Sample Instructional Module
The following is a sample module intended to provide an example of possible instruction for the FUSD
Scope and Sequence. Consider this a work in progress. As a sample instructional plan, it should invite
discussion and development. It is not intended to be prescriptive, only suggestive. It may provide ideas and
guidance. The module can be adapted, modified, expanded, delivered as-is, or not used at all. It simply
provides an example of a shorter module of instruction that incorporates:
 Integration of interactive reading, writing, and speaking processes
 Text dependent writing and speaking
 Formative assessment opportunities
5th Grade ELA – Sample Module
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How does exploration and discovery open people’s ideas of what they
think is possible?
Grade Level:
Fifth Grade
Discipline:
English Language Arts and Literacy
Module
description
(overview):
Big Idea: Interactions influence perspective
Enduring Understanding: Exploration past, present or future expands our world knowledge and impression of one
another.
Essential Question: How does exploration and discovery open people’s ideas of what they think is possible, and at
what cost?
Background to
share with
students:
Mankind has always wondered if we are alone in the universe. We will spend the next few weeks studying the pros and
cons of space exploration.
Teaching task:
How has exploration and discovery opened people’s ideas of what they think is possible, and at what cost? After reading,
The Solar System (Unit 5 Harcourt), The Pros and Cons of Space Exploration, The Cost of Space Exploration , viewing digital
media, and videos, write a letter to President Obama that either supports of refutes government spending on space
exploration using at least 4 pieces of evidence from the texts.
5th Grade ELA – Sample Module
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TEXTS AND OTHER MATERIALS USED IN TEACHING TASK
TEXT/ OTHER MATERIAL
Earth Science: Exploring Space
http://app.discoveryeducation.com/se
arch?Ntt=space+exploration
The Solar System, Unit 5, pages 334335, 346-351
CITATIONS
Video-Discovery Education
(Every FUSD employee has a Fresno
County Office of Education Log in,
and access to Discovery Education
website. You MUST be logged in to
access the video see link below)
http://www.fresnounified.org/dept
/it/ITI2/classes/pages/Discovery%
20Education%20and%20BrainPop.
aspx
Harcourt Science
www.teacher.scholastic.com/space/mis Website
sion.htm
Pros and Cons of Space Exploration
(Resource available in Appendix)
Article
http://www.youtube.com/watch?v=Af
nvFnzs91s
Video-Challenger Disaster Live on
CNN
Space Shuttle Challenger (Resource
available in Appendix)
Article on the Space Shuttle
Challenger Disaster
Space Junk (Resource available in
Appendix)
Article
The Cost of Space Explorationpersuasive Essay (Resource available in
Appendix)
Article
5th Grade ELA – Sample Module
COMMENTS
Teacher Choice -This is an informational video about
space exploration and the accomplishments over time.
(This will support the pro argument of the culminating
task)
Suggested Related Text-This text supports the
knowledge we have gained through space exploration.
(This will support the pro argument of the culminating
task)
Teacher Choice-This website gives historical space
missions. (i.e. Apollo 11, Friendship 7, STS 7, and the
Top 25 Space Firsts) (This will support the pro
argument of the culminating task)
Teacher Choice-This article addresses pros and cons of
space exploration. (This will bridge the text set from
the pros to the cons and build arguments for the
culminating task)
Teacher Choice-This video shows the explosion of the
Challenger space shuttle. (This will support the con
argument of the culminating task)
Teacher Choice-This article will explain the events of
how the space shuttle Challenger exploded. (This will
support the con argument of the culminating task)
Teacher Choice-This article explains about unused
technology floating in orbit around Earth. (This will
support the con argument of the culminating task)
Teacher Choice-This article addresses some of the
concerns about the amount of money spent on space
exploration.
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COMMON CORE STATE STANDARDS
READING STANDARDS FOR ARGUMENTATION
“BUILT-IN” READING ANCHOR STANDARDS
“WHEN APPROPRIATE” READING ANCHOR STANDARDS
(DARK TEXT MARKS STANDARDS APPLYING TO THIS TEACHING TASK)
1- Read closely to determine what the text says explicitly and to make logical
3- Analyze how and why individuals, events, and ideas develop and interact over the
inferences from it; cite specific textual evidence when writing or speaking to
course of a text.
support conclusions drawn from the text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each
other and the whole.
4- Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
6- Assess how point of view or purpose shapes the content and style of a text.
10- Read and comprehend complex literary and informational texts independently
and proficiently.
7- Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR ARGUMENTATION
“BUILT-IN” WRITING ANCHOR STANDARDS
“WHEN APPROPRIATE” WRITING ANCHOR STANDARDS
(DARK TEXT MARKS STANDARDS APPLYING TO THIS TEACHING TASK)
1- Write arguments to support claims in an analysis of substantive topics or texts,
2- Write informative/explanatory texts to examine and convey complex ideas and
using valid reasoning and relevant and sufficient evidence.
information clearly and accurately through the effective selection, organization, and
analysis of content.
4- Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
3- Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6- Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7- Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
5th Grade ELA – Sample Module
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TEACHING TASK RUBRIC (ARGUMENTATION)
5th Grade ELA – Sample Module
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What Instruction?
PACING
SKILL AND
DEFINITION
MINI-TASK
INSTRUCTIONAL STRATEGIES
PRODUCT AND PROMPT
SCORING (PRODUCT
“MEETS EXPECTATIONS” IF
IT…)
1. Task engagement
Short Response with Bullets
None
Ability to connect the
task and new content to
existing knowledge,
skills, experiences,
interests, and concerns.
What do you know about space
exploration or our Solar System?


