NASA Spinoffs
Challenge-Based Unit
Author: Matthew Watkoski, Maurice McDonough High School, Charles County Public Schools
Background Information
Subject:
Identify the course the unit will be implemented in.
Grade Band:
Identify the appropriate grade band for the lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
Foundation of Technology and/or Earth and Space Science
9-12
This unit will require an estimated 10-11 days of 50 minute class periods depending on how
much time is given for student research and project work time.
Students investigate NASA spinoff technologies and analyze how these technologies were
engineered into new products used in everyday life. Students use the engineering design
process to design unique spinoff innovations based on the NASA technology researched.
Students will also analyze different STEM careers that arise from the development of spinoff
technologies. The culminating project is the creation of a multimedia presentation that
demonstrates their understanding of spinoffs.
View a video that describes the challenge here >>
https://www.youtube.com/watch?v=1DH5rEYf7H0
Organization Posing Challenge:
National Aeronautics and Space Administration (NASA)
Challenge Title:
NASA Goddard Spinoff Challenge
Challenge:
State the real-world challenge students will develop
solutions for.
Challenge Description:
Rationale:
The objective of this challenge is to educate students and increase their interest about STEM
through their creation of original videos about specific technologies found in NASA’s Spinoff
publications. The challenge also seeks to raise the general public awareness of NASA’s
missions and the benefits of NASA’s technology transfer efforts.
Challenge:
Students will develop an original video about one technology developed at NASA Goddard
Page 1 of 20
NASA Spinoffs
Challenge-Based Unit
Background Information
Space Flight Center (see readings on STEMnet for list of technologies). In the video, students
must describe how their selected NASA technology developed for applications in space have
been modified for use in products to improve lives on Earth. Students will extend the use of
the NASA technology by using the engineering design process to develop their own spinoff
innovation.
Video examples may be found at:
http://www.youtube.com/watch?v=YiWwIj7ii3w&list=PL2hVUaEYQaAICXR9qJj_KVqN8AdHAXi6
Background Information:
Identify information or resources that will help
teachers understand and facilitate the challenge.
People may be surprised to learn how many NASA technologies are integrated into our daily
lives. NASA spinoffs are technologies originally created from space and modified into
everyday products used here on Earth – including memory foam, invisible braces, firefighting
equipment, artificial limbs, scratch-resistant lenses, air craft anti-icing systems, shoe insoles,
water filters/purification, cochlear implants, satellite television, and long-distance
telecommunications.
View video on Spinoff technology here >> http://www.youtube.com/watch?v=uqkESB7w82E
View NASA Spinoff homepage here >> http://spinoff.nasa.gov/index.html
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
Enduring Understanding:
Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable - applicable to new situations within or
beyond the subject.
Educators may use www.theSTEMnet.com to connect and interact with STEM content
specific specialists to help facilitate lessons geared towards the objectives of this unit.
Educators may consider inviting the STEM specialist into their classroom to engage students
in STEM-centric learning experiences that reinforce learning outcomes.


Existing technological tools can be repurposed for applications beyond their intended
use.
The design process is a systematic, iterative approach to problem solving that yields
design solutions.
Page 2 of 20
NASA Spinoffs
Challenge-Based Unit
Background Information
Essential Questions:
Identify several open-ended questions to provoke
inquiry about the core ideas for the lesson. They are
grade-level appropriate questions that prompt
intellectual exploration of a topic.
Student Outcomes:
Identify the transferable knowledge and skills that
students should understand and be able to do when
the lesson is completed. Outcomes must align with
but not limited to Maryland State Curriculum and/or
national standards.
Product, Process, Action, Performance,
etc.:
Identify what students will produce to
demonstrate that they have met the challenge,
learned content, and employed 21st century
skills. Additionally, identify the audience they will
present what they have produced to.
Standards Addressed in the Unit:
Identify the Maryland State Curriculum Standards
addressed in the unit.

How does technology developed for use in space impact human lives on earth?

What are the positive and negative effects of technology?

What factors expand or limit the development or use of technologies?

