Moon Munchies 2 pdf - ER - NASA

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Lesson 2: 5-E Lesson PlanEngagement1. The teacher places lava rocks and small piles of crushed lava rock (“moon dust/soil”) onplastic sheeting around the room and turns the lights out before the students enter theroom. The teacher asks students to take “leaps” instead of steps as they move around theroom to look at the lava rocks and moon dust/soil. The students are given time to feel thelava rocks and moon dust/soil. The lights are turned out because the sky on the moon isalways black. There is no atmosphere on the moon to scatter the Sun’s light and create theblue sky we see on Earth.23MoonMunchiesLesson 2Exploringthe MoonThe teacher asks the following questions:• Where do you think we are today?• Why?2. Students complete the first two columns of the Moon KWL Worksheet ( Exploring theMoon 1). After students complete their columns, they share information. As the studentsshare their information, the teacher writes responses on a piece of chart paper.Exploration1. The teacher reads a book about the moon to the students.2.Place students in groups of two to four. Each group receives a large piece of white paperand large round pattern pieces, if needed.The Task:• Students draw a moon and include the various characteristics that were discussedin the book—landforms (craters, hills, mountains, rocks, plains, “seas”), dark spotsand natural resources (rocks and soil).• Students write facts they learned about the moon on index cards.• Students share their drawings and facts.3. Each student receives the worksheet Venn Diagram ( Exploring the Moon 2). The teachershows students a picture of the moon and Earth.The teacher asks the following questions:• What is the same about the moon and Earth?• How is the moon different from Earth?• How is Earth different from the moon?4.5.Students fill in their Venn diagram during the discussion.The teacher shows students various packets of seeds. Include packets of fruits, vegetablesand flowering plants. Students complete the worksheet Seeds on the Moon (Exploring theMoon 3). The teacher leads a discussion of student responses.The teacher asks the following questions:• Why can’t seeds and plants grow on the moon?• What do we have on Earth that allows seeds/plants to grow?• If astronauts wanted to grow seeds/plants on the moon, what would they need totake with them? (The teacher lists the responses on chart paper.)Elementary School; NASA Engineering Design Challenge: Moon Munchies
• Which type of seeds/plants would be the most beneficial for astronauts? Why?(The teacher points out the ones that provide food.)• What kinds of food seeds/plants would be the best to grow on the moon? Why?(Plants that provide a lot of nutritional value would be the best to grow. Tomatoesprovide a lot of Vitamin C. Plants that provide little food and a lot of “debris”would not be the best [e.g., wheat].)• Which of these packets of seeds do you think would be most beneficial to astronauts?Why? (The teacher should make sure students are looking at the packets inthe room.)• If you were to go to the moon, which seeds would you want to plant? Why? (Theteacher may graph student responses.)• Did you choose your favorite food that you had recorded on the worksheet FoodFrom Plants (Natural Resources on Earth 5)? Why or why not?24MoonMunchiesLesson 2Exploringthe Moon6.The teacher directs student attention to the chart paper that lists what astronauts shouldtake to the moon to grow seeds/plants.The teacher asks the following questions:• Why are these items important?• What could astronauts build to give seeds/plants the best environment so they cangrow on the moon?• What would you call this “building?”7. Students complete the worksheet Plant Growth Chamber Engineer ( Exploring the Moon4). Students share their answers. The teacher lists student answers on chart paper.8. Students explore new terms and concepts by reading selected books or listening to theteacher read.9. Students explore new terms and concepts by viewing selected videos.10. Students explore new terms and concepts by viewing selected Internet sites.Explanation1. Students verbally identify and describe characteristics of the moon.2. Students verbally identify and describe how the moon and Earth differ.3. Students verbally explain why plants couldn’t grow on the moon.4. Students verbally explain what seeds and plants would be the best to grow on the moon.5. Students verbally explain what astronauts would need to take to the moon so that plantscould grow.6. Students verbally explain what should be included in a lunar plant growth chamber so thatplants can grow.Extension1. KWL chart.2. Students make a model of the moon (i.e., papier machè).3. Students pages 12 and 13 in Natural Resources on Earth 2.4. Student booklet, Our Moon ( Exploring the Moon 5).EvaluationRubrics guide and assess:1. Students complete their KWL chart ( Exploring the Moon 1).2. Students make a model of the moon.Elementary School; NASA Engineering Design Challenge: Moon Munchies
Page 1 and 2: Engineering By DesignELEMAdvancing
Page 3 and 4: ReviewersSpecial thanks are extende
Page 5 and 6: Moon MunchiesTable of ContentsUnit
Page 7 and 8: Moon MunchiesLesson 3: Lesson Prepa
Page 9 and 10: Moon MunchiesUnit Resource Quick Li
Page 11 and 12: • Earth and Space Science/All stu
Page 13 and 14: Science: National Science Education
