Space Travel and Exploration: Dream vs. Reality
7th and 8th Grade
Mr. Peter Boettcher
Course Description
What makes dreams become reality? What do Sputnik, the Apollo missions, NASA,
International Space Station and the Spirit and Opportunity rovers on Mars have in
common? Is the price for a dream becoming a reality worth the end result? Do we live
alone in the solar system/galaxy? Through participation in group and individual work,
thought-provoking questions, article and book reading, a simulator, involvement in a
debate and completion of a Space Exploration Webquest, students will explore the past,
present and future of space travel and exploration, determine the pros and cons of
investigating the unknown realm we call space, and create an opinion on whether we live
alone or if there are other life forms present.
Required Reading:
 October Sky - Homer Hickam (New and Used starting at $4.00 with
shipping through Amazon.com or New for $7.99 through Barnes and
Noble)
 The Case For Mars: The Plan to Settle the Red Planet and Why We
Must - Robert Zubrin (New and Used starting at $4.00 with shipping
through Amazon.com)
 "NASA - The Vision for Space Exploration " February 2004
www.nasa.gov/pdf/55583main_vision_space_exploration2.pdf
Suggested Reading:
 Information on Astronauts and The Space Shuttle http://kidskonnect.com/SpaceShuttle/SpaceShuttleHome.html
http://kidskonnect.com/Astronauts/AstronautsHome.html
 Space Station Science: Life in Free Fall - Marianne J Dyson
 Off the Planet: Surviving Five Perilous Months Abroad The Space
Station Mir - Jerry M Linenger
Cluster: Identity
Course Benchmarks
Reading: 29 (Making Personal Connections) This student used an understanding of
his/her perspective and personal needs as he/she read and researched a variety of fiction
and non-fiction sources to find content, themes and solutions and to prioritize them according
to his/her own personal philosophy. This student easily connected new information into his/her
own frame of reference; empathized with the characters to uncover the subtle motivations; and
predicted future choices; mapped the dynamic relationships and their effects of the plot; and was
able to articulate the voice and tone of the characters and author throughout the text.
Writing: 71 (General writing skills) This student’s work fluidly incorporated real life
experiences and research to add intriguing details closely connected to a clear theme/thesis
demonstrating a reflective/insightful voice. Advanced uses of content specific vernacular; varied
use of sentence structures; seamless transitions between sub-topics; and error-free writing
conventions eliminated communication blocks between the writer and the intended audience. In
collaborative settings, this student not only made it a point to give frequent, high quality feedback
to others, but also enlisted the feedback of others to develop his/her own thought process and
writing style.
Behavior: 74 (General Behavior) This student set learning goals for him/herself, worked through
learning hurdles, followed directions, met deadlines and continuously reflected on their own
growth. When in collaborative settings, he/she showed enthusiasm and leadership when
responding to both the instructor and fellow students, worked well as part of a group/team, shared
responsibility, and contributed positively to the group.
Big Picture: 65 (Classifying and Diagnosis) This student was able to identify, select, and
classify selected items/processes correctly as a result of thoroughly understanding the attributes of
those items/processes. He/she also used current knowledge to further define the items/processes,
uncover hidden attributes, diagnose likely causes or effects, and/or prescribe possible solutions to
related problems.
Application: 40 (Leadership Strategies) This student applied leadership strategies by
articulating a clear, informed vision; by using team building strategies to incorporate the diversity
of perspectives impacted by his/her objectives; by communicating how factors were balanced and
decisions were made; by detailing procedural steps to initiate the plan; by demonstrating
delegation skill through matching the strengths of the group to tasks at hand; by using
motivational and conflict management approaches to ensure progression toward an end goal;
and/or by justly using positive/negative reinforcement strategies to create establish a sense of
fairness.
Final Project Description
The final project for this course will involve students working in small groups to
complete a webquest about The Space Race.
We have sent rockets into outer space, satellites into orbit, probes to other planets, men to
the moon, shuttles routinely take off and we are building an international space station!
Would you like to go into space? How about to Mars or Jupiter?
The cost of space travel is in the billions of dollars and we have millions of people that
are starving and homeless. Should we take care of these people or should we continue our
quest for more knowledge of the unknown?
You are a state senator, and it is your job to approve the latest funding bill for NASA.
Being that you are newly elected, you don’t know that much about space travel. To learn
more, so that you may make an informed decision, you and your aides are going to
research our government’s past space expenses, as well as those of other countries. You
are also going to talk to your constituents (the people who elected you!) and get their
opinions.