How do scientists and engineers repurpose technological tools to improve the quality
of life for humans and other animals?
Students will be able to:
 investigate different NASA technologies and relate their findings to products they use
in their daily lives.

employ the engineering design process to design a unique product from a researched
NASA technology.

discover and discuss STEM Careers that connect to different NASA technologies.

employ technological tools to create a multimedia presentation on their assigned
NASA technology.
Students will produce a multimedia presentation depicting their
understanding of how a specific original NASA technology can be
partnered with other inventors or corporations and be engineered or
designed into new products or technologies. The presentation will also
include student-designed spinoff innovations.
Student groups will present their findings and project to the class. STEM
specialists from www.theSTEMnet.com can be invitied to provide
feedback to students on presentations or the help students develop
innovative technologies.
Audience:
☒Peers
☒Experts /
Practitioners
☒Teacher(s)
☐School
Community
☐Online
Community
☐Other______
Technology Education:
 Engineering Design and Development: Students will demonstrate knowledge of and
apply the engineering design process.
Page 3 of 20
NASA Spinoffs
Challenge-Based Unit
Background Information

The Designed World: Students will demonstrate knowledge of the major enterprises
that produce goods and services for the designed world.
Next Generation Science Standards:
Scientific and Engineering Practices are indicated throughout the lesson.
Common Core Reading in Science and Technical Subjects:
 RST.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media in order to address a question or solve a problem.

RST.11-12.9 Synthesize information for a range of sources into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information
when possible.
Common Core Writing in Science and Technical Subjects:
 WHST.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose and audience.

WHST.11-12.7 Conduct short as well as more sustained research projects to answer
a question or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject demonstrating understanding of the subject
under investigation.

WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection,
and research.
STEM Standards of Practice:
All seven of Maryland’s STEM Standards of Practice are addressed in this lesson.
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
Equipment:
 Computer lab with internet access for student research
 Several laptops with internet access for gallery walk activity
 Class handouts of supplemental material and worksheets
 Teacher computer with projector and internet access
Page 4 of 20
NASA Spinoffs
Challenge-Based Unit
Background Information
Websites*:

NASA Product Database - http://spinoff.nasa.gov/spinoff/database

NASA Spinoff Timeline - http://spinoff.nasa.gov/Spinoff2008/pdf/timeline_08.pdf

Memory Foam Article - Class Model Activity –
http://spinoff.nasa.gov/Spinoff2005/ch_6.html

NASA Home & City Handout Webpage –
http://www.nasa.gov/pdf/330860main_nasa_city.pdf

NASA Home & City Interactive Webpage –
http://www.nasa.gov/externalflash/nasacity/index2.htm

NASA Partnership Webpage – http://technology.nasa.gov/?t=partneringtool

Windows Movie Maker Tutorial - http://etc.usf.edu/te_win/movies/windowsmm.html

Engineering Design Process Packet http://www.nasa.gov/pdf/324206main_Design_Packet_II.pdf
* Throughout the lesson, students are linked to online resources in order to conduct research. The sites have been
chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing
the activities to students and adhere to their school system’s policy for internet use.
People, Facilities:

A STEM specialist may be found at www.theSTEMnet.com and brought in to
engage students in STEM-centric learning experiences.

Computer lab needed.
Page 5 of 20
NASA Spinoffs
Challenge-Based Unit
Background Information
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
All handouts can be found on STEMnet
 PowerPoint – Spinoff Technologies
 Gallery Walk Handout WS
 Gallery Walk Station Sheets
 Memory Foam Class Model Article
 NASA Home and City Website Worksheet
 Product Template Handout
 Product Template Sample Answer Guide
 Project Rubric
 Group Share Timeline Activity Handout
 NASA Spinoff Timeline
 Exit Slip
 Engineering Design Process packet
Page 6 of 20
NASA Spinoffs
Challenge-Based Unit
Lesson 1 of 2
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☒Engagement
☐Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Materials: (DAY ONE)
 Student copies of Gallery Walk Handout Worksheet
 Class copy of Gallery Walk Station Guide Sheets
 A laptop with internet access for each station in the Gallery Walk.
 A teacher computer with projector and internet access.
 *Optional – Actual samples of the NASA Spinoff product.
Science and Engineering
Practices
☒Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
Preparation:
 Before the lesson, be sure to review all of the resource materials and
familiarize yourself with the different NASA spinoff products and what
a Spinoff product is.
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data

Make sure to make enough copies of the Gallery Walk Handout
Worksheet for each student and a copy of the Gallery Walk Station
Guide Sheets to post at the different stations.

