“E.T. Phone Home”

6th Grade Earth and Space UnitEXAMPLE from BSU Student

Essential Question How do extraterrestrial locations compare and

contrast to one another? What makes earth habitable compared to

extraterrestrial locations?

Goals For Student Achievement

Standard 2: Earth and Space Science (2010)

6.2.4 Compare and contrast the planets of the solar system with one another and with asteroids and comets with regard to their size, composition, distance from sun, surface features, and ability to support life.

Standard 3: Life Science (2010)

6.3.3 Describe how certain biotic and abiotic factors, such as predators, quantity of light and water, range of temperatures, and soil composition, can limit the number of organisms that an ecosystem can support.

Conceptual: How do other planets compare to earth? How do asteroids and comets compare to other planets and to earth? What is necessary to support life? What kinds of science and technology are required to be able to complete a successful moon or extraterrestrial planet landings and/or space travel/exploration?

Affective: What is necessary for space travel? What are some of the risks and challenges involved in a space mission? What is necessary to inhabit/colonize/explore the moon and/or other extraterrestrial environments?

(http://www.indianascience.org)

Instructional SequenceBefore Reading: Brainstorm: What is necessary for successful life/survival on earth? KWL: What do you already know about Earth and space (planets, other celestial bodies;

space travel, astronauts, aliens, etc.)? What do you want to know about Earth and space? Only complete K and W portions for now.

(http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html#ideas)

What I Know What I Want To Know

What I Learned

Frontloading Activities:

Anticipation Guide: Used as a preparation for a preliminary discussion of the unit as a whole. Tool to gauge levels of misconceptions/assumptions of prior knowledge.

Video Clip: PBS website: Secret Life of Scientists: Caroline Moore: Teen Astronomer. http://video.pbs.org/video/1445097912 Use clip to demonstrate how people near their age can use information they will learn

in the unit and to motivate/build interest in content. Provide link to participate in similar program as Caroline:

http://www.zooniverse.org/home

Instructional Sequence

Anticipation Guide Directions: On the continuum in front of each of the numbers, place an "x" that indicates where you stand in regard to

the statement that follows. Be prepared to defend and support your opinions with specific examples. After the unit, you will complete this again and compare your impressions.

   

(http://web001.greece.k12.ny.us/academics.cfm?subpage=935)

Agree              Disagree -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1. Air, water, and food are all humans need to survive. 2. Humans can survive in other locations besides Earth.3. Humans can adapt to their environment to survive.4. Life exists in other locations besides Earth.5. A human traveling into space is possible with current technology. 6. Successful space exploration takes many people with a variety of skills. 7. Space travel for humans is dangerous. 8.  Space exploration is important for our survival on Earth. 9. I’m interested in traveling to space someday. 10. The Apollo 11 moon mission was a real historical event.  11. Asteroids and meteors are the same.12. There are other planets in our solar system that are similar to Earth.13. We can live on other planets.14. All planets and moons have gravity.15. All planets have atmospheres.16. All gas giants have rings.17. Pluto is a planet.18. Days and years on other planets are the same as on Earth.19. Seasons on earth are caused by how close we are to the sun.20. Without the moon, life on Earth would remain the same.

Instructional SequenceFrontloading Activities Continued:

Engaging Scenario: The overarching problem to be solved and/or answers to be found through investigation,

observation, experimentation, data collection, and feedback that relates back to unit goals and standards.) Whole Group Discussion based on controversial statement/engaging scenario:

“I read on the internet that some people used to think that Martians came from Mars. They also think that there may be aliens in outer space. We’ve learned a little bit about what living things need to survive and I wonder if they might be right: That life exists on other planets.” Discuss as a class and everyone will record feedback from other students. Teacher

encourages students to generate questions that can be used to explore and attempt to answer generated questions. Also ask how they propose to answer these questions. Record ideas in journals.

Teacher Directed/Modeling: Introduce Moodle site and how it will be used in conjunction with in class activities. The site contains links to all web based assignment tools (i.e. interactive website pages, online encyclopedia access, suggested resources, video clips). As well as directions for discussion forums/threads, posting of assignments. There is also an area to record the class’ ongoing questions.