You will learn about all the advancements in space travel and the justifications and costs
involved with it. Then you will form opinions as to whether you agree or disagree with
these costs.
You are going to be put in groups and given a position to defend. After your group has
investigated the issues and understood the background information you will begin to
formulate your facts and ideas to be presented to the class.
Your group will need to present your side of the argument to the class and answer
questions. The groups will be seated at individual tables and have all of their facts
organized in order to answer questions in support of their assigned roles.
Another group will be working against your position at the same time. When giving your
facts and opinions you should be firm believers and try to convince the class that yours is
the right position.
Each week students are to complete a Guiding Question with designated Branching
Activity/Activities, a reading activity, and a Show What You Know activity.
Theme One: Dreams Becoming Reality.
WEEK ONE: What is meant by "The Space Race?"
Guiding Question (66): Imagine being your age but living in 1957. You go outside to
see what everyone is fussing about and see Sputnik streak across the night sky. You
overhear people being in awe but also concerned that this "thing" is spying on them, and
wondering why the USA hasn't done anything like this. You sit and ponder for a bit.
You get an idea in your head but realize that it is probably only a dream. You need to
articulate a dream you have had for the future. Then you need to describe how you made
or how you plan to make your dream become reality. Was there anyone you knew
supporting you in your quest? Students also need to choose at least one of the following
to complete before posting to the Guiding Question:
Systems (71): Using the website(s) provided online, research the major
events that have taken place during "The Space Race" starting in 1957 with
Sputnik. Organize these events into a timeline to include the date, name of the
event/mission and who participated in this event.
Human Experience (71): Take a look at the TIME - Building Analytical
Skills Space Exploration cartoons. Take time to read each one, and then
complete the Analysis Rubric for each cartoon. Finally, in a short paragraph,
explain why the cartoonist decided to create these cartoons and what type of
message(s) are they trying to send to the readers.
Identity (71): Put yourself in the shoes of a visiting "alien" from space.
Write a letter to the visiting "alien" describing what it is like to be a human on
Earth, and what your opinion is about current space exploration, describing
why you feel we haven't encountered "aliens" while on the different missions
to date. Your letter should include a salutation, body with minimum of 2
paragraphs, a complimentary closing, writer's signature and writer's
identification.
Invention (71): Though "The Space Race" began with the launch of Sputnik
and many Americans wanted the government to respond quickly, many events
had to take place before Americans would enter the race. Using the websites
provided online, thoroughly describe the person/persons responsible for
enabling Americans to go into space, and how their actions led to numerous
events that have taken place since.
Reading (29): Read through Chapter 6 (page 111)in October Sky. Answer
the forum question(s) and provide responses to at least two other student
posts.
Show What You Know (65): Click on the link The History of Manned
Spaceflight. Follow the directions provided and working individually,
complete the required research and subsequent paper. This is due by the
beginning of week three.
WEEK TWO: How Can Dreams Become Reality?
Guiding Question (74): Can all dreams become reality? Explain why or why not in a
well-formed paragraph(s) which uses both outside quotes (possibly from October Sky)
and real-life experiences as support. Be sure to cite your work. Students are also to
choose at least two of the following:
Human Experience 74): Read the description and quotes below and answer
these questions in a well-formed paragraph: Did Goddard's dream come true?
Why or why not? Did his dream play a role in other aspects of space
exploration?
Robert Hutchins Goddard (1882-1945), a native of Worcester, Massachusetts,
Goddard's family was staying at the suburban home of friends in Worcester when, on
October 19, 1899, he climbed into an old cherry tree to prune its dead branches. Instead,
he began daydreaming:
"It was one of the quiet, colorful afternoons of sheer
beauty which we have in October in New England,
and as I looked toward the fields at the east, I
imagined how wonderful it would be to make some
device which had even the possibility of ascending to
Mars, and how it would look on a small scale, if sent
up from the meadow at my feet."
That was when young Goddard decided to pursue the idea
of spaceflight. He later wrote
"I was a different boy when I descended the tree
from when I ascended, for existence at last seemed
very purposive."
Identity (74): Go to the website links found below and read the interviews of
both "Rocket Boy" Homer Hickam Jr. and "Human Space Flight" Gregory H.
Johnson. Then, write an entry in your on-line journal describing the dreams
each interviewee had, what did they do to pursue their dream, did their dreams
become reality why or why not and what roadblocks if any did they encounter
while pursuing their dreams.
