TheHistoryofSpaceExploration:

A4WeekUnitPlanfor2ndGrade

DenaeCrump

Acknowledgements:
MostoftheideasinthislessonplancomefromNASAsresourcesforeducators andstudents.Ichosetousethemasmymainresourcebecausetheyareareliablesource andhavemadecomplicatedinformationaboutspaceexplorationverykidfriendlywhilestill preservinghistoricalcontent.ItisalsoasourcethatIwantstudentstobecomefamiliarwith becausethehistoryofspaceexplorationiswrappedupintheircompanyanditmayinspire someofmystudentstopursueajobworkingforNASAinthefuture.Someofmyother resourcesincludeScholastic,TimeMagazine,GoogleEarth,DeborahJoffreandYouTube. Thesesourcesarecitedthroughout.

OverviewoftheUnit: ThissocialstudiesunitfocusesonthehistoryofSpaceExploration.Ihavechosen tonarrowinonseveralsubtopics,includingspacetravelingeneral,animalsinspace,the Apollo11,andcareersinspaceexploration.TheoverallunitaddressesStandard2.5, whichstatesthatStudentsunderstandtheimportanceofindividualactionandcharacter andexplainhowheroesfromlongagoandtherecentpasthavemadeadifferencein otherslives.Toaddressthisstandard,studentswillhavetheopportunitytolookatsome oftheheroesinearlyspaceexploration,includingNeilArmstrong,BuzzAldrin,Michael Collins,andevenHamtheastrochimp.Byputtingthemselvesintheirshoesduringa simulatedtriptothemoon,studentswillidentifythebraverythattheseheroesneeded,and hopefullyemulatethatbraveryintheirownlife.Eachsubtopicwaschosenbecauseofits correlationtothestandards,itsabilitytocapturestudentinterest,itspotentialtostimulate conversationsaboutcharacter,theavailabilityofresources,andthepossibilityofinspiring youngstudents. AlthoughStandard2.5isthemainsocialsciencestandardaddressed,thisunitalso attendstootherstandards.Forexample,usingGoogleMapsaspartoftalkingabout satellitesandasawayforstudentstoseeEarthfromspaceprovidesattentiontoStandard 2.2,whereStudentsdemonstratemapskillsbydescribingtheabsoluteandrelative loca tionsofpeople,places,andenvironments.Additionally,thislessongivesstudents contextforlookingattheroleofthepresident(SeeDevelopingSkillsin Geography/Economics/Governmentbelow).Bybecomingmoreacquaintedwiththerole ofthepresident,studentsarestartingtofulfillStandard2.3,whichstatesthatStudents

explaingovernmentalinstitutionsandpracticesintheUnitedStatesandothercountries. TheApollo11subtopicwaschosenbecauseitsoneofthefirstsinspaceexploration thatisaccreditedtoAmericaemphasizingtheUnitedStatessupportsthisstandard2.3. Lastly,studentsaremakingprogressonStandard2.1,whichasksthatStudents differentiatebetweenthingsthathappenedlongagoandthingsthathappenedyesterday. Thisisparticularlyaddressedthroughthetimelinethatwillbemadeonthefirstdayofthe unitwhichendsatthecurrenteventsboard.Throughmakingthisdisplay,studentsare visuallyabletodifferentiatethepastfromyesterday. Notonlywerethestatestandardskeptinmindwhenchoosingsubtopics,butthe interestofthestudentswasconsideredaswell.Secondgraderstendtobecaptivatedwith astronautsandspacetravel,particularlyboys.Forthosewhoarenotinitiallyintriguedby theconcept(whichingeneraltendtobegirls,thoughtherearemanyexceptions),they mightgetexcitedbytheideaofanimalsinspaceorothersubtopicsembeddedinthisunit. Hamtheastrochimpisagreatstudyforchildrenbecausehemakesitbacktospace unharmed.Heighteningstudentsmotivationtolearnaboutspaceexplorationthrough interestingsubtopicsopensthedoortoconversationsaboutsomeofthemoreimportant partsoftheunittome:thebrave,adventurous,andthoughtfulnatureofthoseinvolvedinthe spacemissions.Ihopethatmystudentslearntovaluethosecharacteristicsaboutearly travellerstospaceandimplementthemintheirownlives.BecauseIalwayswantto encouragemystudentstohavedreamsandplanfortheirfuture,Iwantedtotaketimein thisunittointroducestudentstosomeofthecareersrelatedtospacetravel.Someofthem maybeinspiredtopursuecareersinengineeringorastronomyafterthisunit.

