Name of Project: / Lunar Mission / Duration: Spring/11 days
Subjects/Course: Science, Research Skills, Language Arts, Math, Social Studies / Teacher(s): Green/Smith / Grade Level: 3rd Grade
Project Idea Summary / Students will learn the engineering design process while studying the moon, humans, and their roles in the Solar System. Students will be given a set of challenges created to help them experience how engineers must “imagine and plan” before they begin to build and experiment. The challenges will investigate how we investigate the moon remotely, what modes of transportation are possible, and how humans might live and work on the moon. By working in teams students will determine an answer to the driving question by imagining, planning, creating models, conducting experiments, collecting data, and evaluating their recorded data in their Lunar Mission Journal.
Driving Question(s) / How can we as engineers design, model, and simulate a lunar mission to decide if life on the moon is possible? Should we shoot for the Moon?
TEKS:
Science:
(3.1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices; (3.2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations; (3.3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions; (3.4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry; (3.6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms; (3.7) Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing; (3.8) Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky; (3.9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments.
Language Arts:
3.1 Uses the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English 3.2 Comprehends a variety of texts drawing on useful strategies as needed; 3.3 Reads grade-level text with fluency and comprehension; 3.4 Understands new vocabulary and uses it when reading and writing*; 3.5 Analyzes, makes inferences, and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support their understanding*; 3.12 Analyzes, makes inferences, and draws conclusions about the author's purpose in cultural, historical, and contemporary contexts and provides evidence from the text to support their understanding*; 3.13 Analyzes, makes inferences, and draws conclusions about expository text and provides evidence from text to support their understanding* (Testable on the Grade 3 Reading STAAR, Reporting Category 3) 3.15 Understands how to glean and use information in procedural texts and documents* (Testable on the Grade 3 Reading STAAR, Reporting Category 3; Testable on the Grade 4 Writing STAAR, Reporting Category 1, Reporting Category 2, Reporting Category 3) 3.16 Uses comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning* (Testable on the Grade 3 Reading STAAR, Reporting Category 2, Reporting Category 3) 3.17 Uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text* (Testable on the Grade 4 Writing STAAR, Reporting Category 1) 3.20 Writes expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes* (Testable on the Grade 4 Writing STAAR, Reporting Category 3) 3.25 Asks open-ended research questions and develops a plan for answering them 3.26 Determines, locates, and explores the full range of relevant sources addressing a research question and systematically record the information they gather 3.29 Uses comprehension skills to listen attentively to others in formal and informal settings 3.30 Speaks clearly and to the point, using the conventions of language.
Math:
3.1 Uses mathematical processes to acquire and demonstrate mathematical understanding; 3.4 Applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy; 3.7 Applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement; 3.8 Applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data
.
Social Studies:
3.3 Understands the concepts of time and chronology; 3.5 Understands the concepts of location, distance, and direction on maps and globes; 3.17 Applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology; 3.18 Communicates in written, oral, and visual forms; 3.19 Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings
Lunar Mission Project Overview
Entry event / Build a Satellite to Orbit the Moon Activity
Assessments
Reflection
Methods / Formative Assessments
(During Project) / Summative Assessments
(End of Project)
Notes
Journal/Learning Log
Preliminary Plans/Outlines/Prototypes
Rough Drafts / Checklists
Practice Presentations
Peer Evaluation
Self-Evaluation
Tiger Team Log / Written Product(s), with rubric:
Oral Presentation, with rubric
Peer Evaluation
Self-Evaluation
Individual and Group Rubrics
Resources
Needed / · http://www.nasa.gov/audience/foreducators/best/index.html#.VXW1ks9Viko
· http://www.nasa.gov/pdf/630753main_NASAsBESTActivityGuide3-5.pdf
· Digital scale (1)
· Graduated cylinder (1)
· Meter sticks (1 per team)
· Measuring tape (1)
· Rulers (1 per team)
