Grade Level / 6th Grade / Unit Length / Two Weeks
Unit Overview / Space Exploration is a two-week standards-based unit that includes a three-day project at the end of the unit in which students design and create a model of a lunar habitat. The habitat must be designed so that it can be constructed by robots. Throughout the unit, students will test the viability of their designs by building portions of their habitat using Mind-Storm robots. The science portion of the unit will include a study of the moon, including phases and tides. The math portion of the unit will include a study of scientific notation, circumference and area of circles, and functions. ELA will focus on verbal and digital communication through the process of programing Mindstorm robots. Students will have access to an informational text to assist them throughout the process. Social Studies will look at different systems of government. The unit culminates in student presentations of their designs.
The relevant strands are:
Science – The Universe
Math – The Number System, Equations and Expressions, and Geometry
ELA – Speaking and Listening, Informational Texts
Social Studies – Government
The project supports state standards in science (recognizing phases of the moon, understanding how distance affects appearance, and recognizing and predicting tides),math (areaof circles, graphing functions, and scientific notation),ELA (speaking and listening, inferring information from text, integrating information from media), and social studies ( examining different types of government and historically significant leaders of different types of government).
Grouping Strategy – For this project students will be placed in groups of five and one of the five will be designated a project leader. The project leader will oversee all aspects of project and communicate with teachers.
Unit Essential Questions / How could we construct a sustainable habitat on the moon?
Culminating Event / Students will design, draw to scale and build a model of one structure of their lunar habitat. They will present their design to peers and teachers in the context of an of aerospace engineering conference in which the best solutions will be chosen by ballot. Students will also be graded on their success in the Mind-Storm Challenge.
Common Assessment / / STEM Project Rubric / Project Title: Space Exploration
Student Name: ______
Date: ______
Advanced / Proficient / Needs Improvement
STEM Math IA
Components
Functions
25% / The Earth and Moon’s orbits are calculated accurately using Scientific Notation. All work is shown. / Either the Earth or Moon’s orbit is calculated accurately using Scientific Notation. All work is shown. / The Earth and Moon’s orbits are calculated accurately using Scientific Notation. No work is shown.
STEM Math IB
Components
The Number System
25% / Students turn in evidence of all three of the following:
A function table that illustrates the wheel rotation of our robots is created. An equation and graph of this function are created. / Students turn in evidence of two of the following:
A function table that illustrates the wheel rotation of our robots is created. An equation and graph of this function are created. / Students turn in evidence of one of the following:
A function table that illustrates the wheel rotation of our robots is created. An equation and graph of this function are created.
Science Components:
The Universe
25% /
  1. 28 items are completed in detail on the research report.
  2. 14 labeled and detailed drawings are used to help explain some of the items.
  3. 7 items from the report are used in the final engineering presentation.
/
  1. 28 items are completed in detail on the research report.
  2. 12labeled and detailed drawings are used to help explain some of the items.
  3. 6 items from the report are used in the final engineering presentation.
/
  1. 28 items are completed in detail on the research report.
  2. 10labeled and detailed drawings are used to help explain some of the items.
  3. 5 items from the report are used in the final engineering presentation.

Social Studies
Component
Major Religions
25% / Groups will include in their keynote 6 details as to why their assigned government type would work well on their moon colony. / Groups will include in their keynote 4 details as to why their assigned government type would work well on their moon colony. / Groups will include in their keynote 2 details as to why their assigned government type would work well on their moon colony.
ELA Component
Mind-Storm
Challenge
25% / All 10 tasks are completed
All 5 rules are followed / 8-9 tasks are completed
4 rules are followed / <8 tasks are completed
Not all 5 rules were followed
Unit Objectives / I can use data to draw conclusions about the moon, sun and planets in the solar system.
I can describe the relative distances from Earth of objects in the solar system and explain how distance affects their appearances.
I can explain the relationships among the earth, moon and sun.
I can describe the lunar cycle.
I can diagram how the relative orientation of the earth in its orbit around the sun creates seasons.
I can describe the causes of solar and lunar eclipses.
I can use circumference and area of a circle to solve problems.
I can use Scientific Notation to represent large and small numbers.
I can use the properties of similar triangles to determine the height of an unknown object.
I can diagram how the relative orientation of the earth in its orbit around the sun creates seasons.
I can describe the causes of solar and lunar eclipses.
I can effectively communicate with others by listening and offering quality ideas.
I can effectively program a robot by using the trial and error technique.
I can glean information from a text for problem solving purposes.
I can differentiate between direct and indirect democracy.
I can identify a republic as a system of governance.
I can identify a theocracy as a system of governance.
I can identify a monarchy as a system of governance.
Strands (main ideas taught in unit)
ELA / Informational Text, Speaking and Listening
Math / STEM Math IA:
The Number System
STEM Math IB:
Geometry, Equations and Expressions
Science / The Universe
Social Studies / Government
Vocabulary
ELA /
  • Tele- distance
  • Audio- to hear
  • Auto- self
  • Cosm- universe
  • Astro- star

