluation Sheet Name: Name of Planet: Three things I learned about this planet: Two things I really liked about this presentation: One more thing I want to learn about this planet:

20 Lesson Plan No 4: Planet Report Checklist Checklist of things to include in your planet report: The Planet s Name: What does its name mean? Where did the name come from? Many planets were named after mythological Gods. Position in the solar system: Where is your planet located? How far from the Sun does it orbit? Is its orbit unusual? Rotation on its axis: How long does it take for your planet to rotate on its axis? Size: How big is your planet? How does it rate in relation to the other planets in terms of size? What is your planet s mass? Gravity: What is the force of gravity at the surface of your planet? For example, what would a 100-pound person weigh on that planet? Orbit: How long does it take for your planet to orbit the Sun? Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or thin atmosphere? Temperature: What is the temperature range of your planet? How does it compare to the temperature on Earth? Composition of your planet and its appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal composition? What does your planet look like? Number of moons: If there are moons orbiting your planet, describe them and when they were discovered. Number of rings: If there are rings orbiting your planet, describe them and when they were discovered. How would a human being fare on your planet: On your planet, would a person choke in the atmosphere, be squashed by the extreme gravity, float with ease, freeze, burn up, or something else? Something special: Is there anything special about your planet? This can also be the best part of the report, taking you off on interesting topics. For example, are there 100-year long storms on your planet? Are there giant volcanoes? Does you planet have a tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered? Discovery of your planet: The planets that are not visible using the naked eye were discovered after the invention of the telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom. Other interesting facts you may find: If you find out something else about your planet that is not listed here, please add it in!

21 Lesson Plan No 4: Rubric Beginning 1 Developing 2 Accomplished 3 Excellent 4 Score Introduction Disorganized, lacking required information on what is to come Gives too little information Summarizes report, uses transition into body parts Concise, well-written introduction Body Parts 1, 2, and 3 Does not cover all appropriate topics; does not use transition words Covers some of the appropriate topics Covers most of the appropriate topics All appropriate topics are covered well; also includes interesting facts Conclusion Does not have a sufficient conclusion Disorganized, lacking required information to end report Summarizes report, uses transition to end report Concise, well-written conclusion, interesting end to report Spelling/ Grammar Many spelling and grammatical errors A few errors Only one or two errors Spelling and grammar very good Presentation Illegible, messy; no illustrations Almost illegible; one or two illustrations Legible writing, accompanying illustrations Well organized presentation, written or typed using a word processor, accompanying illustrations References No references A single reference, incomplete citation Several references with incomplete citations Many references, listed in appropriate format Timeliness Over a week late A week late A day or two late Handed in on time Quiz Question No question prepared Question prepared, but nor relevant Question prepared, not much put into it Question is appropriate to material presented

22 Lesson Plan No 5: Seeing Stars and Other Space Objects n SUBJECTS COVERED Science n GRADES Three - Five n OBJECTIVES The students will be able to define what a star is. The students will be able to define a galaxy, universe, comet, asteroid, planet, and moon. The students will be able to identify and define 2 constellations. n SUNSHINE STATE STANDARDS SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. n MATERIALS Star Lab or pictures of various constellations Toilet Paper tube Foil Pencil or unfolded paperclip Rubber band Videos: Magic School Bus: Lost in Space, Sees Stars Index Cards Space Objects Cards n DIRECTIONS (Time: 5 Days: 45 minutes per day) Activating Strategy/Previewing/ Building Background Knowledge: Students will view the two Magic School Bus videos. On an index card, students will write as many new facts about Space Objects that they can with a concentration on Stars and Constellations. Teaching Strategy/Procedure: Students will go over different objects in space, writing information in their Planet Portfolio including but not limited to the definitions of universe, galaxy, star (including temperatures/colors), planet, moon, comet, and asteroid. Using the Star Lab, if available (if not, pictures of constellations will do), teacher and student will observe the movement of the stars during the seasons and how they are not moving but the Earth is rotating, meaning that different constellations are visible at different times of the year. Summarizing Strategy: Students will do a Parking Lot activity to get their materials for the Constellation Tube activity answering the question, What is a constellation? Name two. After getting their materials students will design a personal constellation, in a shape of their choice. Students will use a sharpened pencil or a paper clip to punch SMALL holes in the aluminum foil. This is then placed on one end of the toilet paper tube and rubber banded on. Students may then look through their tube toward the light and see their very own constellation. n EVALUATION/ ASSESSMENT Students will be assessed using their participation in Space Object matchup. Each student is given a card and then asked to match up with the partner to their card, pictures to definitions. Any student that has trouble will be able to ask the rest of the class for help. Each group will then show their picture and read the definition. Game can be played again going to speed and accuracy. Students can then use the picture and ask classmates for the definition. n ADDITIONAL INFORMATION The aluminum foil is torn very easily, be prepared with extra strips of foil. The more complex the student s design the harder and more time it will be. Making of Space Objects Cards: Find or draw a picture of a planet, sun, comet, asteroid, galaxy, universe, moon, and a star. Paste them on separate index cards. On another index card write the definition of each one. For more cards so every student can play you can either repeat cards, use every planet, or use fun space objects like satellites, space ships, aliens, astronauts, and rockets. For more information, including electronic copies of other resources, please contact the Developers. H H H