2. Task analysis
Notes/Discuss
None

Ability to understand
and explain the task’s
prompt and rubric.
Closely read and annotate the task.
Work in groups to create a GIST
PREPARING FOR THE TASK
Day 1
Day 1
Introduce topic
Students brainstorm as many terms and concepts they
are familiar with regarding space and exploration
 QFT- Use this strategy to generate focus questions to
answer throughout the module
 Discuss student responses.
Discuss and clarify any confusions in the prompt and
“success criteria” on the rubric
 Have students write a GIST in 20 words or less
INTEGRATED LITERACY (READING, WRITING, SPEAKING & LISTENING, AND LANGUAGE)
Ongoing
2. Essential vocabulary
Vocabulary list
Ability to identify and
master terms essential
to understanding a text.
In your notebook, list words and
phrases essential to the texts. Add
definitions, and (if appropriate)
notes on connotation in this context.
5th Grade ELA – Sample Module

Lists appropriate
phrases.
 Provides accurate
definitions.

Work with class to identify key words and why they are
key to the Big Idea and
 Identify language of the discipline or topic.
 Target their eyes on words or phrases that need
interpretation beyond the literal.
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Day 2
3. Note Taking
Notes
Ability to recall relevant
information from
experiences, or gather
relevant information
from print and digital
sources
While watching the video, use the
graphic organizer to record what
technological devices we have
invented to explore space, and the
information we have learned
through our missions

Includes all relevant
information.
Media: Earth Science: Exploring Space


Show video
Use graphic organizer to record information(Possible 3
column note taking-Resource/Pros/Cons) See Example
 http://app.discoveryeducation.com/search?
Ntt=space+exploration

Days 2
and 3
4. Active Reading
Notes
Ability to read explicitly
and identify the central
point and main
supporting elements of
a text.
Using your graphic organizer, closely
read to find out what knowledge we
have gained through space
exploration
Days 3
and 4
5. Active reading
Constructed Short Responses
Ability to read explicitly 1.
and identify the central
2.
point and main
supporting elements of
a text.
3.
4.
5.
6.
5th Grade ELA – Sample Module
What are the layers of the sun?
(334-335)
What information has been
discovered about the sun? How
did we learn it? (334-335)
What information have we learned
about the inner planets? (346-47)
What characteristics have we
learned about the outer planets
from space exploration? (348-349)
How are the outer planets similar?
How are the outer planets
different from inner planets?(348)
Where do scientists think
asteroids came from? (350-351)

Includes all relevant
information

Answers questions with
credible response.
 Score/Grade
4, 2, 1 Writing task (Generate 4 most important ideas,
then they work in groups to create a list with 2 most
important, then two groups join to create 1 most important
idea, then discuss as a class)
Textbook: Use pages 334-335, 346-351 from Harcourt
Science.
 Annotate text-circle or record unknown words or
phrases
 Students ask questions to clarify
 Underline key details of knowledge gained through
space exploration
 Revisit questions from Day 1 QFT to see if any questions
have been answered after reading text
(A simple way to annotate in a textbook is to use a clear
sheet protector, cut lengthwise, or transparencies then use
dry erase pens)
Revisit Textbook: 334-335. 346-349from Harcourt Science
 Teacher poses text dependent questions
 Students record answers in journals, and discuss with
groups or elbow partners)
 Students highlight the 5 most important facts they
learned about the sun, planets, asteroids and comets due to
space exploration.
 Students record the facts on their module graphic
organizer(Resource available in Appendix)
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Days 57
Day 8
and 9