Thisunitisbasedonafourweekperiodoftimewheresocialscienceistaught3 timeseachweekforanhour.Althoughmyplanmaybechangedbasedonavailableclass timeandothercircumstances,therearecertainlearningoutcomesthatIconsidertobethe highestpriority.Iwantmystudentstowalkawayknowingthatspaceexplorationisa productofforethought,planning,math,scienceandcourageandthatspaceexploration impactsthewayourworldworkstoday.These2mainideasnotonlysatisfythemain standard(2.5),buttheyalsomeetmygreatestgoalsforteachingsocialscienceingeneral. Iampassionateforprovidingstudentswithaccuratehistoryandusingthosestoriesto promotevirtueinmystudents.Attheendofthisunit,studentsshouldbeableto acknowledgethecharacterofpastastronautsandapplythesamecharactertotheirown lives. Content: Howisbeinginspacesimilarordifferentfrombeingonearth? Whatisneededtosurviveinspace? Howdidastronautsgettothemoon? Whywasitimportantthatpeoplelandedonthemoon? Howisthemoondifferentthantheearth? WhataresomecareersthatIcouldhaveinspaceexploration? ValuesOutcome: Themostimportantpartofthislessonformeiscelebratingthecreativityand braveryofthepeoplewhobegantheexplorationofspace.ThesearequalitiesthatIhope

toinstillintomystudents.Iftheycanwalkawaywithanadmirationofthosewhocantake somethingthathasneverbeendoneandmakeithappen,thentheyaremorelikelyto celebratethatwhentheyseeitintheirpeersandtostriveforthatthemselves.Another majortakeawaythatIwantmystudentstowalkawaywitharethereallyamazingthingsthat cancomefromthestudyofmathandsciencebecauseitcouldinspiresomeofmy studentstoworkharderinthoseareas. Vocabulary: astronaut exploration technology spacecraft mankind spacesuit planets moon earth orbit NASA astronomy planetarium StudentswillbeintroducedtokeyvocabularywordsthroughaLanguage

Experiencelesson.Studentswillworktogethertomatchvocabularywordstopictures hangingonthewall,wheretheywillremainfortherestofthemonthasareferencefor students.Eachweek,theteacherwillremovethekeywordsfromthewallsandplacethem onthestudentsdesks.Thestudentsmustworkingroupstoputthewordwiththecorrect picture.Studentswillalsobeexpectedtoutilizeatleast3ofthesevocabularywordsinthe articlesorlettersthattheywrite. RoomEnvironment: Studentswillbeingroupsof56,andeachgroupwillhaveanameofaspaceship (Apollo,Columbia,Challenger,Discovery,Mariner,etc.).Theirteamnameandalaminated pictureoftheirrocketwillbehangingfromtheceilingabovetheirgroup.Therewillbea continualbulletinboarddisplayingstudentworkintheSpaceExplorationunitwhichwill haveapaperclipsothatstudentworkcaneasilybeputupandtakendown(Asshown below).Thepaperswilllookliketheyarebeingheldbypaperastronauts,whichwillhave thestudentsfacesonthem(Acombinationofthebelowpictures).

http://mrschen6blue.edublogs.org/6bluereadingprogram/

Additionally,thetimelineofTheHistoryofFlightthatwill

beassembledonthefirstdayoftheunitwillbedisplayedonthewall,endingwithasection thatsaysCurrentEvents.Thecurrenteventsboardinmyclassroomwillhaveinformation andpicturesofwhatisgoingonrightnowasfarasSpaceExploration.NASAswebsite evenhasaPictureoftheDaythatIcanprintoutsothatitchangeseveryday.Thethings thatareonthisboardwillnotbetalkedaboutduringinstructiontime,butgivestudentsan opportunitytolearnaboutcurrenteventsontheirowntime.IfIeverhaveacoupleextra minutes,Icantalkabouttheboard.Icanalsoencouragestudentstobringintheirown picturesorstoriestoaddtotheboard.Itisimportantformethatstudentsareawarethat spaceexplorationisstillhappeningtodaybecauseitmayinspirefutureastronautsor engineers. CollectionofRealia: PiecesofTitanium/Aluminum(what spacecraftscanbemadeof) Astronautfood Tang Tupperware Moonrockreplica Examplespacesuit Examplehelmet

