Lesson Plan Jennifer Sites Grade Level: Fourth Subject: Science Title: Earth in Space and Time Materials:

Copy of photograph accessed here: http://www.nasa.gov/images/content/396119main_apollo%2011-lg.jpg). Copy of Quote from JFK (in Explore, Part 1) Map of the United States Post-It Notes or Sticker Labels Butcher Paper and Markers Notebook, pencil, and notebook paper Key Goal/Enduring Understanding: In this lesson students will learn about the space industry in Florida. The main focus will be how the space industry has affected Floridas economy and culture. Essential Question: How has the space industry affected the economy and culture of Florida?

Learning Standards: Sunshine State Standards SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence National Education Standards 2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results Learning Objectives: Students will be able to explain what economic and cultural affects NASA has on the state of Florida. Students will be able to demonstrate this information in an exploration notebook. Technology Uses: The use of the internet and additional websites will be used to research information pertaining how the space industry has affected the economy and culture of Florida. Connections to Other Subjects: Mathematics: events on a timeline English: responses to questions Lesson Plan Explain: Throughout the course of the lesson students will keep and exploration notebook. This notebook will help them with the research they will need to answer the assessment essay question. Introduction: NASAs astronauts, supported by many scientists, engineers and others, are carrying exploration onward to new worlds. There are many people who work together to make space exploration possible. NASA is a huge team. There are the people in Mission Control who help the astronauts during their flight. Engineers design and build the rockets, satellites, and other space vehicles. There are people who teach the crew other languages. This helps them work with crew members from other countries. Doctors make sure the crew is healthy. NASA even has teachers on its team to get students excited about space science. NASA headquarters, located in Washington, D.C., provides overall guidance and direction to the agency. Various field and research installations are located in many states. Some facilities serve more than one application for historic or administrative reasons. Since the arrival of the NASA Merritt Island launch sites on Cape Canaveral in 1962, Florida has developed a sizable aerospace

industry, including the construction and launch facilities at John F. Kennedy Space Center and the tourism and museum sites at the Kennedy Space Center Visitor Complex. The John F. Kennedy Space Center (KSC) is the U.S. government installation that manages and operates America's astronaut launch facilities. Currently serving as the base for the country's three space shuttles, the NASA field center also conducts unmanned civilian launches from adjacent Cape Canaveral Air Force Station (operated by the 45th Space Wing). KSC has been the launch site for every U.S. human space flight since 1968. Its iconic Vehicle Assembly Building (VAB) is the fourth-largest structure in the world by volume. The planned end of the space shuttle program in 2010 is expected to produce a significant downsizing of the KSC workforce similar to that experienced at the end of the Apollo program in 1972. Merritt Island National Wildlife Refuge was established in 1963 as an overlay of the Kennedy Space Center. Consisting of 140,000 acres, the refuge provides a wide variety of habitats, including: coastal dunes, saltwater estuaries and marshes, freshwater impoundments, scrub, pine flatwoods and hardwood hammocks, which are home to more than 1,500 species of plants and animals. While visiting the refuge, guests can enjoy bird and wildlife observation, a wildlife drive, manatee observation deck, fishing and hunting, plus boating and paddling. Working on the Merritt Island Wildlife Refuge comes with the responsibility to tread lightly on the environment and KSC showcases its unique balance between technology and nature. Engage students: Show this photograph

May 20, 1969: The Apollo 11 Saturn V rolls from the Vehicle Assembly Building to Launch Complex 39A in preparation for the first moon landing during the mission. Image credit: NASA

Ask the students: (have the students document in their exploration notebook) What do you think is happening in this photo? Then help students to analyze the picture. How would you describe the photograph? What details, such as people, objects, activities, do you notice? What other information, such as time period, location, season, reason photo was taken, can you gather from the photo? What questions do you have about the photograph? How might you find answers to these questions? Explore (Part 1) To put the picture in historical context, tell the students about The Space Race, a competition between the United States and the Soviet Union to explore outer space. On October 4, 1957, the Soviet Union launched Sputnik 1, the first artificial satellite successful to orbit the Earth, which marked the official start of the race. This frightened and alarmed many people in the United