Direct Instruction: Introduce group work/behavior expectations rubric for experiment and project expectations

Cooperative Learning Rubric1 2 3 4

Contribution to group goals

Works toward group goals only when prompted

Works toward group goals with occasional prompting

Works toward group goals without occasional prompting; accepts and fulfills individual role within group

Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group

Consideration of others

Needs occasional reminders to be sensitive to the feelings of others

Shows sensitivity to the feelings of others

Shows and expresses sensitivity to the feelings of others; encourages the participation of others

Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills of all group members and encourages their contribution

Contribution of knowledge

Contributes information to the group only when prompted

Contributes information to the group with occasional prompting or reminding

Contributes knowledge, opinions, and skills without prompting or reminding

Consistently and actively contributes knowledge, opinions, and skills without prompting or reminding

Working and sharing with

others

Participates in needed changes when prompted and encouraged; always or often relies on others to do the work

Participates in needed changes with occasional prompting; often needs reminding to do the assigned work

Willingly participates in needed changes; usually does the assigned work and rarely needs reminding

Helps the group identify necessary changes and encourages group action for change; always does the assigned work without having to be reminded

(http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf)

Instructional SequenceDuring & After Reading:

Small Groups Discussion: Review of what living organisms need to survive on earth (Use textbook chapter on plant and animal characteristics and adaptations). Students will use Tovani’s “Highlight and Revisit” to help navigate text and to keep

track of quotes that stand out. Share quotes and comments in discussion w/small groups to help build more connections, answer questions, and clarify. Each group will generate list of survival needs and abilities for living organisms on earth. Teacher will post each group’s list in the classroom to build on/reference later.

Exit Slip: Based on what you know about survival needs on Earth, is it possible for humans to survive in extraterrestrial locations? List any exceptions/considerations that are necessary for their success. Reference current claims, evidence and research you have conducted thus far. Teacher checks for misconceptions that need to be addressed or comments that can

be used to explore further.

Instructional SequenceDuring & After Reading Continued:

Series of Inquiry Based Small Group Investigations and Teacher Demonstrations: This series of lessons comes from STC’s Earth in Space Inquiry Based Curriculum. There are textbooks that are also included with guided inquiry lessons. (See

next few slides for a listing of lessons and inquiry investigations.) The teacher manual contains more in-depth information about all content:

http://indianascience.org/manuals/EARTH_TG_COMBO.pdf. Students will use journals (paper) to keep record of each experiment’s steps (prediction,

steps, data/observations, notes, and further questions). Students create individual conclusions which include a claims and evidence based on individual concept building experiment and report out to class from small groups.

Students will also discuss these investigations on Moodle with a partner school in neighboring town that will be doing the same inquiry based experiments.

Earth in Space: STC Inquiry Unit Curriculum

Part 1: Sun-Earth-Moon SystemLesson 1: Thinking about Earth as a PlanetInquiry 1.1 Examining Our Ideas About SpaceLesson 2: Introducing the Sun-Earth-Moon (SEM) SystemInquiry 2.1 Demonstrating what we know about the SEM systemInquiry 2.2 Scaling the SEM SystemLesson 3: Tracking ShadowsInquiry 3.1 Analyzing ShadowsInquiry 3.2 Collecting Computerized Shadow DataInquiry 3.3 Modeling Winter and Summer ShadowsInquiry 3.4 Analyzing the Effects of Earth’s RotationLesson 4: Seasons on EarthInquiry 4.1 Investigating Seasons on EarthInquiry 4.2 Observing the North StarInquiry 4.3 Investigating Seasonal Variations at Different Latitudes

Lesson 5: Investigating Lunar PhasesInquiry 5.1 Investigating the Moon’s Reflected Light

Inquiry 5.2 Modeling Lunar Phases

Lesson 6: Solar and Lunar EclipsesInquiry 6.1 Investigating Lunar and Solar Eclipses

Inquiry 6.2 Analyzing the Geometry of Eclipses

Lesson 7: The Sun as an Energy SourceInquiry 7.1 Investigating the Effects of Radiant

Energy

Inquiry 7.2 Designing an Energy Investigation

Lesson 8: Sunspots and Space WeatherInquiry 8.1 Projecting Images of the Sun

Inquiry 8.2 Tracking Sunspots

Inquiry 8.3 Analyzing Long-Term Sunspot Data

Lesson 9: SEM System Assessment

Earth in Space: STC Inquiry Unit Curriculum

Part 2: Solar System

Lesson 10: Anchor Activity: Space ExplorationInquiry 10.1 Beginning the Anchor Activity

Lesson 11: The Solar System: Designing a Scale ModelInquiry 11.1 Designing a Model Solar System

Inquiry 11.2 Using a Scale Factor

Inquiry 11.3 Building a Scale Model of the Solar System

Lesson 12: Impact CratersInquiry 12.1 Making General Observations About Impact Craters