 IntroductoryActivities: Throughoutthisunit,studentsdailyjournalentryoptionwillbeonthesubjectof spaceexploration.ThefirstdaystopicwillbeWhatdoyouknowaboutspace?inorder togivestudentsanopportunitytotalkaboutwhattheyalreadyknow.Onthefirstdayofthe historyunit,studentswillbegivenpicturesofdifferentflyingmachinesandworktogetherto puttheminorderofoldesttonewest.Thiswillallowthemtoaccesspriorknowledgeabout flightandsparkaninterestinflight.(Seelinkbelow).Thetimelinewillbedisplayedonthe wall,endingattheCurrentEventsboard. RelatedLiterature: CuriousGeorgeandtheRocketbyH.A.Ray Thisisagreatbookforintroducingsomeoftheemotionsfor goingupintospace(fear,courage,curiosity,etc.).Italsodoesa goodjobofexplainingsomeofthepartsofaspacesuitinan accessiblewayforstudents.IthasaChecklistofthingsthat Georgeneedstotraveltospace.IplantoreaditonDay3,when talkingaboutanimalsinspace. AstronautTodaybyRosannaHansen Studentswillbeabletogetintothelivesof astronautsbylearningaboutwhattheywear,howthey eat,andotherexperiencetheymayhave.Thereare

largeillustrationsoneachpageandprovidesarealisticlookintotheprofession.Iplanto useitonDay2,whenwearelearningvocabularywordsbecauseitwillgivestudents visualsforalotofthegeneralspaceconceptswelearnonthatday. IfYouDecidetoGototheMoonbyFaithMcnulty Thisisabeautifullyillustratedbookthatwillhelpstudentsput themselvesintheshoesoftheastronaut.Itisinformational, butstillchildfocused.IplantoreaditonDay5,whenweare talkingaboutthecharacteristicsofthemoon. AstronautHandbookbyMeghan McCarthy Thispieceofliteraturewillgetstudentsthinkingabouta careerinspaceexploration.Thefocusisonastronauts,butittalks alotaboutotherjobswithinspaceexplorationaswell.Inthebackof thebook,therearefascinatingfactsaboutastronauts,including morewaysforstudentstoworktheirwayuptobecomingone.IplantoreaditonDay8, whenwehaveaguestspeakercomingtotalkaboutcareers inspaceexploration HamtheAstrochimpbyRichardHilliard AspartoftalkingaboutanimalsinspaceonDay3, studentswilleachhaveacopyofHamtheAstrochimpthat

theywillbeprocessing.Thelargetextisinpicturebookformat,butthereissmall textaswellthatgivesmoreinformationonHamthechimpwhotrainedtobesent outintospace. DevelopingSkillsinGeography/Economics/Government: Thisunitaddressesbothgeographyandgovernment.Studentsencounter geographywhenlearningabouttheimpactofspaceexplorationonourworld.Theygeta chancetoseeearthfromtheperspectiveofspace(GoogleEarth)andexaminesomeof earthsfeatures.Italsogetsthemthinkingabouthowsatellitesgiveusaperspectiveon Earththatcanhelpustakecareoftheearth(i.e.weathersatellites,betterabletoseefires, betterabletocommunicate,etc.).StudentscanuseGoogleEarthtobuildtheirMapskills. Thetopicofgovernmentisaddressedintheunitwhentalkingaboutournations responsetotheApollo11.Studentswilldiscoverthepresidentsinvolvementinthespace missionandwhyitwasimportanttothepresidentthroughthepresidentscommissionto themoon,andhowthepresidentcalledtheastronautsonthemoon,andhowthepresident wasthefirsttoseetheastronautswhentheycamebacktoearth.Wewillalsotalkabout howithelpstohavethegovernmentsupportbigprojects. UseofTechnology: StudentswillhaveongoingaccesstotheNASAkidsclubonthecomputer,which providesmultiplegames,activities,andinformationforstudentstoplaywith.Theywillalso haveaccesstotheNASAappwhenworkingontheiPads,whichhasatonofvideosand pictures.Althoughthisappisnotspecificallymadeforkids,itisagreatresourcefor

