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S P A R K I N G I N Q U I R Y T H R O U G H

S C I E N C E , T E C H N O L O G Y , A N D M A T H

06 Perimeter Inspirations

Gra d e 6 : M IS SIO N POS SIB L E

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CONTENTS

A b o u t Pe r i m e te r 3

M i s s i o n Po s s i b l e 4

H o m e C o n n e c t i o n s 5

C u r r i c u l u m C o n n e c t i o n s 7

G r a d e 6 e Mo d u l e O u t l i n e 8

Te a c h e r B a c k g r o u n d K n o w l e d g e 1 0

B o o k s h e l f 1 6

We b R e s o u r c e s 1 7

C u t t i n g - e d g e S c i e n c e to S p a r k C u r i o s i t y 1 8

O p e n e r : T h e M i s s i o n 1 9

L e s s o n 1 : M a k i n g Mo d e l s — P h i l a e C o m e t L a n d e r 2 0

L e s s o n 2 : R e p r e s e n t i n g M a t h e m a t i c a l T h i n k i n g 2 5

L e s s o n 3 : C o m p a r i n g Pa r t s o f t h e W h o l e 3 1

L e s s o n 4 : M a k i n g C o n n e c t i o n s — Fr a c t i o n s , D e c i m a l s , a n d Pe r c e n t 3 6

L e s s o n 5 : T h e M i s s i o n L a u n c h 4 1

L e s s o n 6 : S p e c i a l i s t R e s e a r c h 4 4

L e s s o n 7 : H o m e G r o u p C o n n e c t i o n s 55

L e s s o n 8 : T h e M i s s i o n P l a n ( F i n a l Pe r f o r m a n c e Ta s k ) 5 8

A s s e s s m e n t 6 2

Te a c h e r T i p s 7 6

G r a d e 6 e Mo d u l e A n s w e r s 8 5

C r e d i t s 9 0

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Per imeter Inst i tu tePerimeter Institute is the world’s largest research hub devoted to theoretical physics. The independent Institute was founded in 1999 to foster breakthroughs in the fundamental understanding of our universe, from the smallest particles to the entire cosmos. Research at Perimeter is motivated by the understanding that fundamental science advances human knowledge and catalyzes innovation, and that today’s theoretical physics is tomorrow’s technology. Located in the Region of Waterloo, the not-for-profit Institute is a unique public–private endeavour, including the Governments of Ontario and Canada, that enables cutting-edge research, trains the next generation of scientific pioneers, and shares the power of physics through award-winning educational outreach and public engagement.

Per imeter Insp i ra t ionsThis series of in-class educational resources is designed to help teachers inspire students by sharing the mystery and power of science, technology, and math through inquiry-based, Ontario curriculum-linked lessons. Lessons integrate 21st century skills—communication, collaboration, creativity, and critical thinking—which equip students to make meaningful contributions to society as they learn, grow, and mature.

Perimeter Inspirations is the product of extensive collaboration between experienced teachers and Perimeter Institute’s Educational Outreach staff. Each theme-based eModule has been designed with both the expert and novice teacher in mind and has been thoroughly tested in classrooms. This digital resource features student handouts and a variety of assessment tools in a modifiable format to suit the particular needs of each student.

ABOUT PERIMETER

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Get ready to take your students through the solar system and beyond! Mission Possible takes students on a unique—and fun—path of self-directed discovery as they explore probes, landers, comets, and exoplanets.

Perimeter Institute for Theoretical Physics is a leading centre for scientific discovery. This eModule uses authentic data, exciting information, and hands-on activities to capture the eagerness and excitement of engaged students.

The lessons in this eModule are intended for students in Grade 6, but can be adapted for use in split-level classrooms. Differentiation strategies ensure the inclusion of all learners.

Mission Possible is designed with flexibility in mind. Single lessons can be taught with more control taken by students in their learning, or they can be taught in a more traditional manner with increased teacher direction. We strongly encourage teachers not already familiar with inquiry methods to try them out.

This eModule provides a solid framework and context from which teachers can promote mathematical and scientific literacy. Activities and lessons are clearly linked to recent discoveries in the vast and exciting realm of space. Ample prompts for teacher guidance and support encourage students to create their own robust questions, seek knowledge, acquire valuable skills, make connections, and learn.

