Class: Astronomy
Date: 4/10, 4/12
Unit: |
The Exploration of Space |
Topic: |
The Early Days |
Lesson Objective: |
Students will describe the early history of human space exploration. |
Materials: |
Chromebooks |
State Frameworks: |
NS.11.PS.5 Research historical events in physical science NS.11.PS.6 Research current events and topics in physical |
NGSS |
A8-ETS1-3 Evaluate a solution to a complex real world problem based upon prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. [AR Clarification Statement: Use qualitative and quantitative data to analyze a major global challenge for space systems which could include human space travel, terraforming, and colonizing other planets.] |
CCSS: |
CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-LITERACY.WHST.11-12.1.E Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-LITERACY.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. |
ACT Aspire PLD: |
Translate moderately complex information into a table, graph, or diagram. Compare data from two or more simple data presentations (e.g. compare a value in a table to a value in a graph or categorize data from a table using a scale from another table). Predict the results of an additional trial or measurement in a moderately complex experiment. Evaluate the design or methods of a simple experiment (e.g. possible flaws or inconsistencies; precision and accuracy issues). Determine which hypothesis, prediction, or conclusion is, or is not, consistent with a moderately complex data presentation or piece of information in text. Identify implications and assumptions in a complex theoretical model. |
Science & Engineering Practices (SEP): |
Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, |
Crosscutting Concepts (CCC): |
Energy and Matter, Structure and Function |
Disciplinary Core Ideas (DCI): |
ESS1.A: The Universe and Its Stars, ESS1.B: Earth and the Solar System, |
Engagement: Day 1 |
Opening Question: “When and who launched the first object into space? What was the purpose?” Discuss student responses. 10 min |
Explore: Day 1--Opening question for day 2 will be to complete the timeline as needed. |
Students will create a timeline of space exploration through 1972. This should include the explorations of other nations, as well as the United States. 80 min |
Explain: Day 2 |
Discuss the major events in space exploration through 1972. Discuss purpose and need, including political issues with the Soviet Union. 20 min |
Elaborate: Day 2 |
Students will choose two of the events from their timeline to create a booklet, brochure, poster, etc. discussing the event in detail, to share with the class. 70 min |
Evaluate: |
Formative as students work, summative of timeline Time NA |
Material/Lab Safety: |
NA |