Invention (74): Read the following quote:
"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 the
Earth. No single space project in this period will be more impressive to
mankind, or more important for the long-range exploration of space, and none
will be so difficult or expensive to accomplish."
President John F. Kennedy, speech to U.S. Congress, May 25, 1961.
Was John F. Kennedy correct about the difficulty and expense for Americans
to have their dream/goal become reality? Are the costs of space exploration
necessary in order for this dream to become reality? Why did this dream/goal
become reality? In your opinion, why haven't Americans landed on the moon
since this dream became reality in the 1960's. Answer these questions
thoroughly and don't forget to respond to at least 3 other students' answers.
Investigation (74): Read the following quote from Victor Hugo:
" There is nothing like a dream to create the future."
In a well-developed paragraph describe what you think Victor Hugo meant
when he made this comment. Remember to respond to at least 3 other
students' answers.
Reading (29): Read through Chapter 12 (page 223) in October Sky. Answer
the forum question(s) and provide responses to at least two other student
posts.
Show What You Know (65): Click on the link The History of Manned
Spaceflight. Follow the directions provided and working individually,
complete the required research and subsequent paper. This is due by the
beginning of week three.
WEEK THREE: Why do We Explore Space?
Guiding Question (66): "Why should mankind explore space? Why should money,
time and effort be spent exploring, investigating and researching something with so few
benefits? Why should resources be spent on space rather than on conditions and people
on Earth, or in our own country? You will need to provide answers to these questions
after completing at least two of the assignments below.
Investigation (65): Read "NASA - The Vision for Space Exploration "
February 2004
CLICK HERE:
www.nasa.gov/pdf/55583main_vision_space_exploration2.pdf
Each student must post five questions they have pertaining to the reading they
completed. Then, each student must respond to five other questions posted by
classmates.
Systems (65): We will be using this page to collect websites that increase our
understanding of space exploration. There is a lot of information on the web,
some factual and some opinionated. Your assignment is to:
1. Find at least 3 websites (ones that are not linked to this course already)
that pertain to space exploration and/or astronomy.
2. Answer these questions about each website: What is the website
about? Was the information on the site professionally reported? Who
sponsored the site? Was the site made up of mainly facts, opinions or both?
3. Finally, I would like you to conclude by stating whether or not you
would recommend the site and for what particular purpose is it best suited. In
other words, a site that is not very factual and more opinion based may still be
important to look at in order to understand one person's perspective about a
certain issue.
Human Experience (65): Upon walking on the moon 40 years ago, Neil
Armstrong stated, "That's one small step for man, one giant leap for
mankind." In a well-developed paragraph(s), explain how you think humans
responded to his statement. Do you think it was motivational? Do you feel
that it helped persuade others to feel at ease about the money, time and effort
being spent on space exploration? Do you think it answers the question why
do we explore space? Why or why not.
Invention (65): With the success of the Apollo program, NASA delivered great
progress in the fields of rocketry and aeronautics, as well as the fields of civil,
mechanical, and electrical engineering. Lesser known accomplishments are some
of the many spinoffs that came from the Apollo program—partnerships created
between NASA and industry to commercialize the technologies developed for the
historic missions to the Moon. Find more Apollo spinoffs at
http://www.thespaceplace.com/nasa/spinoffs.html.
Go to the above site and investigate at least 2 spinoffs that are listed. After
looking at these, respond to the following question: Do you feel that the
"spinoffs" that have been produced through the different partnerships businesses
have had with NASA help to justify our exploration of space. Thoroughly
explain why or why not in a well-formed paragraph. You also need to respond to
at least 2 other students' answers.
Reading (29): Read through Chapter 21 (page 335) in October Sky.
Answer the forum question(s) and provide responses to at least two other
student posts.
Show What You Know (71): You will write a letter to President Barack
Obama stating your opinion about why you think we are involved in space
exploration, why you think it is or isn't a good use of money, time and effort
and what you think about the future of space exploration. Your letter should
have a salutation, body with minimum of 2-3 paragraphs, a complimentary
closing, writer's signature and writer's identification.
Theme Two: Are We Alone?
WEEK FOUR: How Has Technology Affected Space Exploration?
