Moon Munchies 2 pdf - ER - NASA

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Lesson 4: Watering Your PlantsLesson SnapshotOverviewBig Idea: Systems have parts that work together to accomplish a goal.Teacher’s Note: Big ideas should be made explicit to students by writing them on the board and/orreading them aloud.Purpose of Lesson: This lesson requires that students sketch a diagram and build a wateringsystem.37MoonMunchiesLesson 4WateringYour PlantsLesson Duration: One hour.Activity HighlightsEngagement: The teacher provides a cup of water to each student and asks questions. Studentscomplete a worksheet.Exploration: The teacher guides students through a booklet about water. Students read, discussand illustrate. Students observe a plumbing system under a sink. The teacher provides materials forstudents to explore and create a watering system for the lunar plant growth chambers.Explanation: Students verbally explain whether their systems work. The teacher asks studentsquestions about watering systems and the importance of conserving water on the moon.Extension: Students sketch and label a diagram of a watering system. Students build a wateringsystem.Evaluation: Rubrics guide and assess:• Diagram of watering system.• Student watering systems.Elementary School; NASA Engineering Design Challenge: Moon Munchies
Lesson Duration• One hour.Lesson 4: OverviewStandards/BenchmarksTechnology: Standards for Technological Literacy (STL) (ITEA, 2000/2002)• Students will develop an understanding of the core concepts of technology. (ITEA/STL 2 )-- Systems have parts or components that work together to accomplish a goal. (ITEA/STL 2B)• Students will develop an understanding of engineering design. (ITEA/ STL 9)-- Expressing ideas to others verbally and through sketches and models is an importantpart of the design process. (ITEA/STL 9B)• Students will develop the abilities to use and maintain technological products and systems.(ITEA/STL-12)--Use hand tools correctly and safely and be able to name them correctly. (ITEA/ STL 12B)38MoonMunchiesLesson 4WateringYour PlantsScience: Benchmarks for Science Literacy (AAAS, 1993)• Tools are used to do things better or more easily and to do some things that could nototherwise be done at all. In technology, tools are used to observe, measure and makethings. (AAAS 3A)• Tools are used to help make things, and some things cannot be made at all without tools.Each kind of tool has a special purpose. (AAAS 8B)• Most things are made of parts. (AAAS 11A)• Something may not work if some of its parts are missing. (AAAS 11A)• When parts are put together, they can do things that they couldn’t do by themselves.(AAAS 11A)• Make something out of paper, cardboard, wood, plastic, metal or existing objects that canactually be used to perform a task. (AAAS 12C)• Use hammers, screwdrivers, clamps, rulers, scissors and hand lenses and operate ordinaryaudio equipment. (AAAS 12C)• Draw pictures that correctly portray at least some features of the thing being described.(AAAS 12D)English Language Arts: Standards for the English Language Arts (NCTE, 1996)• Students read a wide range of print and non-print texts to build an understanding oftexts, of themselves and of the cultures of the United States and the world; to acquire newinformation; to respond to the needs and demands of society and the workplace; and forpersonal fulfillment. Among these texts are fiction and nonfiction, classic and contemporaryworks.• Students use a variety of technological and information resources (e.g., libraries, databases,computer networks, video) to gather and synthesize information and to create andcommunicate knowledge.• Students employ a wide range of strategies as they write and use different writing processelements appropriately to communicate with different audiences for a variety of purposes.• Students adjust their use of spoken, written and visual language (e.g., conventions, style,vocabulary) to communicate effectively with a variety of audiences and for differentpurposes.• Students use spoken, written and visual language to accomplish their own purposes. (e.g.,for learning, enjoyment, persuasion and the exchange of information).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 and 32: Required Knowledge and Skills1. Stu
Page 33 and 34: • Which type of seeds/plants woul
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: Teacher Note: The teacher may choos
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
Page 83 and 84: Many types of seeds are sent to fac
Page 85 and 86: Seeds are unique because inside eac
Page 87 and 88: PlantsName________________Seeds gro
Page 89 and 90: Plants use the sun’slight to make
Page 91 and 92: Some plants areused to makemedicine
Page 93 and 94: Food From PlantsName ______________
Page 95 and 96: Name ______________________________
Page 97 and 98:
Name _________________________Seeds
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Our MoonName ____________________Le
Page 101 and 102:
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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