States because of conflict with the Soviet Union in that time. In response, President John F. Kennedy addressed our nation with the following quote (post or copy for students to read): If we are to win the battle that is going on around the world between freedom and tyranny, if we are to win the battle for men's minds, the [Soviet Union's] dramatic achievements in space which occurred in recent weeks should have made clear to us all...the impact of this adventure on the minds of men everywhere who are attempting to make a determination of which road they should take.... We go into space because whatever mankind must undertake, free men must fully share.... I believe this Nation should commit itself to achieving the goal, before this decade is out, of landing a man on the Moon and returning him safely to earth. President John F. Kennedy, May 25, 1961 Have students create a time line around the classroom to show significant dates in the space race. You can code the American and Soviet achievements in different colors to show the competition between the two. Use the following dates: October 4, 1957 - The Soviet Union launched Sputnik 1, the first artificial satellite to successfully orbit the Earth. October 1, 1958 - The National Aeronautics and Space Administration (NASA) was established. January 31, 1958 - The United States launches its first satellite, Explorer I. September 12, 1959 - The Soviet Union launches Luna 2. This is the first space probe to hit the moon. April 12, 1961 - Soviet cosmonaut Yuri Gagarin becomes the first person to orbit the Earth. May 5, 1961 - Alan Shepard, Jr. becomes the first American astronaut in space. February 20, 1962 - John Glenn, Jr. becomes the first American astronaut to orbit the Earth. June 16, 1963 - The first woman in space is Soviet cosmonaut Valentina Tereshkova. December 21, 1968 - The United States launches Apollo 8, the first manned space mission to orbit the moon. July 20, 1969 - U.S. astronauts Neil Armstrong, Edwin "Buzz" Aldrin and Michael Collins make it to the moon. Armstrong is the first man to walk on the moon and was followed by Buzz Aldrin. Questions for students to answer: (In exploration notebook) Do you notice a pattern in the success of the Americans and the Soviets? (Overall, there is a back and forth pattern between the two.) Why do you think that is? What do you think President Kennedy meant when he said, We go into space because whatever mankind must undertake, free men must fully share...? Explore (Part 2)

Use labeled post-it notes or stickers on a map of US to locate the following facilities related to the Apollo program. Locate the Kennedy and Marshall space centers, as well as the Manned Spacecraft Center (Johnson Space Center). In what states are they located? The Marshall Space Flight Center developed and tested the Saturn rocket that powered the Apollo spacecraft. The Manned Spacecraft Center (Johnson Space Center) designed the Apollo spacecraft and served as the Mission Control Center. The Kennedy Space Center assembled and launched the rockets. How do you think three different places located hundreds of miles apart could cooperate on a single project of this magnitude? 1. Manned Spacecraft Center (now Johnson Space Center), Texas 2. National Space Technology Laboratories (now John C. Stennis Space Center), Mississippi/Louisiana 3. Marshall Space Flight Center and the Alabama Space and Rocket Center (now U.S. Space and Rocket Center), Alabama 4. Kennedy Space Center, Florida 5. Cape Canaveral AFS, Florida 6. Langley Research Center, Virginia 7. Goddard Space Flight Center, Maryland 8. Plum Brook Operations Division, Ohio 9. Lewis Research Center (now John H. Glenn Research Center at Lewis Field), Ohio 10. Vandenberg AFB, California 11. Jet Propulsion Laboratory, California 12. Goldstone Deep Space Communications Complex, California 13. Ames Research Center, California 14. White Sands Missile Range (now White Sands Test Facility), New Mexico Have students document and explain: What event led to the creation of NASA? What event contributed to the decision to send an American to the Moon by the end of the 1960s? What evidence indicates that the rivalry with the Soviet Union affected the American space program? Why do you think the space program was sometimes called "The Space Race?" Why was the work for the Apollo program spread out over so many sites? What do you think the advantages and disadvantages might have been if it had been concentrated in one place? Why do you think Florida was one of the states selected for a NASA site? Based on the photos and information presented, what different kinds of work and workers do you think the space program created?

