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5th Grade Travels To The Moon


5th Grade. Travels To The Moon. By Nora Fox. Cathy Guennewig. Katie Schlorff. Matt Kantor ... a large chunk of Earth flying into space, which eventually formed ... – PowerPoint PPT presentation

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Title: 5th Grade Travels To The Moon

5th Grade Travels To The Moon
  • By Nora Fox
  • Cathy Guennewig
  • Katie Schlorff
  • Matt Kantor

Essential Question
  • How will the different costs associated with
    traveling to the moon affect space travel?

Subject Areas Addressed in Case Study
  • Mathematics
  • Social Science
  • Language Arts
  • Earth Science/Geography
  • Space Science

Moon Travel Contest
  • There was quite a stir in Champaign. Just
    yesterday, the Mayor made a very important
    announcement. There was extra room on the space
    shuttle that was going to be traveling to the
    moon in just six short months! Our mayor had
    received an invitation from his friend at NASA to
    choose a family from Champaign to be on the
    shuttle. Because this would be the trip of a
    lifetime, the Mayor didn't want to just choose
    any family. So, in order to determine who should
    go to the moon, he decided to have a contest.
    Each family who enters the contest will submit
    three documents 1) a persuasive letter citing
    why they are the family who should travel to the
    moon, 2) how long it will take their family to
    save the 1 million dollars needed for the trip,
    and 3) a list of the benefits and costs
    (environmental and monetary) of traveling to the
    moon. Once submitted, the Mayor will decide whom
    he will send to the moon. Well, you can imagine
    that all the families in Champaign were quickly
    trying to gather these documents so that they
    might be the lucky family who gets to travel to
    the moon. Two of these families included the
    Smiths and the Jeffersons. Both families felt
    that they should be the family to go to the moon.
    However, there was one big difference between the
    families the Jefferesons could afford the trip,
    but the Smiths could not.

Curriculum Framing Question For Mathematics and
Social Science
  • Unit Questions
  • Will it be possible for the Smiths and the
    Jeffersons to come up with the money to finance
    their trip?

  • 6.B.4 Select and use appropriate arithmetic
    operations in practical situations including
    calculating wages after taxes, developing a
    budget and balancing a checkbook.

Social Science (secondary focus)
18.B.3a Analyze how individuals and groups
interact with and within institutions
  • Students will research how much money it takes to
    fund a space shuttle mission .
  • http//ifmp.nasa.gov/
  • (NASA budgeted 7,296 million for Human
    Exploration and Development of Space in 2002)
  • Students will use web resources to research what
    income levels are above and below the poverty
  • http//www.ssc.wisc.edu/irp
  • Students will research how families spend money
    and use this information to develop a budget for
    the Smith family and the Jefferson family that
    include saving for the trip to the moon.
  • http//www.bls.gov/ro7/cexkc.htm

Finished Product
  • Students will use poverty guidelines and
    budgetary information to create a sample budget
    for either the Smiths or the Jeffersons. Students
    choose income level, and practice calculating
    percentages while devising the budget. Budget
  • Students create a graph indicating how long it
    will take their chosen family to save 1 million
    using the money left over in the other category
    of their budget. Poster

Mathematics Assessment
  • Student brochure
  • Evaluation Tool for Brochure.doc
  • Student graph
  • (modify evaluation tool for brochure to include
    proper graph construction)

Social Science Assessment
  • As a closing activity for the math section,
    entire class discusses
  • - whether they think it would be possible for a
    family to save enough money to go on the trip
  • -how income level influences ability to take
    part in activities

Using Language Arts to Explore Moon Travel
Objective Students can identify defining parts
of a persuasive letter.
  • Standards 3.C.2a Write for a variety of
    purposes and for specified audiences in a variety
    of forms including narrative, expository, and
    persuasive writings.
  • Procedure Students will compose their own
    persuasive letters following an introductory
    lesson on components of the persuasive letter.
    Students will be provided with a copy of the unit
    story prompt and they will use the information to
    assume the role of one of the family members.
    They will then compose the letter as if they were
    a member of that family.

Objective Students can identify important parts
of friendly correspondence writing.
  • Standards 3.C.2b Produce and format
    compositions for specified audiences using
    available technology.
  • Procedure Students will each assume the role of
    one character. Characters will write short
    correspondence notes to friends or family on
    earth. These notes will be written on a word
    processor so the office of communications can
    send the mail electronically.

Objective Students can create and utilize story
maps that serve as a guide for their daily
journal entries.
  • Standards 3.B.2a Generate and organize ideas
    using a variety of planning strategies.
  • 3.B.2b Establish central idea, organization,
    elaboration and unity in relation to purpose and
  • Procedure In small groups students will create
    daily stories or adventures for the characters.
    These events will then be placed in the group

Objective Students can identify parallels
between a novel and their hypothetical situations.
  • Standards 2.B.2a Respond to literary material by
    making inferences, drawing conclusions and
    comparing it to their own experience, prior
    knowledge and other texts.
  • 2.B.2c Relate literary works and their
    characters, settings and plots to current and
    historical events, people and perspectives.
  • Procedure Students will read P. Conrads Pedros
    Journal A Voyage With Christopher Columbus.
    They will then participate in class discussions
    that focus on how Pedros journey is similar to
    the one they are taking with their family.

  • Environmental Factors Involved with Moon

Questions to ask the class
  • What is an Environmentalist?
  • What have we done on Earth to make it a cleaner
    place to live?
  • What are some environmental problems that will
    occur on the Moon if people were to live there?
  • What similar problems will the Moon have that the
    Earth must deal with?
  • What different set of problems will the Moon
    face that the Earth has not?

The students should divide up into groups to
discuss these main questions before starting in
on the activity. The main objective in doing
this is to
  • Putting them in an environmentalist shoes.
  • Getting students to think about environmental
    issues concerning the planet Earth.
  • Getting students to understand what a huge
    strain the moon would go through with such a
    heavy influx of people moving to live there.
  • What has to be done in order to keep the Moon
    looking in good shape and keeping it clean.
  • Getting them to critically think about potential
    problems that they will encounter before a
    possible move to the Earth
  • Help them improve upon their problem solving

Critical Thinking Activity 1 No Mess, No Stress.
  • With moon travel comes a lot of concerns about
    how people will keep it clean once they start
    inhabiting and moving to the new area. A good
    critical activity lesson would be to have the
    students start writing down ways they can dispose
    of trash and waste effectively without trashing
    the planet. This will get the students to be
    creative in coming up with new revolutionary ways
    to deal with trash and pollution. This activity
    can be done in groups or individually. These
    websites can be used to help the kids see what is
    done on earth and how those ideas can possibly be
    translated to life on the Moon.

Critical Thinking Activity 2 Mini Moon Town
  • Give students in their groups a blue print of a
    part of the Moon.
  • Have them work together to create their own town
    with some houses and factories, taking into
    consideration the small amount of area they have
    to work with.
  • Then have students look at what types of waste
    and pollution they will encounter with the new
    buildings and houses and how they plan to fit a
    recycling center or some sort of waste management
    center to keep the town clean.
  • Then have students pass around to each group
    there little town and have the different groups
    critique them. Have them consider what type of
    waste and pollution they will have to deal with
    in each of the different town settings, as well
    as explain how the town will be dealing with this

Illinois Teaching Standards
  • Stage E Science Assessments
  • 11.A.EInquiry Overview Students will apply the
    concepts, principles, and processes of scientific
    inquiry within classroom investigations.
  • 11.B.EDesign Overview Students will apply the
    concepts, principles, and processes of
    technological design within classroom
  • 12.E.EIllinois Without the Ice Students will
    apply the processes of scientific inquiry to
    analyze topographic features.
  • 13.B.EChoices Affect the Environment Students
    will apply their understanding of the
    interactions of societal decisions in science and
    technology innovations and discoveries.

Space Science Objectives
  • Students will be able to
  • Explain and chart the phases of the moon
  • Successfully take and pass a test regarding basic
    facts about the moon
  • Tell their peers about a mission to the moon

Science Standards
  • 11.A.2c Construct charts and visualizations to
    display data.
  • 11.A.2d Use data to produce reasonable
  • 11.A.2e Report and display the results of
    individual and group investigations.
  • 12.F.2a Identify and explain natural cycles and
    patterns in the solar system (e.g., order of the
    planets moon phases seasons as related to
    Earth's tilt, one's latitude, and where Earth is
    in its yearly orbit around the sun).

Space Science Connections to the Theme
  • To begin this unit, a 2-3 day
  • discussion about the moon and
  • other space components will
  • need to take place. Use the
  • classroom science book as a
  • guideline, so that all of the
  • essential information is covered.
  • We have highlighted some fun
  • and interesting facts about the
  • moon for you

Fun Facts about the Moon
  • The Moon
  • Is a satellite of the Earth and orbits around it.
  • Is the only object in space that man has ever
    visited. This is because the Moon is much closer
    to Earth than the other planets (on average about
    240,000 miles)
  • Has a diameter of about 3,476 kilometers
  • Takes 27.3 days to make one orbit around the
    Earth. It also takes the Moon 27.3 days to
    complete one rotation on its axis
  • Causes many of the tides in the Earths oceans.
    This is caused by the force of gravity between
    the Earth and the Moon
  • Is said to have been created when early Earth
    collided with another space object. This
    collision could have caused a large chunk of
    Earth flying into space, which eventually formed
    the Moon we see today.

  • However, there are MANY more!
  • Teachers, be resourceful and find
  • information that your students will learn
  • from and enjoy!

Activity 1-Missions to the Moon
  • Students will use the internet to search for
    information on different missions to the moon.
    After learning about many of the missions to the
    moon, students will focus on a mission they would
    like to learn more about. In groups, students
    will further research a mission and present their
    findings to the class.
  • http//starchild.gsfc.nasa.gov/docs/StarChild/spac

Activity 2- Phases of the Moon
  • Students can create their own phases of the moon
    by using paper plates.
  • Have students use their textbook or a handout as
    a guide to the phases of the moon.
  • Students will draw the phases of the moon on the
    paper plates, and then cut out the shapes.

Activity 3- Charting the Moon
  • Over the course of one month, students will
    observe the moon each night and note its shape,
    brightness, and any other observations that they
  • Once the notes are complete, students will
    convert their notes into a poster board with
    pictures and symbols.
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