Guiding Question (66): In light of all the technological advances that have been made
over the past 20 years, are we in a better position to further the dreams of exploring space
more effectively? Will the technological advances allow us to send humans to places like
Mars or beyond? Will the new technology allow us to create a viable place elsewhere in
the solar system for humans to live? Thoroughly answer these questions in a well-formed
paragraph(s). Students are also to complete at least one of the following:
Investigation (29): Using any resources that are available, investigate
how the past events of "The Space Race' would have been different or
changed had current technology been available back then. Use the rubric
below to answer this question.
Human Experience (29): In the late 1970's many people wondered what
was the purpose of the money spent on space exploration? Today the
resultant technology is all around us. Students need to investigate the
following sites and make a Top 10 list of the technology that has been
created due to space exploration that you feel are the most important.
Then write a well-developed paragraph explaining why you feel these
items are the most important. Next, click on this link and add your list and
paragraph to the Technology Top Ten List (a forum) where you and other
students will debate about which technologies are the most important.
Invention (29): Which part and/or phase of a typical space flight do you feel
has technology played an integral role in it being a success or failure? Explain
why or how in a detailed paragraph citing examples from different websites
you explored.
Reading (29): Finish reading October Sky. Answer the forum question(s)
and provide responses to at least two other student posts.
Show What You Know (40): Each student needs to click on the Mars
Simulator link, log-in per the directions given at the last F2F, and follow the
directions found on the 2nd link for the Mars Simulator. As you progress
through your simulator experience, you need to document your experience
and findings in your on-line journal. You must include a minimum of 5
entries that include your overall experience, what findings did you make and
your plan as you continue your expedition on Mars. These entries must be
well-formed paragraphs with complete sentences, correct spelling, grammar
and punctuation.
WEEK FIVE: Are There Other Places in Space That Could Sustain Life?
Guiding Question (66): Are we the only creatures living in the solar system and/or
galaxy? Do you think that aliens exist? What evidence has been found to prove that
other life may exist somewhere other than Earth? Students need to answer these
questions in a well-developed paragraph(s). Students are also to complete at least 2 of
the following:
Investigation (71): As far as we know, only one planet has life on it —
Earth. But is it really possible that our planet is the only life-bearing planet in
the entire universe? Some scientists believe that extraterrestrial life does exist,
and some even believe that there may be advanced alien life. In this video
segment adapted from NOVA, learn about the search for extraterrestrial
intelligence. http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.alone/
After viewing the video clip, you need to respond to the question: Is it really
possible that we are not alone in the universe? Use examples and information
from the video clip. Once posted, you must respond to 3 other students' posts.
Invention (71): Imagine being an alien from somewhere in our universe.
Your task is to write a 1 page story about this alien. Where is it from? What
features does it have to help it survive its climate? How did they get here? Be
very descriptive when developing your character so others can get a good
picture of what it looks like.
Human Experience (71): Have students discuss the following through
posting answers to all 4 questions in well-developed paragraphs and also
responding to at least 3 other responses from other students:
1. What conditions are necessary for life as we know it?
2. How does solar system formation affect whether or not life will develop on a
planet?
3. How does Earth's atmosphere impact life?
4. What do you think would happen if a giant asteroid hit Earth now?
Reading (29): Begin reading The Case For Mars: The Plan to Settle the Red
Planet and Why We Must through Chapter ___ (page Answer the forum
question(s) and provide responses to at least two other student posts.
Show What You Know (40): Each student needs to click on the Mars
Simulator link, log-in per the directions given at the last F2F, and follow the
directions found on the 2nd link for the Mars Simulator. As you progress
through your simulator experience, you need to document your experience
and findings in your on-line journal. You must include a minimum of 5
entries that include your overall experience, what findings did you make and
your plan as you continue your expedition on Mars. These entries must be
well-formed paragraphs with complete sentences, correct spelling, grammar
and punctuation.
WEEK SIX: Will Terraforming Allow Us to Inhabit Another Planetary
Body in the Future?
Guiding Question (71): What is terraforming and will it allow us to create safe
environments other places in the universe so that humans can live away from Earth? Is
terraforming worth the time and expense? Students need to answer these questions
thoroughly. Students must also complete one of the following activities:
Investigation (65): You need to watch the following video clips and write a
journal entry in your on-line journal thoroughly describing what each clip was
about and whether or not you believe what was being discussed in each video.
1. Video clip #1: Could a Saturn moon harbor life?
http://www.ted.com/talks/carolyn_porco_could_a_saturn_moon_harbor_life.html
2. Mars Dead or Alive: A Hostile Environment
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.hostenviron/
Invention (65): Click HERE to go to a website for you to investigate why
and how terraforming Mars will supposedly work. After you investigate this
site thoroughly, you need to create an argument either for or against the idea
of terraforming Mars. In your argument you need to clearly state whether you
are for or against the idea using supporting details to defend your position.