Website: www.teacher.scholastic.com/space/mission.htm
In groups, you will need to create a
timeline that summarizes key details
and events about your mission.
Identifies relevant
elements.
 Includes information to
support accurate citation
(for example, page numbers
for a long text, clear
indication when quoting
directly).
Active Reading
Notes

Ability to read explicitly
and identify the central
point and main
supporting elements of
a text.
As you read about the pros and cons
of space exploration, circle any
confusing words or phrases. As you
reread the text consider this
statement, “Space exploration is
amazing and should be continued at
all costs.” Write the letter S next to
details that SUPPORT the statement,
and an R next to details that REFUTE
the statement.
Article: Pros and Cons of Space Exploration (Resource
available in Appendix)
7. Note Taking
Notes
Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources.
(Activities may vary)
Identifies relevant
information
 Text shows evidence of
correctly annotating text
with ‘S’ and ‘R’
 Score/Grade

Use this website as tool for students to gather research
information about famous NASA missions.
 Depending on available technology, you may be able to
have students read from the website, or you may need to
print the website information about Friendship 7, Apollo
11, and STS 7
 Revisit questions from Day 1 QFT to see if any questions
have been answered after reading text

Use a 3-Column note taking tool for Reading for
Meaning. (Resource available in Appendix)
 Possible opportunities to revisit text:
1. Reread for text dependent questions
2. Generate a list of questions they have about the new
information
3. Annotate with a purpose: things that surprised them, most
important information, connections to prior readings etc.

Additionally, you may wish to have your students write
about what they learned.
 Revisit questions from Day 1 QFT to see if any questions
have been answered after reading text
Day 10
Active Reading
Notes
Ability to read explicitly
and identify the central
point and main
supporting elements of
a text.
As you watch this video, make a list
of questions and information you still
want answered. Compare questions
with your group, and be prepared to
share out top 2 questions.
5th Grade ELA – Sample Module

Relevant follow up
questions should be
included
Media: Challenger Disaster Live on CNN
 This task will require students to make questions
regarding the outcome of the Challenger space shuttle. (It
is important to not frontload any information prior to the
video.)
 Teacher records questions for guiding questions with
the companion reading.(Resource available in Appendix)
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Day 11
Day 12
7. Note Taking
Short Response
Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources.
Using the article on the Challenger
space shuttle, your group will have a
chance to answer the questions your
class created. Record your answers
on post-it notes. Save the post-it
notes to place on the chart at the end
of the activity.
Active Reading
Notes/Response
Ability to read explicitly
and identify the central
point and main
supporting elements of
a text.
As you read, annotate the text by
marking a ? for things that are
confusing, a * next to important
information, and a Q with a question
they want to ask. After you mark the
text, discuss the annotation marks.
Finally, write a response to answer
1.
2.
5th Grade ELA – Sample Module
What is the author’s viewpoint
of space junk?
Give examples for the text that
the author uses to support their
opinion.

Score/Grade

Score/Grade
Article: The Space Shuttle Challenger(Resource available in
Appendix)
 Question Carousel-A suggested activity is to record the
student generated questions on chart paper, separate
students into different groups, and then take turns finding
the answers to the questions. It is helpful to have post-it
notes available to place on the chart. After the students
have answered the questions, have the students return to
the charts to place their answers from the post-it notes on
the chart. You may wish to number the questions.
 Discuss the answers as a class, and possible unanswered
questions.
 Revisit questions from Day 1 QFT to see if any questions
have been answered after reading text
Article: Space Junk (Resource available in Appendix)
 Use the module graphic organizer (Resource available
in Appendix)
 Possible opportunities to revisit text:
1.
2.
Reread for text dependent questions
Generate a list of questions they have about the new
information

Additionally, you may wish to have your students write
about what they learned.
 Revisit questions from Day 1 QFT to see if any questions
have been answered after reading text
P a g e |9
Day 13