Page 15 and 16: Teacher Preparation and ResourcesAs
Page 17 and 18: Safety and ToolsStudents have the o
Page 19 and 20: Lesson Duration• Three hours.Less
Page 21 and 22: 2.Rubric for Poster/MobileRequireme
Page 23 and 24: 4.5.The teacher shows students a li
Page 25 and 26: Lesson 1: Lesson PreparationTeacher
Page 27 and 28: Lesson 2: Exploring the MoonLesson
Page 29 and 30: Student Assessment Tools and/or Met
Page 31: Required Knowledge and Skills1. Stu
Page 35 and 36: Lesson 2: Lesson PreparationTeacher
Page 37 and 38: Lesson Duration• Two hours.Lesson
Page 39 and 40: 3.Rubric for Assessment Question 5C
Page 41 and 42: Lesson 3: 5-E Lesson PlanEngagement
Page 43 and 44: 12.13.14.The teacher asks students
Page 45 and 46: Teacher Note: The teacher may choos
Page 47 and 48: Lesson Duration• One hour.Lesson
Page 49 and 50: 3. Nelson, R. (2003). Where is wate
Page 51 and 52: 5.6.7.8.9.10.The teacher allows tim
Page 53 and 54: Lesson 5: Designing the LunarPlant
Page 55 and 56: Student Assessment Tools and/or Met
Page 57 and 58: EvaluationAssessment rubric for the
Page 59 and 60: Lesson 6: Building a Lunar Plant Gr
Page 61 and 62: Mathematics: Principles and Standar
Page 63 and 64: Lesson 6: 5-E Lesson PlanEngagement
Page 65 and 66: Explanation1. The students verbally
Page 67 and 68: Tools/Materials/EquipmentTools• C
Page 69 and 70: Hooper, M. (1998). The drop in my d
Page 71 and 72: 62MoonMunchiesAppendicesResource Do
Page 73 and 74: Elementary School; NASA Engineering
Page 75 and 76: NaturalEnvironmentName ____________
Page 77 and 78: People drink water tokeep their bod
Page 79 and 80: sheepAnimalsPeople use animals for
Page 81 and 82: What natural resources can be found
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Many types of seeds are sent to fac
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Seeds are unique because inside eac
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PlantsName________________Seeds gro
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Plants use the sun’slight to make
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Some plants areused to makemedicine
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Food From PlantsName ______________
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Name ______________________________
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Name _________________________Seeds
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Our MoonName ____________________Le
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Draw four circles the same size. It
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When you step on the moon, thesurfa
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The moon can get very hot (about253
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Would you like to be an astronauton
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ElectricityElectricity can be made
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Batteries can provide smallamounts
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Draw and label at least two objects
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AssessmentName ____________________
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Assessment5. Will electricity flow
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Why is water important to plants?Il
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Water can fall from the sky in the
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Plants take in water through their
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Write one way you canconserve water
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Engineering Worksheet 1State the Pr
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Engineering Worksheet 2 (continued)
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Engineering Worksheet 5Draw your lu
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Store SuppliesGraph each item you p
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Lunar Plant GrowthChamber JournalNa
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___________________________________
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Paper Clip10¢Paper Triangles1¢Pla
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Socket76¢Straw5¢Styrofoam62¢Syri
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Wood15¢Wooden Beam4¢ an inchEleme
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Elementary School; NASA Engineering
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Students need to measure and cut a
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Students need to use wire strippers
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6The battery holder wires need to b
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A miter box should be clamped to a
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Compartment for the Electrical Syst
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Evaluating the Lunar Growth Chamber
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14Students should water their plant
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KEY4 = Benchmark must be covered in
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National Aeronautics and Space Admi
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