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- From: WebQuest Builders
- Contributed By: Jennifer Lytle
Hello and welcome, from the NASA Space Station! Today is your lucky day! You and your peers will be divided into teams to explore our Solar System! Before taking off, you and your team must become experts on the planet that your team is instructed to explore. Your team will need to be mentally prepared to succeed on your exploration. You are to fill out our standard NASA guideline sheet and present it to Mission Control Board before blast-off! You will also create a post-card while you are there, discussing extra-terrestrial life and how you and your team are enjoying your exploration! Good luck teams!
The Task:
Dear Astronaut's
We, the NASA Mission Control Board, are contacting
you and asking for your help on an exploration.
You and your team will be assigned a planet to explore,
but before you can blast off you will need to show us
the Scientific research you and your team have collected!
Below is a guideline of information you and your team
should collect! Good luck and God speed.
Sincerely,
NASA Mission Control
Your NASA Guidelines:
1. Identify the planet you and your team are going to research
2. Design a patch for your suit to show which planet you will be exploring.
3. Identify who your planet is named after and why.
4. Define a revolution. Also, indicate how long one revolution for your planet is.
5. Define a rotation period. Also, indicate how long one rotation period is for your planet.
6. Identify all moons- label and number.
7. Identify all gases in your planets atmosphere.
8. Identify the temperature of your planet.
9. Convert the temperature in Fahrenheit to Celsius. (Take the degrees in Fahrenheit and minus 32, then multiply by 5, then divide by 9)
10. Identify what your planet is made of.
11. Identify any other special features- Does it have craters, volcanoes, mountains, water bodies, life forms, etc.
12. Finally, identify the distance and direction your planet is from Earth so you know how to get back!
After You Have Completed Your Guidelines:
Design a creative poster with all of the information you and your team have gathered to present to Mission Control Board and the rest of your Astronaut peers. The poster presentation should be about 5-8 minutes long!
Before Your Take Off:
Present your findings and have each member hand in their own guideline sheet with only the specific questions each individual was assigned.
When You And Your Team Are Signaled For Take Off:
Create a cyber post-card to send back to Earth for the Mission Control Board once you have landed.
On your post-card include your groups standing on extra-terrestrial life and explain whether or not you believe your planet is inhabited by 'them'.
Dear Astronaut's
We, the NASA Mission Control Board, are contacting
you and asking for your help on an exploration. You and your team will be assigned a planet to explore,
but before you can blast off you will need to show us
the Scientific research you and your team have collected!
Below is a guideline of information you and your team
should collect! Good luck and God speed.
Sincerely,
NASA Mission Control
Your NASA Guidelines:
1. Identify the planet you and your team are going to research
2. Design a patch for your suit to show which planet you will be exploring.
3. Identify who your planet is named after and why.
4. Define a revolution. Also, indicate how long one revolution for your planet is.
5. Define a rotation period. Also, indicate how long one rotation period is for your planet.
6. Identify all moons- label and number.
7. Identify all gases in your planets atmosphere.
8. Identify the temperature of your planet.
9. Convert the temperature in Fahrenheit to Celsius. (Take the degrees in Fahrenheit and minus 32, then multiply by 5, then divide by 9)
10. Identify what your planet is made of.
11. Identify any other special features- Does it have craters, volcanoes, mountains, water bodies, life forms, etc.
12. Finally, identify the distance and direction your planet is from Earth so you know how to get back!
After You Have Completed Your Guidelines:
Design a creative poster with all of the information you and your team have gathered to present to Mission Control Board and the rest of your Astronaut peers. The poster presentation should be about 5-8 minutes long!
Before Your Take Off:
Present your findings and have each member hand in their own guideline sheet with only the specific questions each individual was assigned.
When You And Your Team Are Signaled For Take Off:
Create a cyber post-card to send back to Earth for the Mission Control Board once you have landed.
On your post-card include your groups standing on extra-terrestrial life and explain whether or not you believe your planet is inhabited by 'them'.
The Process
* Mission Control Board (your teacher) will assign you and three to four peers a planet to explore.
* Create a patch for your suit! Here's a helpful web-site for you and your team in creating your patch:
o http://artpad.art.com/artpad/painter/
* Print out a copy of the NASA guidelines for each team member. Your team should equally divide the guideline questions and each individual should answer their own set.