Active Reading
Notes/Response
Ability to read explicitly
and identify the central
point and main
supporting elements of
a text.
As you read, annotate the text by
marking a ? for things that are
confusing, a * next to important
information, and a Q with a question
they want to ask. After you mark the
text, discuss the annotation marks.
Finally, write a response to answer
Score/Grade
Student Opinion Essay: Cost of Space Exploration (Resource
available in Appendix)
 Use the module graphic organizer (Resource available
in Appendix)
 Possible opportunities to revisit text:
3.
4.
What is the author’s viewpoint of
space Exploration?
Reread for text dependent questions
Generate a list of questions they have about the new
information

Additionally, you may wish to have your students write
about what they learned.
 Revisit questions from Day 1 QFT to see if any questions
have been answered after reading text
 Essay could be used during writing process to examine
language and components of an opinion writing.
Give examples for the text that the
author uses to support their opinion.
TRANSITION TO WRITING
Day 14
1. Bridging
Short response
No scoring
Ability to begin linking
reading results to
writing task.
You must take a stand. Decide whether
you agree or disagree with the following
statement: Space exploration should be
continued at all costs. After you make
your stand, you will discuss your opinion
with others who answered similarly, then
with someone who had a different
opinion.

You will need to have students move to the 4 corners of
the room. I=Strongly Agree, 2=Agree, 3=Disagree, 4=
Strongly Disagree
 Students will move to the appropriate corner, then
discuss to build their argument. After a few minutes,
students will move to meet with opposing views. Strongly
agree meets with Disagree, etc.
WRITING PROCESS
Day 15
2. Planning
Outline/organizer
Ability to develop a line
of thought and text
structure appropriate to
an opinion task.
Create an outline based on
your notes and reading in
which you state your
opinion, sequence your
points, and note your
supporting evidence.
5th Grade ELA – Sample Module

Creates an outline or organizer.

Supports controlling idea.

Uses evidence from texts read
earlier.

Provide and teach one or more examples of outlines or
organizers.
 Invite students to generate questions in pairs about how
the format works, and then take and answer questions.
P a g e | 10
Day 16
1. Controlling Idea
Ability to establish a
opinion and consolidate
information relevant to
task.
Days 17
3. Development
Ability to construct an
initial draft with an
emerging line of
thought and
structure.
Days 18
Day 19
Day 20
Opening paragraph
Write an opening
paragraph that includes
an opinion and sequences
the reasons you plan to
make in your
composition
Initial draft
Write an initial draft
complete with opening,
development, and
closing; insert and cite
textual evidence.
4. Revision
Multiple drafts
Ability to refine text,
including line of
thought, language
usage, and tone as
appropriate to audience
and purpose.
Refine composition’s
analysis, logic, and
organization of
ideas/points. Use textual
evidence carefully, with
accurate citations. Decide
what to include and what
not to include.
5. Editing
Correct Draft
Ability to proofread and
format a piece to make
it more effective.
Revise draft to have sound
spelling, capitalization,
punctuation and grammar.
Adjust formatting as
needed to provide clear,
appealing text.
6. Completion
Final Composition
Ability to submit final
piece that meets
expectations.
Bravo, Turn in your
composition.
5th Grade ELA – Sample Module

Establishes a controlling idea.
Identifies key points that support
development of the controlling idea.




Provides complete draft with all
parts.
 Supports the opening in the later
sections with evidence and citations.

 Provides complete draft with all
parts.
 Supports the opening in the later
sections with evidence and citations.
 Improves earlier edition.

 Provides draft free from
distracting surface errors.

 Uses format that supports
purpose.

Fits the “Meets Expectations”
category in the rubric for the teaching
task.
Offer several examples of opening paragraphs.
Ask class to discuss what makes them strong or weak.
Review the list that students created earlier to identify
needed elements (from Cluster 1, skill 2).
Encourage students to re-read prompt partway through
writing, to check that they are on-track.
Model useful feedback that balances support for
strengths and clarity about weaknesses.
 Assign students to provide each other with feedback on
those issues.
Briefly review selected skills that many students need to
improve.
 Teach a short list of proofreading marks.