Extend and Apply Unexpected Benefits from Space Research Under the Technology Utilization Program program, NASA and other entrepreneurs have joined forces to produce tens of thousands of new products and processes using technologies originally developed for the space program. Ask students to refer to the NASA website to identify some of these "spin-offs." Ask students to identify products developed as a result of the space program that they use in their daily life. Ask them to consider why NASA might have established the Technology Utilization Program. What other scientific benefits have grown out of the program? Spin offs? Have students document information on the benefits in their exploration notebook. Hold a class discussion about how you would measure the success of the Apollo program and whether it was worth the many millions of dollars invested in it. Have the students access different websites to research the events that have been discussed and how they have affected the Florida economy and culture. Have students document all research in their exploration notebook. Have students access: NASA's Spinoff Homepage: http://www.sti.nasa.gov/tto/Spinoff2009/ NASA's Space Shuttle Spinoffs: http://www.sti.nasa.gov/tto/pdf/Shuttle_spinoffs.pdf This website contains information about technologies developed and discoveries made as a result of NASA space research. It also contains links to the NASA Spinoff Virtual Manipulative, NASA Spinoff Game, NASA Exploration and Innovation Timeline Poster, Spinoff Flyers, a Spinoff Powerpoint, and Spinoff Magazine. Assessment Exploration notebook will display information researched. Have students respond to the key question in essay form: (Will be the conclusion to the exploration notebook) How has the space industry affected the economy and culture of Florida? (Answers should address jobs, tourism, historical significance, and national pride.) Adaption for students with learning disabilities/ESE Accommodations and ESOL: All students will have the opportunity to meet with the teacher for additional explanation of the subject. Teacher is open to make any additional adaptions to students with learning disabilities, language barriers and religious preferences requested by parents or students. If student is unable to physically write, student may turn assignment in via typed document.

Grading Rubric: Exploration Notebook Preliminary Thinking 1 limited D only includes key question

Data Collection/ Observations no data or diagrams

Conclusion/ Reflection conclusion only responds to key question with no evidence does not attempt to explain class data discrepancies (where applicable) conclusions have limited explanations and may not be linked to evidence conclusions do not connect to the investigation and may relate to irrelevant topics attempts to explain class data discrepancies (where applicable) are incorrect no connections are made to real world situations or other investigations completed in class explains and defends conclusions using evidence conclusions connect to the investigation and refer to some element of the investigation attempts to explain class data discrepancies (where applicable) are incomplete connections are made to real world situations or other investigations completed in class explains and defends conclusions using evidence

2 average C

key question is written in the notebook no evidence or data used to support preliminary thinking (data can be personal experiences, previous investigations, or research information) preliminary thoughts may not be related to the key question

no observational data data charts, graphs, and tables are not accurate or not visually appealing (unreadable) diagrams are missing scientific labels

3 above average B

key question is written in the notebook limited evidence or data used to support preliminary thinking (data can be personal experiences, previous investigations, or research information) preliminary thoughts are related to the key question

limited observational data data charts, graphs, and tables are not accurate or not visually appealing (unreadable) diagrams include some scientific labels relevant to the investigation

key question is written in the notebook uses data as evidence to

observations are detailed and include labels where applicable

excellent A

make predictions (data can be personal experiences, previous investigations, or research information) preliminary thoughts are related to the key question

data charts, graphs, and tables are mathematically accurate and visually appealing diagrams include many scientific labels that are relevant to the investigation

conclusions connect to the investigation and refer to some element of the investigation accurately explains class data discrepancies (where applicable) connections are made to real world situations or other investigations completed in class