Each lesson consists of a Hook, Activate Learning, Powerful Ideas, and Grow the Brain Base. The Powerful Ideas section allows students to participate in inquiry-based learning, solve a problem, or complete a challenge. Since this is the student-led section, it should take the majority of the allotted lesson time. Consolidation occurs during Grow the Brain Base, which also encourages student sharing. Many lessons conclude with Extension suggestions, followed by independent work.

Teacher Tips suggest ways to provide extra support to students during the lessons, such as topics for mini-lessons, ideas for anchor charts, and suggestions for success criteria. In this way, teachers can incorporate knowledge-building, collaboration, and inquiry ideas to the fullest extent, and offer great rewards in the classroom.

Multimedia supports include two videos. The first features young Canadian space engineer Natalie Panek, who discusses humanity’s needs in space. The second explores how parts add to a whole through a series of lively animations focused on Neptune’s atmosphere.

This eModule culminates in a performance task called The Mission Plan. Students will draw on the knowledge and understanding learned throughout the eModule, reinforce their skills, and gain confidence to transfer their learning to unfamiliar situations.

MISSION POSSIBLE

The lessons are presented in an order that allows students to build on their learning. However, they can be adapted, reordered, and presented in the most fitting way for your students’ needs. Accordingly, you may have students engage in the lessons that follow in any order. The supplementary videos can be used to begin the learning or after inquiry has taken place to reinforce the learning.

FLOW OF LESSONS

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HOME CONNECTIONS

Date:

Dear Parent or Guardian, We are excited to be starting a unique, space-themed mini-unit. The lessons include aspects of science, technology, and math learning expectations and connect to cutting-edge topics. We will embark on inquiry learning activities based on space exploration and the challenge of travelling to Mars or the Moon. As a class, we will form questions, research answers, and discuss what we learn. Inquiry learning is a fun way to explore this topic, as is sharing learning together as a community.

Each student will participate in collaborative research, independent research, and a design-and-build task. In class, students will learn to ask questions, conduct research, make jot notes, share in groups, teach and learn from peers, make decisions, and think critically.

Most of the work will be completed during class time; however, research, discussion, and idea creation are encouraged at home. Please motivate your child to continue learning outside of the classroom by asking questions together, researching answers together, or generally being curious about planets and the universe.

Your child will also complete a final performance task (outline attached) to apply what he or she learns and share it with the class.

Thank you for participating in this learning journey with us!

Sincerely,

Below is a letter you may wish to send home before you begin Mission Possible.

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Discuss ion Top ics

The following are suggested topics for discussion at home or in class.

• Should the Canadian government spend tax dollars on space exploration? Does spending money on space mean that governments spend less money on other important areas? What are other issues or activities that the Canadian government should be spending money on? Have students email or instant message their ideas to family and friends. Or, have them express their opinions in an email to the Canadian Space Agency, the prime minister, or the local member of parliament. Encourage students to justify their arguments with reasons.

• Encourage students to email career-related questions to Zahra Khan, a young Canadian woman working in aerospace at MIT, who answers questions on the Engineer Girl website.

• The most important medical advancements are the result of innovations for space exploration. Have students find examples to support or oppose the statement.

• Establishing communities (in this case, of the Moon or Mars) requires more than just technology to be successful. Have students consider other important elements (e.g., government, infrastructure, law).

• To defy stereotypes, students could examine diverse photos of past and present male and female astronauts on NASA’s website and research their roles. For example, John Bennett Herrington is a retired mission specialist. He was on the space shuttle Endeavour that visited the ISS. He is a member of the Chickasaw First Nation.

http://www.engineergirl.org/

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CURRICULUM CONNECTIONSLinked to Ontar io Sc ience and Techno logy and Math Curr icu la

Lesson T i t le Knowledge and Understand ing

Th ink ing and Invest igat ion

Communicat ion Appl icat ion

Lesson 1 :The Ph i lae Comet Lander(Des ign and Technology)

• (3.4) Identifies the technological tools needed for space exploration

• Identifies possible solutions to a practical problem and explains how each might solve the problem

• Designs, builds, and tests a device or an object to solve the problem

• Identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes

• Makes connections between science, technology, society, and the environment

Lesson 2 :Represent ing Mathemat ica l Th ink ing(Math Lesson)

• Determines and explains the relationships between fractions, decimal numbers, and percents

• Uses processing skills (inferring)