Assign students to proofread each other’s texts a second
time.
Celebrate!
P a g e | 11
How has space exploration and discovery opened people’s ideas of what they
think is possible? And at what cost?
Topic and
Pros
Cons
Resource
Topic and
Resource
Pros
Cons
Pros and Cons of Space Exploration
We plan vacations to tourist spots nearby; we plan to spend holidays to faraway lands. But how would
it feel if we could plan a vacation to Mars? How would it be to plan a holiday to some 'tourist
destination' in space? Won't it be exciting? Definitely, yes! Although it sounds unbelievable, it has the
potential of becoming a reality. The dream once dreaded is seen with thrill today. It is on its way of
turning true if we succeed in exploring space. Astronomers and space researchers have already started
taking efforts in this direction. They have begun exploring space. Nations have sponsored manned and
unmanned space flights to destinations unexplored in view of making the 'impossibles', possible. But is
space exploration really a rosy picture? Or do some dark clouds shadow it?
Pros
Space exploration has the potential of discovering the yet undiscovered facts about space. It has a
great potential of resolving mysteries that surround the outer space. It may bring about a dramatic
change to our lives.
Through the exploration of space, we may find new minerals, new precious materials. We may end up
finding new human-like species in the outer space. We may find new living beings that are better
developed and better evolved than we are. Exploring space may lead us to the discovery of an all-new
world. An unexpected progress and advancement that the living beings in space might have made, may
take us by surprise.
Space exploration whets the human appetite for adventure. There are many brave souls around the
world who wish to take risks in life. They love adventure, they love accepting challenges, and they love
making the impossibilities possible. Space exploration satisfies this human desire of adventure.
Cons
One of the most important cons of space exploration is the money spent in the research. The money
that is spent on space exploration can rather be spent to reduce poverty in the underdeveloped
countries. The national wealth can rather be channelized towards the betterment of the downtrodden
lot of the society. Space exploration involves both astronomy and space technology. It requires a huge
amount of money to be spent on the journey to space. Some believe that the money can be diverted
towards the poor. When many cannot even meet their basic needs in life, is it right to spend on space
exploration?
Manned missions to space impose a huge amount of risk on the astronauts who travel to space. Apart
from the expenditure of money, a travel to space also risks the human life. The human beings who
travel in space have to face harsh conditions and challenge themselves to adapt to unfriendly
environment. Unmanned missions and those using robots to explore space are a solution to risking the
human life. But robots mean another new technology, thus incurring added costs.
What seems to take us by surprise may land us in trouble. We may find something in space that is
lethal to life on Earth. We may discover something that is extremely harmful for the living beings on
Earth. Space exploration may invite some dangerous microorganisms that may exist in space. The
extraterrestrial beings may actually prove dangerous for human life.
Space exploration can mean a major leap for mankind but it is also criticized as not having achieved
any major scientific breakthroughs. Public interest can serve as the determinant factor in judging the
suitability of space exploration. It may not be wise to splurge on space exploration if other basic needs
are being ignored or left unfulfilled.
Space Shuttle Challenger
Fuel tank…check! Oil tank…check! Oxygen tank…check! Five-point seatbelt…check! Helmets on…check!
Astronauts, are you ready for takeoff?
Ready as ever!
In 5, 4, 3, 2, 1, rocket ignited. We have liftoff!
The rocket has been in the air for 70 seconds, 71, 72, 73, 7…oh my dear lord what has happened? Did it
explode? Did it catch on fire?
On board the Challenger was the first school teacher ever sent into space. NASA had a contest for the
perfect teacher to join the mission, and Christa McAuliffe was the teacher who won.
Pressure
NASA was under a lot of pressure to launch the Challenger in time so it would not delay other shuttle
launches scheduled for later in the year. The launch of two space probes, Ulysses and Galileo, had
delayed the Challenger launch several times. After the two probes were finally launched, the
Challenger itself had technical problems, delaying it even more. Even when the Challenger was
launched, NASA was aware it had a few problems, but NASA knew they had those same problems
before with other spacecraft and nothing went wrong.
The media also put a lot of pressure on NASA by criticizing NASA for all of its delays. This was because
the launch would be broadcast on live television. Schools all over the United States were planning to
watch the launch because there was a teacher being sent into space.
What NASA Wanted to Show the World
In this mission, there were a lot of things NASA wanted to show the world including:
Flying space could become an everyday thing for a regular (not-trained) person by sending a teacher
into space.
Show off some of their high-tech machinery so people would support NASA’s missions. They would do
this when they were giving the televised lessons while showing some of the equipment and telling
what astronauts used it for.
Show kids the fun of being an astronaut so they would get more interested in space by having the
winning teacher, Christa McAuliffe, teach different lessons from space. She would have been on the
spacecraft giving the lessons, having NASA broadcast them to schools around the world. The first
lesson would be "The Ultimate Field Trip," showing kids how astronauts live and work in space. The
second lesson would be "Space: Where We’ve Been, Where We’re Going." This lesson would show kids
what NASA is planning to do in the future with space, especially the manned space station.
Information NASA Wanted to Gather
The Challenger was carrying several payloads into space including:



The Spartan-Halley Science Package which was supposed to study Halley’s Comet and take pictures
of it. It was the biggest, most high tech communication station ever built.
The Tracking and Data Relay Satellite, which was supposed to control all spy satellites orbiting
Earth.
Television stations planned to broadcast the launch of the payloads live.
What Happened to the Challenger
Most people have heard the Challenger exploded, but many people don’t really understand how that
happened. One of the pieces on the huge rocket boosters that lifts the shuttle into orbit did not work
correctly. This piece was called an O-ring, and it was part of the shuttle’s right rocket booster. The Oring is like a giant rubber washer, just like the washer in your sink faucet. Because it was very cold on
the morning of the launch, the O-ring did not work correctly. It allowed hot gases to leak out of the
rocket booster. Flames from inside the rocket booster shot out of the place where the O-ring was
supposed to be. These flames burned a hole in the shuttle’s external fuel tank and caused the rocket
booster to break off, creating an even bigger hole in the fuel tank. The fuels in the tank mixed and
created a giant fireball, tearing apart the shuttle.
Reaction
All of the shuttles have been redesigned to prevent an accident like the Challenger disaster from ever
happening again. The O-ring has been improved, and there is even a "crew bail-out system" where the
shuttle can be landed quickly if there is a problem.
After the Challenger was destroyed, it changed the way people looked at NASA. NASA wanted people
to support it, but instead of impressing the viewers, the Challenger disaster scared them. Also, NASA
wanted to make sending regular people into space an everyday thing. Even though it has been 14 years
since the shuttle disaster, NASA still has not attempted to send anyone that is not a trained astronaut
into space.
SPACE JUNK
Lexile: 740L
Publication: National Geographic Explorer (May2010)
Author: McDowell, Jonathan
Space around Earth is becoming a garbage dump. Will a lost tool or smashed satellite crash into
the next space mission?
Everything seemed normal in space. Astronauts were hard at work on the International Space
Station. Suddenly, alarms sounded. Mission Control ordered them to abandon the station. They
rushed to the escape pod, where they waited for further orders. What was the emergency? A
small piece of space junk was speeding toward the space station at 28,000 kilometers (17,500
miles) per hour. Mission Control feared it would slam into the station. Ten minutes later, Mission
Control sent an all-clear order. Phew! The station was safe. This close call happened on March
12, 2009. It wasn't the first time space junk threatened astronauts' lives. And it won't be the last.
I know. I've been interested in trash since I was 12 years old. I don't mean the trash that's lying
around your bedroom that makes your parents mad. I mean the trash that's littering the space
around our planet. We put a lot of trash in space. Each year, we add more. It's sort of like space
trash is out of sight, so it is out of mind. Yet space junk has caused a lot of problems.
The first artificial satellite was launched in October 1957. Since then we have launched thousands
of satellites. I used one of them to hunt for black holes. Many are still in orbit. Only one in five still
work. The rest are junk. Satellites come in many shapes and sizes. Some are as large as a school
bus. Despite their size, most aren't that dangerous. They are large enough to track. We can map
where they are.
Burned-out satellites are just one kind of space junk. Rockets streak through space to place
satellites there. Usually one section of a rocket ends up staying in space, too. These once
valuable rockets now are part of a growing band of space waste. Many still contain rocket fuel that
can explode. If one blows up, it can splinter into hundreds of small pieces. Each one of those small
pieces adds to the amount of space junk. Some space junk already has been smashed into
smaller pieces. The United States and the former Soviet Union used to test weapons by destroying
old satellites. These target satellites shattered into hundreds of small pieces. China did the same
thing a few years ago. One of its missiles crashed into a large weather satellite. The missile and
satellite shattered into many pieces, becoming the single worst case of space littering--ever. So far,
scientists have counted more than 2,800 pieces.
Space junk even can make more space junk. just last year, a broken Russian satellite smashed
into a working U.S. satellite. What happened? Both satellites exploded into a lot more space junk.
The smash-up littered space with more than 1,600 large pieces and countless smaller ones. Each
of these pieces threatens the astronauts who bravely work in space. Each piece could also destroy
working satellites.
With each new space mission, it seems like more and more small pieces of space junk pile up.
Some of this trash winds up there accidently. Others are put there on purpose. Missing tools, lost