* Begin your research! Here are some helpful web-sites for you to use:
o http://www.nineplanets.org/
o http://pds.jpl.nasa.gov/planets/special/planets.htm
o http://www.google.com/sky/
o http://solarsystem.nasa.gov/planets/ o http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/planets.html http://www.kidsastronomy.com/solar_system.htm * Remember to use more than one web-site for your research!
* After you have completed your research, you and your team are to create a poster presentation for Mission Control Board (your teacher) and your peers.
* Your poster presentation should be five to eight minutes long. Be creative! Your poster should have pictures of your planet, all the information you and your team gathered, and any other special features you would like to add! Also, place the patch you have designed some where on your poster!
* Because you are a team- each member should take part in the presentation. It is important that each member has a full understanding and knowledge base on the assigned planet! Each member should NOT present their assigned questions on the guideline sheet.
* Also, at presentation time, each member is to hand in their own copy of the NASA guideline sheet with only the questions assigned to that individual answered. The print out is available below.
* For all other teams- during each presentation, each student is responsible to take notes on the presentation and feel free to ask any questions (at the end of the presentation).
* Once you've presented you poster presentation begin creating a cyber post-card!
* Here is a helpful site to use when developing your post-card:
o http://www.mypostcardmaker.com/
o Be sure to include a picture of your planet and your team's patch on the front of the post-card.
* Once you have finished your post-card, e-mail it to Mission Control (Your teacher). Also, print out a copy of your post-card for each team member to have on record.
* Each team member should print and fill out the self- evaluation sheet, located below...
* The self evaluation sheet is designed for you and your team to examine how well you think you did on researching your planet!
TEAM MEMBERS:
Your NASA Guidelines:
CREW MEMBER #1 _______________
1. Your Planet is __________________________
2. Who is your planet named after and why?
3. What is a revolution?
4. How long is one revolution for your specific planet?
CREW MEMBER #2________________
5. What is a rotation period? How long is one rotation period for your planet?
6. How many moons does your planet have? What are their names?
7. Identify all gases in your planets atmosphere
8. What is the temperature on your planet?
CREW MEMBER #3 _________________
9. Convert your temperature from Fahrenheit to Celsius. (Minus 32. then multiply by 5, the then divide by 9.)
10. What is your planet made of?
11. Does your planet have any other special features- Does it have craters. Volcanoes, mountains, water bodies, life forms,etc.
12. Finally, identify the distance and directions your planet is in relation to Earth, so you can get home!
----
Your NASA Guidelines:
CREW MEMBER #1 _______________
1. Your Planet is __________________________
2. Who is your planet named after and why?
3. What is a revolution?
4. How long is one revolution for your specific planet?
CREW MEMBER #2________________
5. What is a rotation period? How long is one rotation period for your planet?
6. How many moons does your planet have? What are their names?
7. Identify all gases in your planets atmosphere
8. What is the temperature on your planet?
CREW MEMBER #3 _________________
9. Convert your temperature from Fahrenheit to Celsius. (Minus 32. then multiply by 5, the then divide by 9.)
10. What is your planet made of?
11. Does your planet have any other special features- Does it have craters. Volcanoes, mountains, water bodies, life forms,etc.
12. Finally, identify the distance and directions your planet is in relation to Earth, so you can get home!
----
Self-Evaluation Sheet
Name:
Planet:
1. How well did you and your team members work together?
2. Were there any issues in the team?
----
3. Did you find yourself doing more or most of the work?
4. How well do you think your poster came out? Why?
5. What part of the lesson do you feel you accomplished the most?
----
6. What did you learn?
----
7. If you were to be tested on your planet how well do you think you would do?
8. Did you like this project?
Name:
Planet:
1. How well did you and your team members work together?
2. Were there any issues in the team?
----
3. Did you find yourself doing more or most of the work?
4. How well do you think your poster came out? Why?
5. What part of the lesson do you feel you accomplished the most?
----
6. What did you learn?
----
7. If you were to be tested on your planet how well do you think you would do?
8. Did you like this project?
Team members,
Each team will be graded as a whole, NOT individually! Listed below is the rubric for this exploration! Good luck!