Inquiry 12.2 Investigating Impact Craters

Lesson 13: Surface FeaturesInquiry 13.1 Investigating Planetary Processes

Lesson 14: Surface GravityInquiry 14.1 Analyzing Weight on Each Planet

Inquiry 14.2 Investigating Mass and Weight

Lesson 15: Gravity and Orbital MotionInquiry 15.1 Gravity’s Effect on Objects in Motion

Inquiry 15.2 Testing Balanced and Unbalanced Forces

Inquiry 15.3 Observing Planetary Motion

Inquiry 15.4 Investigating the Effect of Planetary Mass on Moon’s Orbit

Lesson 16: Gravity and TidesInquiry 16.1 Analyzing Tidal Data

Earth in Space: STC Inquiry Unit Curriculum

Part 3: Earth’s History as a Planet

Lesson 17: Asteroids, Comets, and MeteoroidsInquiry 17.1 Examining AsteroidsInquiry 17.2 Studying Asteroid ImpactLesson 18: Fossils as Evidence of Asteroid ImpactInquiry 18.1 Excavating FossilsInquiry 18.2 Examining the Relative Ages of FossilsInquiry 18.3 Modeling Molds and CastsLesson 19: Comparing Planets: Is Earth Unique?Inquiry 19.1 Comparing the PlanetsLesson 20: Exploring Space TechnologyInquiry 20.1 Researching a Space Spinoff ProductLesson 21: Presenting the Space Technology And Research (STAR) PostersInquiry 21.1 Communicating Our FindingsLesson 22: Solar System Assessment

Instructional SequenceDuring & After Reading Continued:

Think-Pair-Share: With a partner, students discuss their answers to: Should we travel into space? What is necessary to travel into space and return safely? The pair will generate list of assumed considerations/requirements/opinions and share out

to the class. Teacher will record reported information and post it in the classroom to build on/reference later.

Individual Student “Missions” Webquest: Students will evaluate the success of past and current space travel missions and need to be prepared to use gathered information in a whole class debate. Students will use video clips that are uploaded to the Moodle and/or bookmarked from

Learn360 website (students given password access) and NASA website to collect information about space missions.

Students will use the QAR Questioning Scheme (structure to assist in their navigation of the digital text and information collection. (http://web001.greece.k12.ny.us/academics.cfm?subpage=947)

Question-Answer

Relationships

“Right There” questions require you to go back to the passage

and find the correct information to answer

the question. The correct answer can be

found somewhere in the passage. “Right here” questions sometimes

include the words “According to the passage…” “How

many…” “Who is…” “Where is…” “What

is…”“Think and Search”

questions usually require you to think about how ideas or information in the

passage relate to each other. Look back at the

passage, find the information that the

question refers to, and then think about how

the information or ideas fit together. “Think and

Search” questions sometimes include the words “The main idea

of the passage…” “What caused…”

“Compare/contrast…”“On My Own” questions can be

answered using your background knowledge on a topic. This type of

question does not usually appear on tests

of reading comprehension

because it does not require you to refer to the passage. “On My

Own” questions sometimes include the

words “In your opinion…” “Based on your experience…”

“Think about someone/something

you know…”

“Author and You” questions require you to

use ideas and information that is not stated directly in the

passage to answer the question. These

questions require you to think about what you

have read and formulate your own ideas or opinions. “Author and You”

questions sometimes include the words “The author implies…” “The passage suggests…”

“The speaker’s attitude…”

http://web001.greece.k12.ny.us/files/filesystem/Qar.pdf

Instructional SequenceDuring & After Reading Continued:

Individual Student “Missions” Webquest Continued: The information collected from these sites will result in students producing a digital

document which compare/contrasts the characteristics of manned versus unmanned missions. Also a digital document that compare/contrasts successful missions versus unsuccessful missions.

Students will share their self created digital documents with members of their lab group (2-3 other students) and hold an online discussion in the forum to help build more connections, answer questions, and clarify using a digital version of Tovani’s “Comprehension Connector” (p.85) to keep track of each other’s quotes that stand out.

As a group, they will submit one “comprehension connector” document based on their group’s discussion. Students will have time to record their “connect/question/confusion”.

They will also combine each of their compare/contrast documents into one of each and submit those (3 total documents per group) for whole class observation/feedback.

Compare and Contrast: Missions

Manned Missions Unmanned Missions

What makes manned missions different than unmanned missions?

How are both types of missions similar?