Set up a laptop for each station so the group can conduct their
research/investigation on each Spinoff product.
- If laptops are not available, print out information on each
NASA Spinoff product and place it in a folder at each station
.


Have the PowerPoint loaded and ready for use at the start of class.
PowerPoint sildes will be used throughout the lesson.
Have student groups assigned. Smaller groups work best, but
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 7 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Science and Engineering
Practices
remember that there are only 7 stations.
Facilitation of Learning Experience:
Introduction to the lesson...
 Post the warm-up question on the board and have students answer
the question as they are taking their seats.

Use the warm-up question to generate a small class discussion on
NASA Spinoff products.

Show the video clip explaining what a NASA Spinoff product is. This
video link can be found on the 4th slide of the PowerPoint.

Have students write out their interpretation of a NASA Spinoff product
after viewing the video and allow them to share their response with
the class.
- Also, discuss what STEM means so students aren’t left
wondering throughout the lesson. (Science-Technology-EngineeringMath)
Student activity...
 Introduce the Gallery Walk activity with slide number 5 in the
PowerPoint. Read the instructions then pass out the Gallery Walk
Handout Worksheet (one for each student).

Show students how to navigate the NASA product database,
Page 8 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details

In their small lab teams, students will visit each station for
approximately 5-7 minutes conducting their research and
investigation on each NASA spinoff product.
- Students may use the NASA database found here...
http://spinoff.nasa.gov/spinoff/database or use Google to help
the students research information about each product.

When students have finished, ask them to return to their seats for a
class discussion of their Gallery Walk.
Science and Engineering
Practices
Questions to consider for group discussion after the gallery walk...
 Were you surprised to see any products that you currently use on the
NASA Spinoff product list? Which products were
☐Engagement
☒Exploration

How were NASA technologies turned into Spinoff products?

How might you use NASA technologies to design your own Spinoff
products?

What types of jobs or careers do you think could be associated with
these types of Spinoff products?
Materials: (DAY TWO)
 Student copies of the Group Share handout
 Laptops for each student with internet access or a computer lab
 Student copy of the NASA Home and City Website Worksheet
☒Asking questions (for
science) and defining
problems (for engineering)
Page 9 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
☐Explanation
☐Extension
Preparation:
 You will need to make sure you have copies of the handouts made
for each student before you begin the lesson.
☐Evaluation

Article and Think-Pair-Share:
 Begin the class by asking students what it means to be innovative.

Pass out the NASA Spinoff Timeline. Next, pass out the Group Share
worksheet and have students complete the first column.

Assign students to a specific time set on the Group Share handout.
Allow students to use the timeline to fill in their column on their
handouts.
Once students have finished their assigned column, move students to
a group so each person in the group has a different time set
completed on their Group Share handout.

☐Developing and using
models
☐Planning and carrying out
investigations
You may also want to model a response on the Group Share handout
so students know what you mean by writing down a highlight from the
timeline.
Facilitation of Learning Experience:

Science and Engineering
Practices
☒Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Have students communicate with each other the highlights in NASA
innovation for each of their assigned time set. Then, as a group, allow
them to discuss with each other what NASA has to offer or look
forward to in the future – up to 2050.
Page 10 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Science and Engineering
Practices
Transition: After the Group Share activity, move into the NASA Home and
City interactive website...
NASA Home and City Interactive Website:
http://www.nasa.gov/externalflash/nasacity/index2.htm
 After the conclusion of the Think-Pair-Share activity, transition into an
online interactive exploration activity on NASA Spinoff products. This
activity will allow students to engage in an interactive webpage that
shows students a large variety of NASA Spinoff technologies.
☐Engagement
☒Exploration

First, show students how to navigate the webpage. It’s very easy.
You simply click on what you want to see, read the information, look
at the picture, watch the video clip, and click on other resources if you
want to further your exploration of that product.

Pass out the NASA Home and City worksheet and allow students to
interact with the website to complete the worksheet.