• Expresses and organizes ideas and mathematical thinking

• Makes connections within and between various contexts

Lesson 3 :Compar ing Par ts of the Whole(Math Lesson)


• Uses critical/creative thinking processes (problem solving)

• Uses processing skills

• Uses conventions, vocabulary, and terminology in oral, visual, and written forms

• Makes connections within and between various contexts

Lesson 4 :Making Connect ions :Fract ions , Dec imals , and Percent(Math Lesson)

• Represents, compares, and orders whole numbers and decimal numbers


• Uses processing skills (reasoning/proving)

• Expresses and organizes ideas and mathematical thinking

• Applies knowledge and skills in familiar contexts

Lessons 5 , 6 , and 7 :The Miss ion Launch , Spec ia l is t Research , Home Group Connect ions(Sc ience and Technology Lesson)

• (3.1) Identifies components of the solar system, including the Sun, Earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms

• (3.3) Explains how humans meet their basic biological needs in space

• (3.4) Identifies the technological tools and devices needed for space exploration

• Uses initiating and planning skills and strategies (asks questions)

• Uses critical/creative thinking processes, skills, and strategies

• (2.3) Uses inquiry/research skills to investigate scientific and technological advances that allow humans to adapt to life in space

• Communicates for different audiences and purposes in oral, visual, and/or written forms

• Expresses and organizes ideas and information

• Applies knowledge and skills in familiar contexts

• Transfers knowledge and skills to unfamiliar contexts

* Abbreviated expectations may appear in this chart.

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GRADE 6 eMODULE OUTLINEGuid ing Pr inc ip lesThe student-centred science, technology, and math lessons are linked and integrated. Each lesson can also be used as a stand-alone. There are opportunities within each lesson for problem solving, collaboration, and other important processes. This will allow students to build some background knowledge for the sci-ence and technology lessons that follow.

The science, technology, and math lessons are designed to assess both content and process skills. Assessment as learning (formative) approaches will be used in each lesson, with an emphasis on methods to build success criteria and provide feedback for every student. Teacher tracking sheets are provided to ensure students receive the necessary assistance as they progress through the eModule. Exit slips may also be used as assessment for learning (diagnostic) should students require further exploration of processes and/or concepts. Assessment of learning (summative) activities will reflect the content and process skills in order to provide a corresponding evaluation of student knowledge. Each lesson includes optional BLMs, which can be used at the teacher’s discretion.

Lesson Synops is Assessment 1,2 Mater ia ls Needed

The Miss ion

Students are given a mission to travel into space to the Moon or Mars.

This mission is provided as a hook to engage students—with a focus on differentiated support—in the science, technology, and math learning of the eModule.

Assessment as Learning:• Activate previous knowledge• Make connections with society

Your Mission (visual)

Des ign and Techno logy

Lesson 1

In this lesson, students use design and technology skills to make a model of an orbital body lander. This lesson links to The Mission Plan. Students discuss how they will land on the Moon or Mars. This activity gives them the experience of doing so through modelling. They also learn about comets.

Assessment as Learning:• Identify possible solutions to a practical problem and explain how

each might solve the problem• Design, build, and test a device or an object to solve the problem• Identify and explain what changes could be made to the plan and

how to improve the solution to the problem, and give reasons for the changes

Independent Exit Slip (BLM 1.2)Chenille stems, craft sticks, fasteners, cardboard, Styrofoam, string, scrap cloth

Math Lesson 2(Number

Sense and Numeration)

In this lesson, students represent mathematical thinking and display data clearly. This is an open and parallel math task to explore math thinking and make connections to how data can be used in science as a rationale. This lesson acts as a scaffold for Lesson 8 when students research data regarding travel to Mars or the Moon.

Assessment as Learning:• Use processing skills (inferring)• Express and organize ideas and mathematical thinking using oral,

visual, and written forms• Determine and explain the relationships between fractions, decimal

numbers, and percents

Independent Exit Slip (BLM 2.3)Chart paper, markers

Math Lesson 3(Number


In this lesson, students make connections between fractions, decimal numbers, and percent. This challenging task allows students to work with converting numbers. At the end of the lesson, students will know how to use one strategy for converting numbers and understand that the total of the parts adds to the whole. This lesson helps students understand the importance of numbers and data they may come across in their research in Lessons 6, 7, and 8.