23 Lesson Plan No 5: Seeing Stars & Other Space Objects - Addl Info Shoot For The Stars! A Planet WebQuest For 4th Grade Introduction / Task / Process / Evaluation Introduction We just received word that NASA is going to be sending kids up in space! Want to go? Imagine being the first student astronaut in history. You will have a lot of competition, though. So, you d better start preparing. Knowing something about the planets is a good place to start. We are going to become specialists by learning so much about the planets. Get on your thinking helmets, fasten your seatbelts, and let s shoot for the stars Task You will be working in small groups to learn as much as possible about a specific planet in our solar system. You will be signing up for a planet and then your team will be preparing a PowerPoint presentation. Your mission is to convince your classmates that you have the most updated information about your planet and, therefore, you ve earned the title of specialist. You will conduct your research online and in the media center using multiple sources of information. Your PowerPoint presentation will include this information as well as pictures, videos, or scanned drawings. You must also develop one quiz question for your classmates about the planet to be given after you have presented your information. Keep all information you have gathered from this mission in your Planet Portfolio. Good luck and may the force be with you! Process 1. View the video on planets to decide which planet you would like to investigate. Once you have picked your planet, get with your teammates who have that same planet and discuss your plan of action. 2. Each team will have roles assigned to the team members. There will be a Pilot, Mission Specialist, and a Payload Specialist. Read about these roles and then assign each team member a title. 3. There are many things you will need to include in your report. Use this checklist to stay on track. 4. Begin your research. First, get to know about your planet. Read as much information about the planet as you can find. Try both the Internet and the library. You can use a good search engine on the Internet like and type in the name of your planet or Solar System. You can use an encyclopedia or individual books on astronomy and the solar system. As you are reading about your planet, takes notes on key information. Such as your planet s size, temperature range, its position in the solar system, moons, atmosphere, any unusual features, when it was discovered, etc. Here are some helpful websites to use: planets samoset/psgk3ex.htm Click on the following links to see video segments about each planet: Memo from Mercury Mercury is the planet that is closest to the Sun. The surface of this planet can reach 800 F! Mercury is not much bigger than the Earth s moon. It is covered with craters. Scientists think that, long ago, there were active volcanoes on this planet. Want to learn more? Click here. Don t Vacation on Venus Venus is our closest neighbor in the solar system. But don t plan to take a trip there. You won t like it at all. The atmosphere is filled with clouds of sulfuric acid. You won t be able to breathe. And the temperature on Venus is about 900 F. That s too hot for earthlings! Want to learn more? Click here. Earth: The Living Planet Earth is the only planet that is known to support life. The many different plant and animal life-forms on Earth need different kinds of living conditions. The Earth s biomes provide these different living conditions. A biome is a region of Earth that has a particular climate that meets the needs of certain plants and animals. A desert biome is very hot and dry. A rainforest biome is warm and wet. Oceans, grasslands, and temperate forests are some other types of biomes. Want to learn more? Click here. The Red Planet Mars is known as the red planet because it is covered with red soil. The latest pictures from Mars show ripples on the surface of the planet. Were these ripples formed by water? That would mean that Mars was once warmer and wetter than it is now. Or were these ripples formed from windblown layers of dust? More exploration is needed to find out the answer to this question. Want to learn more? Click here.