If time remains, you may wish to conduct a class discussion of the
many different Spinoff products the students discovered while
navigating the NASA Home and City webpage.
Materials: (DAY THREE)
 Student copies of the “temperfoam” article
 Student copies of the product template
 Teacher computer with projector and internet access
☒Asking questions (for
science) and defining
problems (for engineering)
Page 11 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Explanation
☐Extension
☐Evaluation
Details
Preparation:
 Make student copies of the “temperfoam” article and the product
template.


Science and Engineering
Practices
☐Developing and using
models
☐Planning and carrying out
investigations
Be familiar with how the product template should be filled in. Refer to
the samples in the PowerPoint on slides 18, 19, and 20 to view the
samples.
☒Analyzing and interpreting
Have groups created of 3-4 students per group. These groups will be
used for the rest of the project and challenge.
☐Using mathematics and
computational thinking
Facilitation of Learning Experience:
 Use slide 12 in the PowerPoint to introduce the topic of the day. (How
NASA technologies are turned into Spinoff technologies)

Use the link found on slide 16 to show students the webpage
companies use to create a partnership with NASA.

Review slides 18, 19, and 20 to show students samples of product
templates and how a NASA technology was partnered, then turned
into a new Spinoff product.

Pass out the “temperfoam” article and read it together as a class.

Have students focus one these questions to consider...
- What was the original NASA technology and what was it used for?
data
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 12 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Science and Engineering
Practices
- Who did NASA create a partnership with to create the new item?
- What was the outcome of NASA and their partnership?

After reading the article, find the product template found on slide 17
of the PowerPoint and fill in the product template together as a class
on an overhead projector or Smartboard if you have one.
- You can find an example of a completed product template in the
resource folder.
Transition:
 After you complete the modeling practice of the product template as a
class, introduce the assignment for the next day and what students
will be expected to do
☐Engagement

You may also use this time to assign groups. This will free up some
“work time” tomorrow in class.

Tell students that their group will be assigned a specific NASA Spinoff
technology tomorrow and they will dissect the product information
and build a product template just like we did today.

It is important to retrieve accurate and detailed information on the
product because this product will be part of their presentation as their
final assessment.
Materials: (DAY FOUR)
 Copies of each NASA Spinoff product article
 Teacher computer with projector
☒Asking questions (for
science) and defining
Page 13 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Exploration
☐Explanation
☒Extension
☐Evaluation
Details

Copies of product template
Preparation: In preparation to extend the NASA Spinoff technology
process, you will need to make sure the following is prepared before you
start the lesson...

Group copies of the NASA Spinoff product article. You already
assigned groups the day before at the end of class.

Student copy of the product template.

problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
Facilitation of Learning Experience:
 Pass out the correct NASA article to group members. They will be
working individually for the first activity.

Science and Engineering
Practices
Post the questions to consider on the board found on slide 23 so they
can use the questions as a guide as they read.
Post the Close Reading instructions on the board found on slide 22 of
the PowerPoint. Go over the instructions with students so they know
what to do.

Allow the students to read the article on their own as they conduct the
Close Read.

After the students finish the Close Read assignment, allow them to
collaborate within their groups to discuss their findings and eliminate
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 14 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Science and Engineering
Practices
any misconceptions.
☐Engagement
☐Exploration
☐Explanation
☒Extension
☐Evaluation

Next, have students work as a group to complete their product
template. This template will serve as the basis for the group’s
research for their challenge (project).

Introduce the engineering design process. Guide students through
the steps to consider how they will use the spinoff technology for a
unique product.
- Use the NASA Design Process packet found at this link...
http://www.nasa.gov/pdf/324206main_Design_Packet_II.pdf
Materials: (DAY FIVE)
 Teacher computer with projector and internet access.
 Copies of the project rubric and tutorial of Windows Movie Maker
Preparation:
 Make copies of the rubric for each student and have the link to the
tutorial copied for the students.

Make sure you are familiar with the basic components of Windows
Movie Maker or PowerPoint
Facilitation of Learning Experience:
 Introduce the challenge with slide 23 of the PowerPoint.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☒Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
Page 15 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details


Pass out the rubric and tutorial link and review the assignment and
requirements with the students.
Show the student sample video found on slide 26 of the PowerPoint.

