Objective Content

Unit

Exploring Space

Local Objective

At the end of this unit, the students will be able to...

a. Outline the development of rocket technology.

b. Describe how a rocket accelerates.

c. Explain the difference between orbital velocity and escape velocity.

d. Identify the first satellites.

e. Compare how Earth orbits with geostationary orbits.

f. Explain the functions of military, communications, and weather satellites.

g. Explain how remote sensing from satellites has helped us study Earth as a global system.

h. Describe five discoveries made by space probes.

i. Explain how space-probe missions help us better understand the Earth.

j. Describe how NASA's new strategy of "faster, cheaper, and better" relates to space probes.

k. Summarize the history and future of human spaceflight.

l. Explain the benefits of crewed space programs.

m. Identify five "space-age spinoffs" that are used in everyday life.

Objective used to evaluate students

Yes

Assessment Activity

1. The students will be assessed by completing daily independent activities on the objectives of outlining the development of rocket technology; describing how a rocket accelerates; explaining the difference between orbital velocity and escape velocity; identifying the first satellites; comparing how Earth orbits with geostationary orbits; explaining the functions of military, communications, and weather satellites; explaining how remote sensing from satellites has helped us study Earth as a global system; describing five discoveries made by space probes; explaining how space-probe missions help us better understand the Earth; describing how NASA's new strategy of "faster, cheaper, and better" relates to space probes; summarizing the history and future of human spaceflight; explaining the benefits of crewed space programs; and identifying five "space-age spinoffs" that are used in everyday life.

2. At the end of the unit, students will complete a unit evaluation testing mastery of outlining the development of rocket technology; describing how a rocket accelerates; explaining the difference between orbital velocity and escape velocity; identifying the first satellites; comparing how Earth orbits with geostationary orbits; explaining the functions of military, communications, and weather satellites; explaining how remote sensing from satellites has helped us study Earth as a global system; describing five discoveries made by space probes; explaining how space-probe missions help us better understand the Earth; describing how NASA's new strategy of "faster, cheaper, and better" relates to space probes; summarizing the history and future of human spaceflight; explaining the benefits of crewed space programs; and identifying five "space-age spinoffs" that are used in everyday life.

Level of Expectation

80%

List of concepts and Evaluation Types

Concept	Evaluation Type
Unit Exam	CR
Questions	CR

Learning Activity

The students will:

a. Read a section about rocket science. Gain an understanding of the development of rocket technology, how a rocket accelerates, and the difference between orbital velocity and escape velocity.

b. After lecture/discussion, answer some questions that expect them to recall information from their reading, identify key ideas, use math skills, and use critical thinking.

c. Read a section about artificial satellites. Identify the first satellites, compare low Earth orbit with geostationary orbits, and explain the functions of military, communications, and weather satellites. Lastly, students will learn how remote sensing from satellites has helped us study Earth as a global system.

d. After lecture/discussion, answer some questions that expects them to recall information from their reading, identify key ideas, use math skills, and use critical thinking.

e. Read a section about space probes. Discuss the five discoveries made by space probes, how space-probe missions help us better understand the Earth, and how NASA's new strategy of "faster, cheaper, and better" relates to space probes.

f. After lecture/discussion, answer some questions that expect them to recall information from their reading, identify key ideas, use math skills, and use critical thinking.

g. Read a section about people in space. Discover the history and future of human spaceflight, the benefits of crewed space programs, and several "space-age spinoffs" that are used in everyday life.

h. After lecture/discussion, answer some questions that expect them to recall information from their reading, identify key ideas, use math skills, and use critical thinking.

i. Students will end the unit by reviewing questions. Students will take a exam over rocket science, artificial satellites, space probes, and people in space.

Instructional Method

The teacher will:

a. Lecture and discuss the section about rocket science. Help students to gain an understanding of the development of rocket technology, how a rocket accelerates, and the difference between orbital velocity and escape velocity.

b. Guide students during the answering of recall questions.

c. Lecture and discuss the section about artifical satellites. Help students to identify the first satellites, compare low Earth orbit with geostationary orbits, and explain the functions of military, communications, and weather satellites. Lastly, students will learn how remote sensing from satellites has helped us study Earth as a global system.

d. Guide students during the answering of recall questions.

e. Lecture and discuss the section about space probes. Help students discuss the five discoveries made by space probes, how space-probe missions help us better understand the Earth, and how NASA's new strategy of "faster, cheaper, and better" relates to space probes.

f. Guide students during the answering of recall questions.

g. Lecture and discuss the section about people in space. Help students to discover the history and future of human spaceflight, the benefits of crewed space programs, and several "space-age spinoffs" that are used in everyday life.

h. Guide students during the answering of recall questions.

Content Standards

MA 1, SC 7, SC 8, SC 6, SC 2

Process Standards

1.5, 1.4, 1.1, 1.8, 4.1, 2.3, 2.1, 4.5, 3.6, 3.5, 3.4, 3.2, 3.1

Equity/Workplace Readiness

MSIP Code	MSIP Indicator
T	Technology

Resources

Holt Science and Technology "Astronomy" (J)

Correction Exercise

Assignment Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Chapter 5 Enrichment pages

Special Needs

Assignment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE Code	Discipline	Strand	Big Idea	Concept	Grade Level/Course	GLE
SC/7IN/1/B/07/b	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/8ST/1/C/06-08/a	Science	Impact of Science, Technology and Human Activity	The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs	Technological solutions to problems often have drawbacks as well as benefits	Grade 6-8	Scope and Sequence - All Units Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)
SC/8ST/2/A/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations	Grade 6-8	Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/8ST/2/B/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
SC/8ST/2/B/06-08/b	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence
SC/8ST/3/B/06-08/a	Science	Impact of Science, Technology and Human Activity	Science and technology affect, and are affected by, society	Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology	Grade 6-8	Scope and Sequence - All Units Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)

Objective Notes/Essential Questions

Date	Note/Question
6/18/2007 10:14:33 AM	Why can't a commerical airplane be used for space exploration? How did NASA contribute to the United States' rocket program? How does Newton's third law of motion apply to rocket propulsion? What was the name of the first satellite to be placed in orbit, and what nation launched it? What is the geostationary orbit? Does exploring other planets benefit us here on Earth? Why or why not? How is a space probe different from an artificial satellite? What was the main goal of the Viking missions? What kind of vehicle has been proposed that would make space travel cheaper? What is a space station?

Date

Note/Question

6/18/2007 10:14:33 AM

Why can't a commerical airplane be used for space exploration? How did NASA contribute to the United States' rocket program? How does Newton's third law of motion apply to rocket propulsion? What was the name of the first satellite to be placed in orbit, and what nation launched it? What is the geostationary orbit? Does exploring other planets benefit us here on Earth? Why or why not? How is a space probe different from an artificial satellite? What was the main goal of the Viking missions? What kind of vehicle has been proposed that would make space travel cheaper? What is a space station?