screws, dropped gloves, and chipped paint all can become space junk. So can regular trash.
Russian cosmonauts on a space station threw away trash by tossing it into space. As a result,
about 300,000 pieces of space junk larger than one centimeter (about half an inch) now litter
space.
All this trash can cause problems. Objects orbiting Earth the same distance as the International
Space Station whip through space at 7.7 kilometers (almost five miles) per second. At that speed,
an object the size of a nickel packs the same wallop as a car going 80 kilometers (50 miles) per
hour. This can cause lots of damage. Space trash has cracked windows. It has chipped heat
shields. It has ripped holes in solar panels. Nothing orbiting Earth is safe from this debris.
Space junk also threatens Earth. On average, one piece of junk falls back to Earth each day.
Friction with particles in Earth's atmosphere causes most of this stuff to burn up in the air. Big
pieces slam into the ground or splash into the oceans. Luckily, only one person has been hit by
falling space junk. She was not hurt.
To protect astronauts and valuable satellites, scientists track space junk. By using radar and
telescopes, they can track pieces of trash larger than a grapefruit. This allows scientists to keep
tabs on 19,000 pieces of junk. This is only the largest space waste, though. Millions of pieces are
much smaller. These small scraps can do big damage. Yet there is no way to know where they
are.
What can be done about space trash? A good first step is to make less of it. Scientists are
designing tools that are harder to lose. For example, it can be easy for an astronaut to drop a
camera lens cap. It's harder to lose the cap if it is tied to a camera. A rocket can use its leftover
fuel. That keeps the rocket from blowing up and making even more trash. Special shields can
protect astronauts and spacecraft, too. Astronauts wear spacesuits with a layer of bullet-proof
material. This protects them from small pieces of trash, which could slice through their suits.
Making less trash and protecting astronauts are only the first steps. We know that the junk already
in space is very dangerous. Currently, about 13,000 close encounters take place between working
spacecraft and space junk each week. Worse yet, the junk already in space is making more junk.
So something needs to be done. Scientists are looking for ways to clean up space waste. One
idea is to shoot lasers at litter. The lasers would move the litter away from working satellites. The
only problem is that Earth's gravity would pull the litter back. So the litter would become a problem
again.
New spacecraft also can act like garbage trucks. Nets on these high-flying garbage trucks could
catch litter and dump it into Earth's atmosphere. The litter would burn up before hitting the ground.
Some of the burning trash might light up the sky. One thing is clear: Scientists must work together
to find solutions. No one country is responsible for cleaning up space. Many countries tossed junk
into space. Now we have to clean it up so space is safe!
$790,000,000,000
Seven hundred ninety billion dollars is the amount of money the United States has spent
on space exploration over the past 40 years according to the Office of Management and
Budget and the Air Force Almanac. That amount of money could be used to provide
healthcare to everyone in America. We could use that money to fund cancer or other
medical research that would save people living on planet Earth. Even with the amazing
things we have learned about space, the planets, or the sun, we still have people here on
our planet living without food or water. How does that kind of spending make sense?
Some people might argue that the discoveries and progress made due to space
exploration has revolutionized the world. True, we have made lots of scientific
advancements like how to use radar, mobile phone satellites, or the internet. However,
there have been no real major discoveries exploring space. We have learned that it is a
huge expanse of “space”. We know the distance to the moon, sun, and all the planets.
What else do we need to know? Furthermore, we have all this amazing technology
being used to look at stars. It would make more sense to look into ways to help fight
diseases, or improve manufacturing, farming, irrigation, transportation, or even
pollution.
You may not know, but out in space floating around planet earth is lots of pollution. We
call it space waste, or junk. Because we cannot see the waste, most people are unaware
that there is a huge amount of old, broken-down, useless technology floating in orbit
around Earth. When we do decide to explore space, we now must be careful not to
damage expensive equipment by maneuvering around the waste. There has been more
than one close call at the International Space Station, our floating research laboratory,
of a possible collision with space waste. What a waste of 1 billion dollars if some of the
debris crashes into our very expensive research facility! With so much time and money
invested in space exploration it may be a long time before the government cuts back its
spending.
Space Exploration