· Stopwatches (1 per team) Thermometers (2 per team)
· aluminum foil
· balloons, assorted
· bamboo skewers
· binder clips, assorted
· blindfolds (1 per team)
· bubble wrap
· buttons or beads assorted (10 per team) / · cardboard
· card stock
· cardboard boxes (1 per team)cloth swatch, i.e. quilting square
· coffee filters
· colored pencils and crayons
· cotton balls
· empty paper towel tubes
· empty toilet paper tubes
· fishing line, ~20 lb. test, 5 m film canisters
· glow sticks (2)
· glue sticks
· index cards
· mailing tube, 4” diameter or oatmeal canister / · c-clamps (at least two)
· Cheesecloth
· clothespins (with springs)
· mini foil pie plates (1 per team)
· modeling clay
· paper bags
· paper clips, assorted
· pennies (at least 10 per team)
· pipe cleaners
· plastic cups
· plastic eggs (1 per team)
· plastic people (i.e. Lego®)
· plastic wrap
· popsicle sticks and/or tongue depressors / · rubber bands, assorted
· scissors
· shoe boxes or similar size boxes
· staplers and staples
· stirrer sticks
· straws
· string
· tape: masking, electrical, transparent and
· duct tapes
· wheels: i.e. model car wheels (plastic or
· wood), empty thread spools, or rotelle pasta (4-6 per team)
21st Century Skills
Collaboration
Communication (Oral Presentation)
Creativity & Innovation
Critical Thinking / Culminating Products and Performances
Group:
Individual: / Presentation Audience:
School
Community Experts
Administration
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© 2008 Buck Institute for Education
Lunar Mission-Project Teaching and Learning GuideProject: Lunar Mission / Course/Semester: 3rd Grade Spring
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments / Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Engineering design process
· ask
· imagine
· plan
· create
· experiment
· record
· improve / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Build a Satellite to Orbit the Moon Design Challenge-
To design and build a satellite that meets specific size and mass constraints. It must carry a combination of cameras, gravity probes, and heat sensors to investigate the Moon’s surface. The satellite will need to pass a 1-meter. / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Launch Your Satellite / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Prepare for a Mission / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Design a Lunar Buggy / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Design a Landing Pod / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Design a Crew Exploration Vehicle / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Launch Your CEV / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Design a Lunar Thermos / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
Build a Solar Oven / è / Nasa’s BEST Activity Guide
An Educator’s Guide to the Engineering Design Process
Grades 3-5
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© 2008 Buck Institute for Education
Lunar Mission-PROJECT CALENDARproject: Lunar Mission / Start Date: Friday, Jan. 8, 2016
Fri 1-8 / Fri 1-15 / Fri 1-22 / Fri 2-19 / Fri 2-26
Project Journal Prep
Driving Question
Moon Brainstorm
Moon Categorization / Build a Satellite to Orbit the Moon Design Challenge-
Moon 101- Facts and Vocab
Intro Lunar habitat
Intro Design Process-
Engineering design process
· ask
· imagine
· plan
· create
· experiment
· record
· improve / Launch Your Satellite
Engineering design process
· ask
Lunar Habitat components mini-lesson Research
· What’s needed
· What’s wanted
· Actual Room
· Cost / Prepare for a Mission
Engineering design process
· ask
· imagine / Design a Landing Pod
Engineering design process
· ask
· imagine
· plan
Fri 3-4 / Fri 4-1 / Fri 4-15 / Fri 4-22 / Fri 4-29
Design a Crew Exploration Vehicle
Engineering design process
· ask
· imagine
· plan
· create
Build a protoype
What supplies outside of class will be needed? / Launch Your CEV
Engineering design process
· ask
· imagine
· plan
· create
Build a protoype
Imagine full-size what changes will need to be made
What supplies outside of class will be needed? / Design a Lunar Thermos
Engineering design process
· ask
· imagine
· plan
· create
· experiment
Build Lunar Habitat
What works? / Build a Solar Oven
Engineering design process
· ask
· imagine
· plan
· create
· experiment
· record
· improve
Build Lunar Habitat and live in the environment carrying out experiments on living on the moon.
Presentation prep
Video and document / Engineering design process
· ask
· imagine
· plan
· create
· experiment
· record
· improve
Build Lunar Habitat and live in the environment carrying out experiments on living on the moon.
Presentation prep
Presentation prep
Video and document
Fri 5-6 / Fri / Fri / Fri / Fri
Presentation
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© 2008 Buck Institute for Education