What makes unmanned missions different than

manned missions?

http://www.readwritethink.org/classroom-resources/printouts/compare-contrast-chart-30198.html

Compare and Contrast: MissionsSuccessfu

l MissionsUnsuccessful Missions

What makes successful missions

different than unsuccessful

missions?

How are both types of missions

similar?

What makes unsuccessful missions

different than successful missions?

http://www.readwritethink.org/classroom-resources/printouts/compare-contrast-chart-30198.html

Webquest: MissionsStudent Resources for this Webquest are listed below: Listen to interviews about space missions:

http://www.pbs.org/wgbh/nova/tothemoon/hear.html Space Station(includes link to interactive demo): http://www.nasa.gov/topics/shuttle_station/index.html Fun Fact PDF:

http://www.nasa.gov/externalflash/expedition_10_years/ISSInfoGraphic.pdf Track the Space Station tonight!

http://spaceflight.nasa.gov/realdata/sightings/index.htm Space Suits:

http://www.nasa.gov/externalflash/nasa_spacesuit/ Space Shuttle: (also follow links at bottom of this series of paragraphs)

http://www.nasa.gov/audience/forstudents/k-4/stories/what-is-the-space-shuttle-k4.html Gemini Video (precursor of Apollo missions)

http://player.discoveryeducation.com//views/flashView.cfm?guidAssetId=93025b4a-8574-4637-a1e0-03c179302652 Short clips about individual Apollo missions:

http://www.nasa.gov/externalflash/apollo11_40/ Past NASA missions (Apollo and others included):

http://www.nasa.gov/missions/past/index.html Videos of missions:

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Discovery_Education_NASA_at_50.html Current NASA missions:

http://www.nasa.gov/missions/current/index.html Future planned NASA missions:

http://www.nasa.gov/missions/future/index.html Magazine Article (Follow all links on page)

http://magma.nationalgeographic.com/ngexplorer/0110/articles/iss_0110.html

Instructional Sequence

During & After Reading Continued:

Teacher Facilitated Whole Group Discussion: Arrange seats in giant circle

Students discuss: What is necessary for space travel? What are some of the risks involved in a space mission? Challenges? What is necessary to inhabit/explore other extraterrestrial environments?

Instructional SequenceGateway activities Small Groups “Extraterrestrial” Webquest: Using the ReQuest Questioning Scheme, students will

research extra terrestrial locations in space. Students will investigate what is known about locations within the solar system as well as outer space locations. Students will have a list of suggested sites, but are open to using texts from the library or sites of their choosing. Teacher will remind students to search for reliable resources if they us other sources besides those listed. On the line: Gather factual information about the environment and physical

features/characteristics about each planet in our solar system, as well as comets, meteors, and asteroids (in general).

Between the lines and Beyond the lines: Using information and experience obtained thus far, determine the likelihood of life originating from extra terrestrial locations in the past, present, or future. Also attempt to determine a success rate of organisms introduced to these locations. Their implied/inferred/extended evaluations and applications from this lesson will be used in a debate.

Whole Group Debate: Based on what you know about the environmental conditions of other planets in our solar system, are any extraterrestrial locations capable of supporting life forms similar to that of Earth? List any exceptions/considerations that are necessary for their success. Reference current claims/evidence and research you have conducted thus far. Students are divided into “Yes there are...” and “No, there are not...” and sit at tables that run the

length of the classroom and face each other. Each side takes turns speaking and the teacher acts as moderator. If a student changes their

mind, they must provide an explanation before moving to the other side.

Webquest: ExtraterrestrialStudent Resources for this Webquest are listed below: Developing Space Colonies/Extraterrestrial Habitats: (Follow links to other related

pages)http://www.nss.org/spacemovement/environment.html

Multiple Links to related pages:http://www.nasa.gov/topics/solarsystem/index.html

Clips of different activities in zero gravity: http://settlement.arc.nasa.gov/Video//

What Would You Pack for a Trip to Outer Space?http://wonderopolis.org/wonder/spaceship-earth/

Follow links for wide variety of information, video, and graphics:http://www.space.com/solarsystem/

Instructional SequenceExtensions: Interviews of NASA scientists (online or classroom visit)

Contact information: http://www.nasa.gov/about/contact/index.html Request a speaker: http://www.nasa.gov/about/speakers/index.html Biography Information (follow other links also): http://www.nasa.gov/astronauts/

Field Trips: Virgil I. “Gus” Grissom Memorial Museum (Mitchell, IN), HUBBLE 3D IMAX Movie (Indiana State Museum in Indianapolis, IN)

(http://www.imax.com/hubble/) Extensions Online:

Send your name to Mars (http://marsparticipate.jpl.nasa.gov/msl/participate/sendyourname/)

Be a Martian: Interactive site to explore Mars (http://beamartian.jpl.nasa.gov/welcome)

Final Project

Entry Slip: If you could live on any planet, which planet would you move to and why? Support explanation using factual detail and suspension of realistic expected survival rate.