studentstolookupmoreaboutspaceexplorationbecause,unlikethecomputer,theydo nothaveaccesstopotentiallyinappropriateorunreliablesources. Additionally,Iwillusetechnologytoshowpicturesandvideosfromspaceexplorationin ordertogivestudentsvisualsofwhatIamtalkingabout. GuestSpeakersand/orFieldTrips: StudentswillhaveafieldtriptotheDiscoveryMuseumofScienceandSpace (Sacramento,CA).There,theywillhavetimetoexplorethemuseum,andtheywillalso attenda45minutelongexperienceinthePlanetariumthatiscateredtoK2students.Itis titledOurPlaceinSpace,anditbeginsclosetothesunandmovesfartherandfarther awaytothecoldestpartsofourSolarSystemandthenbeyondtothestars. TherewillbeaguestspeakerfromthecompanyAerojet(Sacramento,CA)whocan offerimportantknowledgeandfieldthestudentsquestionsandanswers.Thestudentswill preparequestionsbeforehandfortheguestspeakerandinterviewhimorher.Ihavea personalconnectionfromAerojetwhowillbewillingtovolunteerhistimetoteachthe students.Studentswillwriteanewspaperarticleabouttheinterview,andsomewillbe selectedfortheschoolnewspaper. SupportforESLStudents: ELstudentswillbegivenapreviewofthevocabularywordsadaybeforethelesson. Theywillhavetheopportunitytoseeeachwordactedoutorhaveanimage/objectto cementthevocabularywordintheirmind.Iwillalsohavethemprereadsomeofthe

readingmaterialthatwewillbereadingbyhavingthemtrackalongandlistentoan audiorecordingofsomeofourreadings.Theywillbescaffoldedduringwriting assignmentsbybeinggivensentenceframes.Theywillbegivenaneasierormore prevalentletterofthealphabettobelookingforduringthefieldtripattheendoftheunit. InterdisciplinaryLearning: Manyoftheactivitiesinthislessoncorrespondwithother2ndgradestandards. Subject LanguageArts Activity Standard

Dailyjournaloptionswillbe 2.W.10Writeroutinelyover basedonspaceexploration extendedtimeframes(time toexpandtheirlearning. forresearch,reflection,and revision)andshortertime frames(asinglesittingora dayortwo)forarangeof disciplinespecifictasks, purposes,andaudiences. CA Studentswriteapostcard fromthemoon. 2.W.4Withguidanceand supportfromadults, producewritinginwhichthe developmentand organizationare appropriatetotaskand purpose.(Gradespecific expectationsforwriting typesaredefinedin standards13above.)CA

LanguageArts

LanguageArts

Studentshaveachoiceof 2.W.4Withguidanceand eitherwritinganarticle supportfromadults, aboutourguestspeaker producewritinginwhichthe comingtotheclassorwrite developmentand alettertoourguestspeaker organizationare orsomeoneelseatAerojet. appropriatetotaskand purpose.(Gradespecific expectationsforwriting typesaredefinedin

standards13above.)CA LanguageArts StudentsmakeaVenn Diagramtocomparethe earthandthemoon. Studentswriteasentence fortheirassignedletterfor thealphabetdisplay. 2.RI.9Compareand contrastthemostimportant pointspresentedbytwo textsonthesametopic. 2.W.4Withguidanceand supportfromadults, producewritinginwhichthe developmentand organizationare appropriatetotaskand purpose.(Gradespecific expectationsforwriting typesaredefinedin standards13above.)CA 2.MD.2Generate measurementdataby measuringlengthsof severalobjectstothe nearestwholeunit,orby makingrepeated measurementsofthesame object.Showthe measurementsbymakinga lineplot,wherethe horizontalscaleismarked offinwholenumberunits.

LanguageArts

Mathematics

PaperAirplanemeasuring lessoncorrespondswith firstdayofspace explorationinhistory.

Science

Examinereplicasofmoon 2.ES.3aStudentsknow rockanddiscussproperties howtocomparethe ofEarthssurface. physicalpropertiesof differentkindsofrocksand knowthatrockiscomposed ofdifferentcombinationsof minerals. Studentsexamineearth fromperspectiveofa satellite. 2.ES.3Earthismadeof materialsthathavedistinct propertiesandprovide resourcesforhuman activities

Science

VisualArts

Studentsdrawpostcard basedontheirsimulated experienceonthemoon.

2.AP.1.1Perceiveand describerepetitionand balanceinnature,inthe environment,andinworks ofart. 2.AP.1.1Perceiveand describerepetitionand balanceinnature,inthe environment,andinworks ofart.

VisualArts

StudentsmaketheirVenn Diagramresemblethe moonandtheearth.