24 Lesson Plan No 5: Seeing Stars & Other Space Objects - Addl Info Shoot For The Stars! A Planet WebQuest (cont.) Jupiter Journal Jupiter has many moons. One of these moons is called Europa. Scientists believe Europa is covered with ice. They think that an ocean of salt water lies under the ice. If there is water, there might be life-forms on Europa. Jupiter also has a big red spot. This is a huge storm that has been going on for hundreds of years! Want to learn more? Click here. Saturn Has the Most Moons Did you think that Saturn was only famous for its rings? Think again. In the year 2000, astronomers discovered 10 new moons around Saturn. They are small moons and are probably made of ice. Saturn now has more moons than we thought. Its rings are not the kind you d wear around your finger because they are made of dust and ice! Want to learn more? Click here. A Uranus Year A year is the length of tie it takes for a planet to circle all the way around the Sun. A year on Uranus is equal to 84 years on Earth! On Uranus each season lasts more than 20 Earth years. Imagine if winter began when you were 10 years old, and spring didn t come until you were 30! Want to learn more? Click here. Neptune and Pluto Trade Places Pluto is usually the ninth planet, although scientists have recently taken that status away. But Pluto has an unusual orbit. Sometimes it passes in front of Neptune and is closer to the Sun. In 1979 Pluto moved ahead of Neptune to become the eighth planet. In 1999 it moved back to ninth place. It will be almost 250 years before this happens again. Could it have something to do with Neptune s unusual rotation? Neptune actually rotates in a different direction than all the other planets! Want to learn more? Click here. Evaluation You will be evaluated as a group and as an individual. Refer to your checklist to make sure you have included all necessary information in your report. During your presentation, did you include a quiz question to see if your audience was paying attention? Print out the group rubric and the individual rubric to see the different performance levels and what is expected of you. You will also be evaluating your peers. You must take notes while other teams are presenting and critique the other teams presentations. Print a copy of this evaluation sheet to rate your peers. Conclusion You have learned so much about the planets in our solar system. NASA will be proud to have you as part of their team. There is still so much more to learn about the vastness of space. What is really out there? Who is out there? Does life exist on other planets? Maybe you will be fortunate enough to be involved with the space program someday. In your writing journals, write a persuasive paragraph as to why NASA should pick you for the planet exploration mission. In a separate entry, reflect on your mission in this WebQuest and write about your likes and dislikes of this assignment. What could you have done better? What would you like to add or take away? What do you need to learn more about? What will you do differently next time? MERCURY VENUS MARS

25 Lesson Plan No 5: Seeing Stars & Other Space Objects - Addl Info Shoot For The Stars! A Planet WebQuest (cont.) EARTH URANUS JUPITER NEPTUNE SATURN PLUTO

26 Lesson Plan No 5: Additional Information Stars Acquisition Lesson Plan Reading

27 Lesson Plan No 5: Seeing Stars & Other Space Objects - Addl Info

28 Lesson Plan No 5: Addl Information Objects in the Solar System Acquisition Lesson Plan Reading

29 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit n SUBJECTS COVERED Science Curriculum Map Topic: Space n GRADES Three - Five n OBJECTIVES The students will understand why select foods are suitable for spaceflight. The students will develop packaging for the suitable foods for spaceflight. The students will develop a food try that is suitable to hold foods in a microgravity space environment. The students will explain why select foods are suitable for spaceflight. n SUNSHINE STATE STANDARDS SC.4.E.5.5 Students will investigate and report the effects of space research and exploration on the economy and culture of Florida. n MATERIALS Sectioned Lunch trays Fruit roll ups Beef jerky Dried pudding Dried milk Ziploc bags Velcro Cheese and cracker dip snacks Any individually packaged dried food Digital cameras Computers with Photo Story 3 Software Teacher Made Power Point n DIRECTIONS (Time: 2 Days: 45 minutes per day) Activating Strategy/Previewing/ Building Background Knowledge: Students will add to the K column of the K-W-L chart to organize their thoughts and brainstorm ideas about what they already know about foods for spaceflight. Students will then watch a short clip on astronauts eating space food. Teaching Strategy/Procedure: Students add to the W column of the K-W-L chart organizing their ideas of what they want to know about food suitable for spaceflight. The whole class views the teacher created PowerPoint on Space Food Past and Present. Teacher will then engage the students in a Think-Pair-Share activity answering the following question: What are common properties for foods that could be eaten in space? Students then work in small groups to select, compare, test, and prepare packaging of foods for spaceflight suitability. The food tray will have each item either velcroed or inserted into a plastic bag and then the plastic bag velcroed to the tray. Students will be divided into 5 groups. Each group will be given a digital camera to record the steps that they have taken to create their astronaut tray. After students have created their tray students will download the pictures and use them to create a digital story (using Photo Story) about their experience in creating Space Food. Summarizing Strategy: Students will create a blog on their Gaggle.Net account that recalls what kind of food an astronaut will have access to and how they can rehydrate their food once in space. n EVALUATION/ ASSESSMENT Each tray will be evaluated on design and usability. Each group should be able to answer the following questions: What types of problems could you face while trying to eat in space? Are there other ways to serve space food? How does your group compare to other groups? Each groups digital story will be evaluated using the attached rubric. n MODIFICATION If food is not available students can cut out pictures from actual food containers and place them in the Ziploc bags to be velcroed to the trays. Hint: You can change the flavor of the foods to fit your classroom environment. n ADDITIONAL INFORMATION For more information, including electronic copies of other resources, please contact the Developers. H H H