Math / STEM Math IA
  • Scientific Notation— a way of writing numbers that are too big or too small to be conveniently written in decimal form. Scientific notation has a number of useful properties and is commonly used in calculators and by scientists, mathematicians and engineers.
  • Exponent—a mathematical notation that implies the number of times a number is to be multiplied by itself.
  • Base—in an exponent, it is the number that is multiplied by itself.
  • Product—the answer to a multiplication problem.
  • Quotient—the answer to a division problem.
STEM Math IB
  • Circle—the set of all points in a plane that are at a given distance from a given point, the center.
  • Radius—the distance from the center to the edge of a circle.
  • Diameter—a line that goes through the center of a circle.
  • Circumference—the perimeter of a circle.
  • Function—a relationship that shows for every input value, there is exactly one output value.

Science /
  • Eclipse – when one celestial body moves between another and the sun
  • Tide – the movement of water due to the gravitational pull of the moon or sun
  • Revolve – when one body moves in an orbit around another body (axis outside of orbiting body)
  • Rotate– when a body spins on axis, where the axis passes through the body
  • Phase – a portion of a cycle

Social Studies /
  • Monarchy – Supreme power held by a single person, typically a non-elected person
  • Republic – Power is held by the people and their elected representatives; the head of government is elected also
  • Direct Democracy – People vote directly on issues
  • Indirect Democracy – People vote for representatives who then vote on issues on behalf of the people
  • Theocracy – Priest hold power of government in the name of god or gods