MakeandTake: Studentswillmakethiscardboardcutoutofconstellationsasa waytoseesomeoftheconstellationsduringthedaytime.This isagreatwayforstudentstoprepareforsomeofwhattheywill belookingforattheplanetarium.Itworksoutgreatbecauseit canworkinthedaytime.Itissomethingthatstudentscantake withthem,andtherecanevenbesomeinformationwritten aboutthestarsonthecardboardcutouts. GroupProject:

 Forthisproject,studentswillworktogethertocreateaVennDiagramillustrationof theEarthvs.theMoon.ItisplannedforDay5oftheunit,whichcentersaroundthe similaritiesanddifferencesbetweentheearthandthemoon.Throughoutthelesson,the teacherwillbeaddfactstoagiantVennDiagramatthefrontoftheroom.Thismodelwill beusedasascaffoldforwhenstudentsmaketheirown,however(asshownthroughthe rubricbelow)studentswillberewardedforusingtheirownwordstostatethefacts.The groupswillturnthetwocirclesofthediagramintoillustrationsoftheearthandmoon,which willaddtounderstanding. IndependentProject:

TheindependentprojectforthisunitbeginsonDay9,whensomeonewhoworksfor Aerojetcomesandtalkstotheclass.Startingthatday,studentswillbeginprewritingsome

oftheirideasforeitherwritingalettertothepersonwhocameandspoketoourclassor writinganarticleaboutourclassunitsofar,includingourspeakercomingin.Bothofthese writingassignmentscouldmotivatestudentsbecauseIamofferingthemachoiceinwhat theywanttodoandIamofferingthemreallifebenefits:Iftheywriteanarticle,theirscould bechosentobepublishedintheschoolnewspaper.Iftheydecidetowritealetter,then thereletterwillactuallybemailedofftoAerojet.Inbothcases,thestudentshavetothink abouttheiraudienceanddocarefulwriting.Belowarerubricsforbothwritingassignments thatgivemoreinformationaboutwhatisexpectedforeachassignment,butbothshould appropriatelyusevocabularyfromthelesson. FinishedProductforPermanentClassroomorSchoolDisplay Asawaytoprocesswhatthestudentshavebeenlearningthroughouttheunit, studentswillworkingroupstocreatealifesizeportraitofanastronaut.Eachstudentwill getthenameofadifferentastronautthatwehavebeentalkingabout.Thestudentsjobis totraceoneofthegroupmembersonapieceofbutcherpaperandthenwritewordsor drawpicturesinandaroundtheoutlinedbodyinordertoexplainwhattheastronautneeds inordertogotospaceandbacksafely.Iamhopingthatthiswillbeagoodreviewofthe contentfactsaswellasanotherwaytogetstudentsthinkingaboutthekindofcharacter neededtobeasuccessfulastronaut.Theprojectwilllooksimilartothepicturebelow,butit willbeanastronaut.Eachgroupwillgettotalkbrieflyabouttheirfavoritepartsoftheir posterandwewillhangthemuponthewalls.Wewillhaveagallerywalksothateveryone getstoseeeachposter.


http://4thgraderacers.blogspot.com/2013/04/famouscattlemenresearchproject.html

CulminatingExperience OurculminatingexperienceforthisunitisatriptotheDiscoveryMuseumof ScienceandSpace.Asmentionedabove,thefieldtripwillbeagreatwayforstudentsto seefirsthandsomeofthethingsthatwehavebeentalkingandreadingabout.Oneofthe coolestpartofthefieldtripisgettingtoseetheplanetarium.Studentswillbeabletosee partsofastronomythatIcouldnotshowthemaseasilybecauseIonlyseethemduringthe day.Aspartofdiscoveringthemuseum,eachstudentwillbegivenaletter,anditistheir jobtofindasmanythingsatthemuseumthatstartswiththatletter.Theywillbegivena pieceofpaperwiththeirletteronitinordertowritedownasmanyideasaspossibleonthe pieceofpaper(shownbelow).Thefollowingdayinclass,studentswillcreategiantletters andwriteasentenceonit(forexample,thegiantAmaysayAisforAstronaut.Theway

theyillustratetheirlettershouldrelatetotheirwordaswell.Forthosestudentswhoare earlyfinishers,theymaydomorethanonesentenceontheirletter.Eachchildwillgeta chancetointroducehissentence,andtheletterswillbeputupasaborderaroundthe room.

Assessment: Mostoftheformalassessmentforthisunitwillbebasedonthethestudentswriting assignmenttoeitherwritealetterorwriteanewspaperarticlementionedabove.The assessmentwillbebasedonthefollowingrubrics:

 RUBRICFORNEWSPAPERARTICLE TeacherName:Ms.Crump StudentName:________________________________________ CATEGORY Layout Headlines& Captions 4 Articlehas headlinethat capturesthe reader's attentionand accurately describethe content.Hasa byline.All graphicshave captionsthat adequately describethe peopleand actioninthe graphic. 3 Articlehas headline describethe content.Article hasabyline.All graphicshave captions. 2 Articlehas headlinesthat accurately describethe content.Article hasbyline. Headlineand bylinesmaynot beconvincing. Mostgraphics havecaptions. 1 Articlesare missingbylines ORmany articlesdonot haveadequate headlinesOR manygraphics donothave captions.