Feel free to use other sources for information, but only after you have
thoroughly looked at the above link.
Reading (29): Continue reading The Case For Mars: The Plan to Settle the
Red Planet and Why We Must through Chapter ___ (page) Answer the forum
question(s) and provide responses to at least two other student posts.
Show What You Know (74): Meet with your team in the group forum. You
will work together to complete The Space Race Webquest. You need to
assign roles to each group member (post to the forum). Each group member
then needs to complete their assigned part following the directions provided
on the website. Individual parts need to be completed by next week.
Theme Three: Pros and Cons of Space Exploration.
WEEK SEVEN: What are the Pros and Cons of Space Exploration/Travel?
Guiding Question (71): Over the past 6 weeks you have pondered many aspects of
space exploration, from the dreaming stages to potentially inhabiting Mars with many
stops in between. Using your knowledge from this course so far, you need to answer the
question: What are the Pros and Cons of Space exploration? To answer this question,
you need to make a table and list at least 5 pros and 5 cons of space exploration. Once
this is completed, you need to look at and respond to 3 other students' lists. Feel free to
debate any points that you do not agree with.
Reading (29): Continue reading The Case For Mars: The Plan to Settle the
Red Planet and Why We Must through Chapter ___ (page) Answer the forum
question(s) and provide responses to at least two other student posts.
Show What You Know (74): Meet with your team in the group forum.
You will work together to complete The Space Race Webquest. As a group,
you need to communicate your progress so far and determine if anyone needs
help and who could do more to make sure the project is done for the final F2F.
At this point, you need to determine how you want to create your presentation
for your argument and begin to put your research together to be presented at
the last F2F.
WEEK EIGHT: Should humans continue to explore space? Why or Why Not?
Guiding Question (29): What are the current dreams for future space exploration? Do
you think that these dreams will ever become reality? Why or why not? Answer these
questions in complete paragraphs. When completed, respond to at least 2 other students'
answers.
Reading (29): Continue reading The Case For Mars: The Plan to Settle the
Red Planet and Why We Must through Chapter ___ (page ) Answer the
forum question(s) and provide responses to at least two other student posts.
Show What You Know (74): Meet with your team in the group forum.
You will work together to complete The Space Race Webquest. As a group,
you need to communicate your progress so far and determine if anyone needs
help and who could do more to make sure the project is done for the final F2F.
At this point, you need to determine how you want to create your presentation
for your argument and begin to put your research together to be presented at
the last F2F.
WEEK NINE: What has/will be the Impact of Space Exploration on Our Lives?
Guiding Question (29): Click HERE and watch a short video clip on The Future of
Space Exploration. When finished, answer the following question in a well-developed
paragraph: What impact has space exploration had on lives here on Earth and what type
of impact do you envision space exploration having in the future?
Reading (29): Finish reading The Case For Mars: The Plan to Settle the
Red Planet and Why We Must through Chapter ___ (page ) Answer the
forum question(s) and provide responses to at least two other student posts.
Show What You Know (74): Students need to answer these reflection
questions for this course:
1. What are three things/ideas that you have learned from this course?
2. What are three questions that you still need answers for?
3. What changes if any would you recommend for this course?
Please complete the class survey.
Group Work (74): Students need to put finishing touches on their final
projects with their group members and prepare to present at our last F2F
meeting.
Face-to-Face Plans
F2F #1 - Space Exploration and Dreams
Items to bring: October Sky, writing utensils, paper, lunch, current events article related to
any Astronomy topic.
Goals: Getting to know each other, class expectations, define what space exploration is, define
what a dream is and how to make dreams become a reality.
9:00-9:30 - Introductions, seating chart, ice breaker activity (M&Ms), plan for the day.
9:30-10:00 Class activity: Share and discuss current events articles students brought
to class.
Group activity: Brainstorm a list of ideas that define space exploration.
(5 minutes)
Class activity: Share list with class and compile a class list of ideas.
(10 minutes)
10:00-10:30 - Individual work: In a well-developed paragraph, summarize what you
think is the future plan (dreams) for space exploration. (5 minutes)
Class activity: Share writing with the class and discuss. (10 min)
Video clip: How Stuff Works - The Presidential Plan for Space (5 min)
Class activity: Class discussion on information seen in the video clip. (10
minutes)
10:30-10:35 - Break
10:35-11:00 - Rocketry - How can we build a permanent human presence in space?
a. Introduce students to Newton's Third Law of Motion and discuss.
b. Students will view a short video clip of a rocket launch.
c. Students need to answer the following questions with the person sitting
next to them:
1. How do you think the mass of a rocket affects how much
propulsion it needs.