Key Questions
ELA / Math / Science / Social Studies / CTE &
Technology
How can you problem solve within a group using communication?
How can you glean information from a text to assist in problem solving? / How do I solve problems involving circumference and area of circles?
How do I use functions to illustrate proportional relationships?
How do I graph a function?
How do I use scientific notation to illustrate large or small numbers? / Why do we experience days and years?
What is a lunar cycle?
What causes tides and why are they predictable?
What causes seasons?
What is the difference between a solar and lunar eclipse?
How far away are the sun, moon and planets? / Why is William of Normandy a historically significant figure?
Why is Julius Caesar a historically significant figure?
How is a democracy different from a republic?
What are the key aspects of a monarchy?
What are the key aspects of a theocracy?
Hook for Unit / The hook for this unit is a NASA video showing the Athlete Robot in action:
Literature / Informative Text Component / George’s Cosmic Treasure Hunt-
George is heartbroken when he learns that his friend Annie and her father are moving to the US. Eric has a new job working for the space program, looking for signs of life in the Universe. Eric leaves George with a gift—a book called The User’s Guide to the Universe. But Annie and Eric haven’t been gone for very long when Annie believes that she is being contacted by aliens, who have a terrible warning for her. George joins her in the US to help her with her quest—and before he knows it, he, Annie, Cosmos, and Annie’s annoying cousin Emmett have been swept up in a cosmic treasure hunt, spanning the whole galaxy and beyond.
Lucy Hawking's own experiences in zero-gravity flight and interviews with astronauts at Cape Kennedy and the Johnson Space Center lend the book a sense of realism and excitement that is sure to fire up imaginations. The book includes essays written by Professor Hawking and his colleagues, in which they provide the latest thoughts on space travel.
Writing Closure / Using the “Story Me” iPad app, the students will create a comic strip based on factual information and the prompt. The comic strip must have at least 3 scenes containing 6 dialogue boxes.
-You have been chosen to be one of the members of the first moon colony. Using the information that you have learned throughout the unit, create a comic strip describing the first few weeks of your new adventure. The comic strip must contain 3 scenes. Each of the scenes will consist of 6 dialogue boxes. In total there will be 18 comic strip boxes.
Materials Needed for Culminating Event / Chart paper sized graph paper
Rulers
Pencils
Mind-Storm Robots
iPad
Standards: Common Core Standards, Tennessee State Standards
ELA
Common Core Standards. / RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use appropriate eye contact, adequate
volume, and clear pronunciation
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
Math
Common Core Standards. / STEM Math IA
8.EE.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
8.EE.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
STEM Math IB
6.RP. 3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.
6.EE. 9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
7.G. 4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Science
Tennessee State Standards. / SPI 0607.6.3 Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun, and moon.
SPI 0607.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun.
SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions.
SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons.
SPI 0607.6.7 Explain the difference between a solar and lunar eclipse.
SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy.
SPI 0607.10.2 Interpret the relationship between potential and kinetic energy.
SPI 0607.10.3 Recognize that energy can be transformed from one type to another.
SPI 0607.10.4 Explain the Law of Conservation of Energy using data from a variety of energy transformation
Social Studies
Tennessee State Standards. / 1.01Understand the nature and complexity of culture.
1.02Recognize the role of major religions.
6.02 Understand how groups can impact change at world levels.
SPI’s6.1.spi.3. recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).
6.1.spi.8. recognize how migration and cultural diffusion influenced the character of world societies (i.e., spread of religions, empire building, exploration, languages).
6.3.spi.6. interpret a graph that illustrates a major trend in world history (i.e. population growth, economic development, governance land areas, growth of religions).
6.6.spi.1 identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, inventors.)
Notes / Project Day 1 – Students will produce a report describing the moon in the following ways:
  1. As seen from earth.
  2. Lunar Phases
  3. Describe a complete cycle of lunar phases.
  4. Explain why phases occur.
  5. Describe eclipses
  6. Solar Eclipses – why the occur and what we see
  7. Lunar Eclipses – why the occur and what we see
  8. Distance from Earth
  9. Geometry of the Orbit
  10. Shape of the orbit
  11. Inclination of the orbit
  12. Distances in the solar system – distance to the
  13. Moon
  14. Sun
  15. Inner Planets
  16. Outer Planets
  17. As a body that affects the earth.
  18. Tides
  19. Cause
  20. Frequency
  21. Neap Tides
  22. Spring Tides
  23. Calendars (cultural effect)
  24. As a place to colonize.
  25. Surface
  26. Atmosphere
  27. Interior
  28. Distance from Earth
  29. As a part of the solar system.
  30. Compare to Venus.
  31. Surface
  32. Atmosphere
  33. Interior
  34. Distance from Earth
  35. Compare to Neptune.
  36. Surface
  37. Atmosphere
  38. Interior
  39. Distance from Earth
Project Day 2 – Students will determine what source of energy they will use on the moon and what they need to make it work.
The energy report will contain the following:
  1. Energy source.
  2. What is needed to make this source work.
  3. What the ‘power plant’ will look like.
  4. What energy transformations that will take place.
  5. How the power will be distributed to the colony (yet to be designed).
  6. How the robots that will build the colony will be powered.
Mind-Storm Challenge
You have been selected as a candidate to construct the new moon colony using robots, but you must prove your programing skills. You have been assigned a partner for this challenge. The robot you will be using is the Lego Mind-Storm. The design of the robot is of your choosing. You may modify the standard design as long as you follow the rules:
  1. Once you place the robot on the table, you may not touch it until it has completed the challenge.
  2. You may not lean on or touch the robot table or the props.
  3. Both partners are to have equal time programing the robot.
  4. Your robot must start and finish in the launch box.
  5. You must complete the task before the end of the last project day.