Who,What, Article When,Where& adequately How addressesthe 5W\'s(who, what,when, whereand how). Spellingand Proofreading Nospellingor grammarerrors remainafter oneormore people(in additiontothe typist)readand correctthe article.

Article addresses4of 5W\'s(who, what,when, whereand how). Nomorethana coupleof spellingor grammar errorsremain afteroneor morepeople (inadditionto thetypist)read andcorrectthe

Article addresses3of 5W\'s(who, what,when, whereand how). Nomorethan3 spellingor grammarerrors remainafter oneormore people(in additiontothe typist)readand correctthe article.

Article addresses2or lessW\'s(who, what,when, where,and how). Several spellingor grammar errorsremain inthefinalcopy ofthearticle.

article. Graphics Graphicsarein Graphics welldoneand clearlyrelated clearlyrelated tothearticle. tothearticle. RUBRICFORLETTERTOAEROJETSPEAKER Graphicsare somewhat relatedtothe article. Graphicisnot relatedtothe article.

Inadditiontothatmajorassignment,studentswillalsogetcreditfortheirVennDiagram poster,basedonthefollowingrubric:

RUBRICFOR2CIRCLEVENNDIAGRAM:EARTHVS.MOON

Iwillinformallyassessstudentunderstandingbasedontheirparticipationinthealphabet wallandtheastronautprofileposter. ParentLetter

 PublicRelations: AftertheguestspeakerfromAerojetcomestoourclassroom,studentswillbegiven thechoicetoeitherwriteathankyounotetoourspeakerorwriteanarticleaboutourday andwhatwehavebeenlearninginclass.Iwillselectseveralarticlestobefeaturedinour schoolnewspaperasawaytoadvertisewhatwearedoing.Iwillalsosendmyownarticle andsomeofthepicturesoftheeventintoourcitynewspaperasawayoflettingthe communityknowwhatweareupto.Iwillalsomakesuretoupdatetheclasswebsite throughouttheunitsothattheparentsaswellastheprincipalwillbeupdatedonthegreat

studentworkfortheunit. AReducedUnit: Thisunitcouldbetaughtin1or2classperiodsbyturningthetopicsintogroup miniprojects.Eachgroupwouldgetoneofthefollowingtopics:TheHistoryofFlight, AnimalsinSpace,TheApollo11,WhatmakesanAstronaut,andTheMoon.Group membersworktogetherandbecomeexpertsontheseareasbyspendingtimelookingat pictures,videos,andreadingmaterialthatIhaveprovidedandturningtheirresearchintoa poster.Theywillpresenttheirfindingstotheclass,andtheclasswilldrawapictureor writesasentenceforeachofthetopics.Attheend,eachchildwillhaveheardaboutall5 topics.Theposterscouldbegradedwiththefollowingrubric:

 Component2: BriefOutline: Thisunitwillbetaught3timesperweekfor4weeks,sotherewillbeatotalof12 instructionaldays,withanadditionaldayspentattheDiscoveryMuseumofScienceand Space.Thefollowingisaroughoutlineonwhatwewillbedoingoneachday.Thefirst weekfocusesontheideaofflightandspaceexploration,thesecondweekontheApollo 11,andthethirdweekontheimportanceofspaceexploration.Thefourthweekisreserved fortheindependentprojectandpreparingforthefieldtriptotheDiscoveryMuseumof ScienceandSpace.

Day#: MainFocus: 1 TheHistoryofFlight

Activity: Studentsaregiven picturesofflyingdevices (hotairballoons, helicopters,airplanes, jets,rockets,etc.)and askedtoputthemin orderofwhentheywere invented.Studentswill beaskedtoexplainhow theflyingdevices increaseincomplexity andhowbuildersused whattheyalreadyknew tomakeanevenbetter flyingmachine.Thisday willcorrespondwiththe mathlessonthat measureshowfarpaper airplanescanfly. Eachgroupwillgeta wordfromthevocabulary list,anditistheirjobto helpeveryoneinthe classlearnit.After havingtimetolookup theirwordandlearn informationaboutit, eachteammemberwill beresponsiblefordoing oneofthefollowingin frontoftheclass:saying theword,definingit, givingasynonym,acting itout,anddrawingit.