2. What might add mass to a rocket?
3. Ask students how engineers compensate for this added weight.
4. If we wanted to determine how mass affected a rocket, what
could we do?
11:00-11:30 - Lunch - Students will view short video clips about Apollo 11 in celebration of the
40 year anniversary.
11:30-12:30 - How does a payload affect a rocket? Activity
a. Form groups.
b. Set the activity up per directions on sheet.
c. Review the basic principle of rocket propulsion.
d. Carry out the activity and record data.
Reflection & Discussion
◗ Have students share the data. Ask students, based on their observations, to describe how the
mass of the payload affected the rocket’s ability to launch from the floor to the ceiling. Ask
students if anything surprised them about their data.
Transfer of Knowledge
In order for students to apply what they have learned, challenge them to a rocket race. Have them
use their data to choose the optimal payload size. Test their decision by seeing whose rocket
travels the highest. Ask students to write their payload size and an explanation of their choice on
a piece of paper and turn it in for assessment.
12:30-1:00 - F2F wrap-up. Class discussion on what was learned today, review of what is
expected of students during the on-line component and exit slip writing activity.
F2F #2 - Impact of Technology
Items to bring: Writing utensils, paper, lunch, current events article related to any
Astronomy topic.
Goals: Getting to know each other, define the impact of technology on lives and space
exploration, gain background knowledge of exploring Mars, its implications and plan for the
future, learn how to use Mars Simulator.
9:00-9:30 - Introduce the themes for the day, ice breaker activity (Use your tongue), share current
events article.
9:30-10:00 - View short video on Robotic Exploration of Space. After viewing the video,
students will get into small groups and discuss the implications that technology has on their lives
as well as on the future of space exploration. The last 5 minutes will be time to share with class
what was discussed.
10:00-11:00 - The relationship between science and technology activities: Students will learn
how technology can help scientists solve a problem. One of the challenges scientists face with
any spacecraft is attitude control. Students will be introduced to the problem of attitude control in
space and two different ways scientists address it. (I WILL NEED A GYROSCOPE/BICYCLE
WHEEL WITH HANDLES)
Students will



Discuss the technology(ies) that powers satellites and enable(s) them to move through
space
Be introduced to the concept of “attitude control” and the role technology has in the
design of spacecrafts
Engage in an angular momentum experiment
11:00-11:30 - Lunch - Students will be introduced and shown a demonstration of the Mars
Simulator project that they will complete on-line over the next 2 weeks.
11:30-12:00 - Students will participate in an interactive website that will allow them to learn
about the anatomy of a rover to prepare them for the Mars Simulator activity. During this activity
students must answer the following questions:



Choose two parts of the rover. For each one, describe the job it was designed to do, the
challenges for carrying out this job on Mars, and what you think is most interesting about
this part of the rover.
How does the rover get its instructions or commands? How does it share the images, data,
and other information it gets with us on Earth?
These rovers move slowly! Can you move across the room at the same rate they do? Why
do you think they move at this speed?
At the end of this activity, students must write a well-developed paragraph summarizing what
they learned from the activity.
12:00-12:30 - View 3 short videos about Mars and have small group/large group discussions
about them.
12:30-1:00 - 12:30-1:00 - F2F wrap-up. Class discussion on what was learned today, review of
what is expected of students during the on-line component and exit slip writing activity.
F2F #3 - The future of space exploration…should it continue?
Items to bring: Writing utensils, paper, lunch, completed final project.
Goals: Getting to know each other, class expectations, debate the future of space
exploration…is it worth the time, effort and money and why?
9:00-9:30 - Introduce the themes for the day, give groups time to finalize projects and
prepare for presentations.
9:30-11:00 - Group presentations, debate and evaluations. If students finish early they
will complete a writing activity describing whether or not they think the moon landing
was real or a hoax.
11:00-11:30 - Lunch - meet with students one-on-one to go over course progress.
11:30-12:00 - Class discussion on October Sky.
12:00-12:30 - Class discussion on The Case For Mars: The Plan to Settle the Red Planet
and Why We Must.
12:30-1:00 - Student and class evaluations.