Show students how to navigate the tutorial link found at...
http://etc.usf.edu/te_win/movies/windowsmm.html.

Students are usually not very familiar with the Windows Movie Maker
program, so you may want to use this time to familiarize the class
with the basics of the program.
- Students may choose to create a PowerPoint instead depending
on their background knowledge of Movie Maker or their comfort level
with technology.
Science and Engineering
Practices
☒Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Transition:
 Allow students to get into their groups and create an outline,
brainstorm ideas, and assign tasks to each group member.
Page 16 of 20
NASA Spinoffs
Challenge-Based Unit
Lesson 2 of 2
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
Details
Materials: (DAYS SIX, SEVEN, and EIGHT)
 Computer lab for student work and research
☐Exploration
☒Explanation
Preparation:
 Be sure to schedule the computer lab ahead of time so that it can be
used for student/group work.
☐Extension
☒Evaluation
Science and Engineering
Practices
☒Asking questions (for science)
and defining problems (for
engineering)
☐Developing and using models
☒Planning and carrying out
investigations
Facilitation of Learning Experience:
Act as a facilitator as you circulate the room and monitor group
progress. Try to not answer any questions pertaining to their challenge
directly. Allow the students to work and problem solve within their
team.
☒Analyzing and interpreting data
☐Using mathematics and
computational thinking
☒Constructing explanations (for
science) and designing
solutions (for engineering)
☒Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 17 of 20
NASA Spinoffs
Challenge-Based Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
Details
Materials: (DAYS NINE and TEN)
Computer and projector with speakers for student presentations.
☐Exploration
☒Explanation
☐Extension
☒Evaluation
Science and Engineering
Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
Preparation:

Make sure that all student projects are saved and ready for
presentation.
☐Planning and carrying out
investigations

Have the grading rubric ready for scoring of student presentations.
☐Analyzing and interpreting
data
Facilitation of Learning Experience:



Students will present their videos to the class. Students should
provide feedback on the presentation of their peer identifying
what they learned, what they liked about the presentation, and
suggestions for improvement.
After all students present, display the exit slip slide from the
PowerPoint (slide 27).
All students should develop an individual response reflecting on
how technology used for space exploration impact human lives
daily.
☐Using mathematics and
computational thinking
☒Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 18 of 20
NASA Spinoffs
Challenge-Based Unit
Supporting Information
Struggling Learners
Interventions/Enrichments
Identify interventions and enrichments for
diverse learners.

Scaffolding and chunking of assignments may help in the teaching of
struggling learners. Construct models and provide printouts of examples,
and/or chunk assignments into smaller or shorter segments.

It may also be beneficial to use mixed ability grouping when choosing
team groups.

Establish mini-deadlines and a specific timeline to structure work time and
increase effectiveness. Individually conference with students frequently to
assess progress and to establish clear expectations for next steps.

Prompt students using guiding questions in the early part of the learning
cycle to scaffold instruction.

Allow students to access information through multiple means, such as by
turning on read aloud features in the technology and turning on closed
captioning on all videos.

Pre-highlight and/or color code readings to allow students to focus on key
concepts only. Use synonyms or antonyms to make comparisons. Give
symbolic examples to form a mental image when applicable.
English Language Learners

Most strategies described above for special education/struggling learners
are also applicable to English Language Learners and should be utilized
as appropriate.

Translate oral and written directions and content materials into the
students’ native language, as necessary.
Page 19 of 20
NASA Spinoffs
Challenge-Based Unit
Supporting Information

Allow for the use of a bilingual dictionary. Allow students to read print
material aloud to themselves.

Allow extra time and read directions and other print material aloud to
students as necessary.
Gifted and Talented

Instructors will encourage independent thinking and abstract thought.

Instructors should be accepting of debate, discussion, and questions from
students and should ask higher level questions.

Consider not providing the scaffolding suggestions listed in the lesson.

Instructors can provide additional research on NASA technologies to
extend the thinking of students. Students may consider contacting NASA
and STEM professionals themselves to create personal dialogue about
the topic presented in class.
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