Resources: NASAsHistoryofFlight articleonlinehas picturesandinformation onalloftheflying devices. http://www.grc.nasa.gov/ WWW/k12/UEET/Stude ntSite/historyofflight.html PaperAirplaneMath Lesson http://loticonnection.cach efly.net/global_document s/benchmarking/GR3_M athLesson_Airplanes&M easurement.pdf

Introductiontospace terms.

AstronautsToday Resourcestogiveto studentsastheylearn theirwords: http://dictionary.kids.net. au Teacherwillleadbrief historyoftermsbased onthefollowing: http://www.spacekids.co. uk/spacesuits/ http://history.nasa.gov/ki ds.html VisualDiscoveryPhotos (Below)

AnimalsinSpace

Studentswilllearnabout CuriousGeorgeandthe HamtheAstrochimpby Rocket lookingatpicturesofhim HamtheAstrochimpby

fromLifeMagazineand readinganarticleabout him.

RichardHilliard PicturesofHamthe AstrochimpfromLife Magazine: http://life.time.com/histor y/astrochimpsearlystar softhespacerace/#6 CroppedYoutube Videos: http://www.tubechop.com /watch/1578703 http://www.tubechop.com /watch/1578694 VisualDiscovery:Moon LandingPowerPoint. MoonLandingLesson Plan

TheApollo11

Studentswillparticipate inasimulatedtriptothe moon.Theywillblastoff withtheastronautsand talkwiththeirpartnersas theydiscoverwhatison themoon.

Moonvs.Earth

Studentswillcompare andcontrastthemoonto earthbymakingaVenn Diagram Studentswillunderstand thesignificanceofthe moonlandingthrough learningaboutthe presidentsinterestinthe moonlandingandhow theentireworldwas watchingthelandingon television.

https://www.msu.edu/~ir windeb/Portfolio/Earth_a nd_Moon_Lesson.html Presidentsinvolvement inApollo11: http://www.nasa.gov/mis sion_pages/apollo/apoll o11_40th.html#.Unm1Nq VUElI /planetaria/Postcards_fr om_Space.pdf

NationsResponseto Apollo11

TheImportanceof SpaceExploration

Studentsworkingroups LessonPlan: todiscovertheimpact http://activity.mytexasace

spaceexplorationhas hadonmankind, includingsmallthings liketupperwareandbig thingslikesatellites.

.org/pdfExport/132/Bene fits+of+Space+Explorati on.pdf RisingAbovethe Problem http://spaceplace.nasa.g ov/classroomactivities/e n/ Lookingatearthfrom spaceandhowithelps us: http://www.google.com/e arth/ AstronautHandbook PreparingStudentsfor Interview: http://www.slideshare.net /shettyshravan/questions toaskguestguestspe akerscareerday http://thoughtsonteaching jdunlap.blogspot.com/2 007/05/preparingforgu estspeakers.html

CareersinSpace Exploration

Guestspeakerfrom Aerojet.Studentswillbe expectedtocomeup withquestionstoaskthe interviewerandIwill modelhowtoorganize theinformationduring theinterview.

ProcessingInformation. Studentswillprocess someofwhattheyhave beenlearningbywriting aroughdraftletteror article. ProcessingInformation. Studentsgetpeer feedbackontheirwriting pieceandbeginworkon afinaldraft. PreparingfortheField trip. Wewillexplorethe museumswebsiteasa DiscoveryMuseumof ScienceandSpace

10

11

classtobepreparedfor whatwewillsee. Wewillassigneach studentaletterthatthey willbeanexperton duringthefieldtrip.They willbeshownthe worksheettheywillhave duringthefieldtrip.They willbegiventheir assignedgroupsand givenrulesforthefield tripandtimetopractice theprocedures. Studentswillcreate constellationcutoutsto prepareforthe planetarium. 12 FieldTriptothe DiscoveryMuseumof ScienceandSpace (Sacramento,CA). Studentswillhavetime toexplorethemuseum andwillalsoattendthe MyPlaceinSpace planetarium presentation.

http://www.thediscovery. org/MuseumPrograms/fi eldtripsplanetarium.htm l ConstellationCutouts: https://www.msu.edu/~ir windeb/Portfolio/Earth_a nd_Moon_Lesson.html

DiscoveryMuseumof ScienceandSpace http://www.thediscovery. org/MuseumPrograms/fi eldtripsplanetarium.htm l

13

FieldTripDebrief.