30 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit Rubric Student Name: Building A Structure : UFF: Unidentified Flying Food CATEGORY Plan Plan is neat with clear measurements and labeling for all components. Plan is neat with clear measurements and labeling for most components. Plan provides clear measurements and labeling for most components. Plan does not show measurements clearly or is otherwise inadequately labeled. Construction - Materials Appropriate materials were selected and creatively modified in ways that made them even better. Appropriate materials Appropriate materials were selected and were selected. there was an attempt at creative modification to make them even better. Inappropriate materials were selected and contributed to a product that performed poorly. Construction - Care Taken Modification/ Testing Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. Clear evidence of Some evidence of troubleshooting, testing troubleshooting, testing and refinements. and refinements. Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. Little evidence of troubleshooting, testing or refinement. Function Structure functions extraordinarily well, holding up under atypical stresses. Structure functions well, holding up under typical stresses. Structure functions pretty well, but deteriorates under typical stresses. Fatal flaws in function with complete failure under typical stresses. Journal/ Log - Content Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results. Journal provides a complete record of planning, construction, testing, modifications, and reasons for modifications. Journal provides quite a bit of detail about planning, construction, testing, modifications, and reasons for modifications. Journal provides very little detail about several aspects of the planning, construction, and testing process.

31 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit - Group Peer Rubric Power Point Group Peer Rubric Student Name: CATEGORY 1 point 2 points 3 points 4 points Contributes Does not collect any of the assigned information. Collects some of the Collects all of the Collects all of the assigned information assigned information. assigned information and finds additional helpful information related to the topic. Shares Responsibility Always relies on others to do the team's work. Sometimes does the assigned work; may need some reminding. Usually does Always does assigned assigned work; rarely work without having to be needs reminding. reminded. Cooperates Usually argues with teammates. Sometimes argues with teammates. Rarely argues with teammates. Never argues with teammates. Listens and Communicates Is always talking never allows others to speak OR never speaks (does not contribute to conversation). Usually does most of the talking rarely allows others to speak OR usually does not speak or contribute to the conversation Listens but sometimes talks too much. Listens and speaks in equal amounts.

32 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit Addl Information RFS Cause and Effect Means that we have Means that we have Means that we have Means that we have

33 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit Addl Information RFS Cause and Effect Key Northern Hemisphere tilted toward the sun, while Southern Hemisphere is tilted away from the sun. Means that we have Summer in the Northern Hemisphere and Winter in the Southern Hemisphere. Northern Hemisphere is slightly tilted away the while the Southern Hemisphere is slightly tilted toward the Sun. Means that we have Fall in the Northern Hemisphere and Spring in the Southern Hemisphere. Northern Hemisphere is tilted away from the sun while the Southern Hemisphere is tilted toward the sun. Means that we have Winter in the Northern Hemisphere and Summer in the Southern Hemisphere. The Northern Hemisphere is tilted slightly toward the sun while the Southern Hemisphere is tilted slightly away from the sun. Means that we have Spring in the Northern Hemisphere and Fall in the Southern Hemisphere.

34 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit Addl Information KWL Outlines 1 and 2 Learning-Focused Strategies Notebook Teacher Materials 2004 Learning Concepts, Inc. Duplication permitted exclusively for classroom use by owner of Learning-Focused Strategies Notebook.

35 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit Addl Information KWL Outlines 3 and 4 Learning-Focused Strategies Notebook Teacher Materials 2004 Learning Concepts, Inc. Duplication permitted exclusively for classroom use by owner of Learning-Focused Strategies Notebook.

36 UFF - Unidentified Flying Food Lesson Plan No 6: Culminating Activity for Unit Addl Information KWL Plus Outline Learning-Focused Strategies Notebook Teacher Materials 2004 Learning Concepts, Inc. Duplication permitted exclusively for classroom use by owner of Learning-Focused Strategies Notebook.