Glogster: Each student creates a page for one extra terrestrial location studied within this unit. Overall design should reflect that of a travel brochure at first glance.

Student’s goal is to make the location seem attractive enough to persuade observers to suspend reality and want to vacation in your location.

Include factual information about location’s environment, physical characteristics and features.

Also include interesting facts that make your location stand out. A small disclaimer that explains the realistic survival to your location and on your

location must also be included somewhere in your content. Include the extent of accommodations that would be necessary for successful survival in your location.

At least one video clip (live or animated), one musical element, and 2 images must be included (they can reflect any factual information researched or scientific phenomenon exhibited by your location).

Resources (PBS), P. B. (2009). Caroline Moore: Teen Astronomer: Secret Life of Scientists. Retrieved

December 12, 2010, from PBS Video: http://video.pbs.org/video/1445097912 AIM Education, I. (2010). Learn360. Retrieved December 12, 2010, from Learn 360:

http://www.learn360.com Alliance, C. S. (2009). Zooniverse: Real Science Online. Retrieved December 12, 2010, from

Zooniverse: http://www.zooniverse.org/home Association/NCTE, I. R. (2010). Retrieved December 12, 2010, from ReadWriteThink:

http://www.readwritethink.org/ Britt, R. (2010). All About the Solar System. Retrieved December 12, 2010, from Space.com:

http://www.space.com/solarsystem/ District, G. C. (2009). QAR. Retrieved December 12, 2010, from QAR:

http://web001.greece.k12.ny.us/files/filesystem/Qar.pdf District, G. C. (2009). QAR: Question-Answer Relationships. Retrieved Dcecmber 12, 2010, from

Greece Central School District: http://web001.greece.k12.ny.us/academics.cfm?subpage=947

Resources Dunbar, B. (2009). NASA-Index of World Book @ NASA Articles. Retrieved December 12, 2010,

from World Book at NASA: http://www.nasa.gov/worldbook/ Dunbar, J. W. (2010, December 10). NASA. Retrieved December 12, 2010, from NASA:

http://www.nasa.gov/home/index.html Foundation, P. O. (2010). To The Moon. Retrieved December 12, 2010, from NOVA ONLINE:

http://www.pbs.org/wgbh/nova/tothemoon/hear.html Indiana Department of Education, I-STEM Resource Network, BioCrossroads, Lilly Corporation.

(2010). Science 2010. Retrieved December 12, 2010, from Indiana Science: http://www.indianascience.org/

Images: Microsoft Office 2007 PowerPoint Clip art Files Literacy, N. C. (2010). What Would You Pack for a Trip to Outer Space? Retrieved December 12,

2010, from Wonderpolis Blog Archive: http://wonderopolis.org/wonder/spaceship-earth/ Marcovitz, H. (2001). Reaching for the Moon: The Apollo Astronauts. Philadelphia: Chelsea House

Publishers. National Science Resources Center, N. A. (2006). Teacher Manual for Science and Technology

Concepts for Middle School Teachers (STC) Earth in Space Teacher’s Guide. Burlington, North Carolina: Carolina Biological Supply Company.

Resources Padilla, M. (2005). Science Explorer: Indiana Grade 6. Upper Saddle River, New Jersey: Prentice

Hall. Society, N. G. (2001). Living It Up in Space. Retrieved December 12, 2010, from National

Geographic Explorer Magazine: http://magma.nationalgeographic.com/ngexplorer/0110/articles/iss_0110.html

Society, N. S. (2010, February 25). Space Settlement and the Environment. Retrieved December 12, 2010, from The Space Movement: http://www.nss.org/spacemovement/environment.html

Thimmesh, C. (2006). Team Moon: How 400,000 People Landed Apollo 11 on the Moon. New York, New York: Houghton Mifflin Company.

Tovani, C. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12. Portland, Maine: Stenhouse Publishers.

WETA Washington, D. (2010). Reading Rockets: 103 Things to Do Before/During/After Reading. Retrieved December 12, 2010, from Reading Rockets: http://www.readingrockets.org/article/82

Wilhelm, J. D. (2007). Engaging Readers & Writers with Inquiry. New York, New York: Scholastic.