Conclusion
After students are done with this WEBQUEST, they will have a better grasp on the Solar System and what it entails. They will also be better equipped with the knowledge of how to convert temperatures. Students will also feel more comfortable with gathering the proper information and using it as part of a collaborative activity in the classroom.
After students are done with this WEBQUEST, they will have a better grasp on the Solar System and what it entails. They will also be better equipped with the knowledge of how to convert temperatures. Students will also feel more comfortable with gathering the proper information and using it as part of a collaborative activity in the classroom.
Credits and References
Images:
Original Source: www.google.com
http://www.einsteins-emporium.com/universe/space-program/images/us262-m1.gif
Solar system
http://space.y2u.co.uk/Photo/Picture_Solar_System.jpg
Appollo mission patches
http://images.google.com/imgres?imgurl=http://www.premierespace.com/images/apollo.gif
Solar system
http://space.y2u.co.uk/Photo/Picture_Solar_System.jpg
Appollo mission patches
http://images.google.com/imgres?imgurl=http://www.premierespace.com/images/apollo.gif
Introduction
This lesson was developed as part of a West Chester University's NCATE requirements to use in a 4th grade classroom.* This lesson was developed to teach children a fun way to learn about the planets in our Solar System. By providing them with multiple tasks to do such as research, writing a postcard, and group work we feel that there is a balance of cognitive skills used throughout. With this lesson, the child and their group will use many multiple intelligences. The children would be using, Linguistic intelligence, Logical-mathematical intelligence, Spatial intelligence, Interpersonal intelligence, Intrapersonal intelligence. They will be using these for the conversions, the math section, group work, and analyzing ideas by themselves. Through this lesson the children are using their higher order thinking skills while figuring out the math sections. They are also using Lower Order Thinking while finding the proper information, creating a poster, designing a patch, and making a post card home!
Learner
This lesson is anchored in fourth grade science and involves mathematics. The students will need to know how to add, subtract, multiply and divide before entering this lesson. They will need a prior knowledge of how to use the internet.
Standards
*This lesson will include the following standards:
PDE Science 3.4.4 for grade 4:
Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . .
D. Describe the composition and structure of the universe and the earth's place in it.
* Recognize earth's place in the solar system
* Identify planets in our solar system and their general characteristics
ISTE National Educational Technology Standards for Students:
3. Technology productivity tools
* Students use technology tools to enhance learning, increase productivity, and promote creativity.
* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communication tools
* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
* Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Technology research tools
*Students use technology to locate, evaluate, and collect information from a variety of sources.
*Students use technology tools to process data and report results.
*Students evaluate and select new information resources and technilogical innovations based on the appropriateness for specific tasks.
6. Technology problem-solving and decision-making tools
* Students use technology resources for solving problems and making informed decisions.
*Students employ technology in the development of strategies for solving problems in the real world. 1
Reflection on Standards
PDE Standards:
*Students will be able to identify their assigned planet and it's general characteristics.
*Students will be able to recognize earth's place in the solar system compared to their planet.
*Students will be able to define and identify a revolution or a rotation period for their planet.
*Students will be able to work collaboratively in groups.
*Students will be able to participate in a 3-5 minute presentation (per group) using a visual aid and including important information about the topic.
ISTE standards:
On standard # 3:
*Students will be using technology to increase creativity by using the post-card maker and the badge maker- both web based. Students will use these tools collaborativly be emailing and printing out their published products.
On standard #4: *Students will use telecommunication tools to interact with their teacher via email.
On standard #5: *Students will be using the world-wide web to locate, research, and gather findings on their assigned planet. Students are welcome to use web-sites they have found as long as they cite them and they are appropriate.
On standard # 6: *Students will use the web and their findings to make an informed decision on whether or not they believe in extra-terrestrial life. Students will see that they can research on the internet to educate themselves on a certain topic and use that for real life issues.
Resources
What you will need to be the best astronaut possible: *Paper and drawing tools (Colored Pencils, Markers, Crayons) *Poster Board *Planet books from the library and around the classroom *NASA space station pamphlets *Documentary on previous Space Missions *Teacher created handout to fill in information accordingly about planets *Teacher email address *Calculators This project is able to be done in the classroom with the teacher as strictly a facilitator.