Theclasswillmakean ABCbookaboutourtrip tothemuseum.Each studentwilldecideon onewordthattheyfound atthemuseumandwrite asentenceaboutit.They willputthesentenceona giantcutoutletter,and theletterswillborderthe room.

UseofSocialStudiesAlive!

VisualDiscoveryLesson:IwilluseVisualDiscoveryonDay2oftheunitasIam introducingtheconceptofspaceandspaceterms.AlthoughIwillhavetousealotof visualsanddramawhenintroducingthevocabularywords,Ihopethatjustacoupleofkey images(liketheonesbelow)willgetstudentstalkingabouttheoverallconceptofspace andspaceexploration.AllofthesepicturesarefromtheApollo11mission.

 ASkillBuilderExercise:Studentsmustworktogethertoordereventsonatimeline(Day 1).Theywillbeinmixedabilitygroupsof4.Theyhavepicturestoshowthedifferentflying machines(linkisgiveningraphabove),andmustdefendandjustifytheiranswerswith eachotherandcometoaconsensusabouttheorderofevents.Teacherwillgivestudents awelldefinedrole(director,graphicorganizer,questioner,andclarifier).Teacherwillgive explicitinstructionstoensurethatstudentsarepreparedfromsuccessfulgroupwork.The groupwillbeallowedtoshowcasetheirworktotheclass,andcollaborateasaclassto decidethecorrectorderofevents,whichwillbedisplayedonthewall(seebulletinsketch). Experiential:StudentswillexperiencegoingtothemooninasimulationoftheApollo11s

blastoffonDay6.Videoclipsthatcanbeusedarefoundinthegraphabove.Studentswill sitonthecarpetafterpreparingbyputtingonaspacesuit,helmet,andairtank.Theywill haveopportunitiestotalktotheirpartnersandtothewholeclassabouthowtheyarefeeling rightbeforeliftoff,knowingthatnobodyhadeverwalkedonthemoonbefore.Theywill blastoffalongwiththerealfootageofApollo11,andlistentoNeilArmstrongsvoice tellingthemthetakeoffwassuccessful.ThestudentswillthenactoutTheEagle separatingfromtheApollo11andlandingonearth.Byhaving3studentstakeontherole ofthe3astronauts,studentscandeliverthefamouslines:TheEaglehaslandedand Thatsonesmallstepforman,onegiantleapformankind. WritingActivity:Asmentionedabove,studentswillhaveachoicebetweenwritingaletter toaworkerfromAerojetorwritinganarticleabouttheclassexperiencewithspace exploration.Bothoptionsareauthenticwritingassignmentsthatwilleitherbereadby someoneatAerojetorreadbypeoplereadingthenewspaper.Thiswillchallengestudents tothinkoftheaudienceastheywrite.Iwillguidestudentsthroughthewritingprocessby givingthemclearguidelinesforwhatisexpected,timetousepeerfeedbackinclass,and anopportunitytomakerevisions. ResponseGroupActivity:OnDay10oftheunit,studentswillhaveanopportunityto discussinpartnerssomeoftheirfeelingstowardstheunitasawhole.Theywillbegiven optionsofstimulatingsentenceframesontheboardthatwillspringboardalively conversation.Theywillbeseatedwiththeirpartneronthecarpet,sittingkneetoknee.

Theirpartnertalkwillpreparethemtoberandomlycalledontoshareeithertheirown thoughtsorthethoughtsoftheirpartners.Thesamepartnersthattheytalkedwithwillalso offerpeerrevisionoftheirlettersorarticles. ProcessingReading:FortheAnimalsinSpacetopiconDay3intheunitplan,students willbereadingHamtheAstrochimp(everystudentwillhaveacopy).Theteacherwillcarry outshortprereadingactivitiesbeforebeginningtobuildschema.Astheyarereading aloud,theteacherwilltakenotesusingabigstoryboardatthefrontoftheroom.Attheend ofthestory,theclasswillrereadthenotesthattheytook,emphasizingthemostimportant partsofthebook.Thestudentswillmaketheirownstoryboardintheirinteractive notebooks(below). InteractiveNotebookActivity:AsaresponsetothebookHamtheAstrochimp, studentswillalsodrawastoryboardintheirinteractivejournalssothattheyareprocessing theirreadingbyfillingoutthesequenceofeventsinthebook.Studentsmayusepicturesto illustratetheevents,aslongastheyareprocessingtheinformationthattheyaretakingin. Theywillusethefollowingsetup: