ALEX Classroom Resource

  

Make Your Own Space Shuttle Adventure

  Classroom Resource Information  

Title:

 Make Your Own Space Shuttle Adventure

URL:

 https://applieddigitalskills.withgoogle.com/c/middle-and-high-school/en/make-your-own-space-shuttle-adventure/materials.html

Content Source:

 Other
Google For Education Applied Digital Skills
Type: Lesson/Unit Plan

Overview:

This is a lesson plan from Google for Education, Applied Digital Skills. During this lesson, students collaborate to create a presentation about the Space Shuttle Discovery.  As they complete the lesson, students will build a slide presentation using a starter project, tell a story using information about the Space Shuttle Discovery from Google Arts & Culture, and explore content in Google Arts & Culture to find information. Students will be able to answer the following essential question: What is significant historically, scientifically, and culturally about the Space Shuttle Discovery?

Content Standard(s):
Science
SC2015 (2015)
Grade: 6
Earth and Space Science
2 ) Construct models and use simulations (e.g., diagrams of the relationship between Earth and man-made satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies bodies (e.g., planets, moons, comets, asteroids, meteors) within galaxies and the solar system.

NAEP Framework
NAEP Statement::
E12.2: Early in the history of the universe, matter (primarily the light atoms hydrogen and helium) clumped together by gravitational attraction to form countless trillions of stars and billions of galaxies.

NAEP Statement::
E8.1a: In contrast to an earlier theory that Earth is the center of the universe, it is now known that the Sun, an average star, is the central and largest body in the solar system.

NAEP Statement::
E8.1b: Earth is the third planet from the Sun in a system that includes seven other planets and their moons, as well as smaller objects such as asteroids and comets.

NAEP Statement::
E8.2: Gravity is the force that keeps most objects in the solar system in regular and predictable motion. These motions explain such phenomena as the day, the year, phases of the Moon, and eclipses.

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Earth's Place in the Universe
Evidence Of Student Attainment:
Students:
  • Construct models to explain the role of gravity in affecting the motions of celestial bodies within galaxies and the solar system.
  • Use simulations to explain the role of gravity in affecting the motions of celestial bodies within galaxies and the solar system.
Teacher Vocabulary:
  • Model
  • Simulation
  • Gravity
  • Gravitational force
  • Solar system
  • Galaxy
  • Milky Way galaxy
  • Sun
  • Planets
  • Moons
  • Asteroids
  • Asteroid belt
  • Stars
  • Celestial bodies
  • Elliptical orbit
Knowledge:
Students know:
  • The solar system is a collection of bodies, including the sun, planets, moons, comets, asteroids, and meteors.
  • A galaxy is any of the very large groups of stars and associated matter that are found throughout the universe.
  • The Earth's solar system is one of many systems orbiting the center of the larger system of the Milky Way galaxy.
  • Gravity is an attractive force between solar system and galaxy objects.
  • Gravity increases as the mass of the interacting objects increases.
  • Gravity decreases as the distances between objects increases.
  • Gravity affects the orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).
  • Gravity is a predominantly inward-pulling force that can keep smaller/less massive objects in orbit around larger/more massive objects.
  • Gravity causes a pattern of smaller/less massive objects orbiting around larger/more massive objects at all system scales in the universe.
  • Gravitational forces from planets cause smaller objects (e.g., moons) to orbit around planets.
  • The gravitational force of the sun causes the planets and other bodies to orbit around it, holding the solar system together.
  • The gravitational forces from the center of the Milky Way cause stars and stellar systems to orbit around the center of the galaxy.
  • The hierarchy pattern of orbiting systems in the solar system was established early in its history as the disk of dust and gas was driven by gravitational forces to form moon-planet and planet-sun orbiting systems.
  • Objects too far away from the sun do not orbit it because the sun's gravitational force on those objects is too weak to pull them into orbit.
  • Without gravity smaller planets would move in straight paths through space, rather than orbiting a more massive body.
Skills:
Students are able to:
  • Develop a model and identify the relevant components including gravity and celestial bodies.
  • Describe the relationships and interactions between the components of the solar and galaxy systems.
  • Use the model to describe gravity and its effects.
Understanding:
Students understand that:
  • Gravity is an attractive force between solar system and galaxy objects.
  • Gravity causes a pattern of smaller/less massive objects orbiting around larger/more massive objects at all systems scales in the universe.
AMSTI Resources:
AMSTI Module:
Exploring Planetary Systems
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.6.2- Recognize that gravity is responsible for the moon's orbit around Earth, and Earth's orbit around the sun.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish or communicate information about issues or problems in their community with groups of various cultures and backgrounds while working in groups or with partners.
Knowledge:
Students know:
  • how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.
Skills:
Students are able to:
  • publish and communicate as creators of content and information, instead of only consumers of the same.
Understanding:
Students understand that:
  • being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.
Tags: collaboration, presentation formatting, research, slide hyperlinks, slide sharing
License Type: Attribution Share Alike
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityText Resources: Content is organized under headings and subheadings
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Author: Ginger Boyd
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