Assessment as Learning:• Determine and explain the relationships between fractions, decimal

numbers, and percents• Make connections within and between various contexts• Use processing skills

Independent Exit Slip (BLM 3.2)Cards, clothespins (or paper clips)

¹ Includes Teacher Feedback: Whole class, small group, individual. Support students with success criteria and descriptive feedback.² Abbreviated expectations may appear in this chart.

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Lesson Synops is Assessment 1,2 Mater ia ls Needed

Math Lesson 4 (Number


In this lesson, students investigate and explain the connections between fractions, decimal numbers, and percent with concrete drawings, materials, and calculators. Students learn from, and share with, peers that there is more than one way to represent mathematical thinking.

Assessment as Learning:• Apply knowledge and skills in familiar contexts• Express and organize ideas and mathematical thinking using oral,

visual, and written forms• Represent, compare, and order whole numbers and decimal numbers• Determine and explain the relationships between fractions, decimal

numbers, and percents

Assessment of Learning:• Test for content (BLM A.6 or A.7*) • Anecdotal notes, written documentation, and teacher-student

conference (BLMs A.1–A.5)

Independent Exit Slip (BLM 4.2 or 4.3*)Pattern blocks or tiles, graph paper, dot paper, or pattern block paper

Science and

Techno logy Lessons

5 , 6 , and 7

In the first science and technology lesson, students develop questions around what information would be needed for travelling to space and creating a community on the Moon or Mars. The questions are sorted into specialty areas as a class. Once specialist roles are listed, students choose a role and justify their choice.

Assessment as Learning:• Use initiating and planning skills and strategies (ask questions)• Use critical/creative thinking processes, skills, and strategies

Independent Exit Slip (BLM 5.1) Chart paper, scrap paper, small whiteboards, or tablets

The second science and technology lesson has two parts. Part 1 begins with students in their home groups discussing their choice of specialty. They work again on asking open questions, then move to new specialist groups. As a group, they begin the process of organizing questions, researching, and recording information in a graphic organizer. Part 2 involves more research and looks specifically at data or numbers in research.

Assessment as Learning:• (2.3) Use inquiry/research skills to investigate scientific and

technological advances that allow humans to adapt to life in space• Carry out a predetermined plan (in small groups) • Express and organize ideas and information in oral, visual, and/or

written forms

Independent Exit Slip (BLM 6.6)Chart paper, space and technology books/magazines; flashlights, tablets, cellphones, glow-in-the-dark items, mirrors, prisms; lenses, paper towel rolls, and/or cardboard; vegetable seeds, growing trays, and soil

In the third science and technology lesson students return to their home groups with their completed research to share and summarize information. Each student should have a solid understanding of all specialists’ research to use in the Mission Plan at the end of the eModule.

Assessment as Learning:• Express and organize ideas and information in oral, visual, and/or written forms• (3.1) Identify components of the solar system and describe their

physical characteristics in qualitative terms• (3.3) Explain how humans meet their basic biological needs in space• (3.4) Identify the technological tools and devices needed for space exploration

Assessment of Learning:• Test for content (BLM A.8 or A.9*) • Anecdotal notes, written documentation, and teacher-student


Independent Exit Slip (BLM 7.1)Chart paper

F ina l M iss ion

P lan

In this summative activity, students share and transfer their knowledge. This final performance task should be created and performed individually, so teachers can have a clear understanding of the learning.

Assessment of Learning:• Connect science, technology, and math lessons to a final performance

task (The Mission)• Transfer knowledge to new situations• Anecdotal notes, written documentation, and teacher-student


Access to technology (tablets, laptops, etc.), books, and print materials for research

¹ Includes Teacher Feedback: Whole class, small group, individual. Support students with success criteria and descriptive feedback.² Abbreviated expectations may appear in this chart.

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The information below provides detailed background knowledge about space exploration that goes beyond the curriculum. It is directly related to the lessons and covers topics that your students may discover during their research.

In t roduct ionSpace is a topic with universal appeal—we have all looked up at the night sky and wondered what is out there. Our knowledge of space represents a pinnacle of scientific endeavour and is the product of centuries of collaboration, critical thinking, and painstaking observations by thousands of scientists. However, there is still much that we do not know about our solar system and what lies beyond, and there remains a great deal for future generations to discover.

Explor ing SpaceHOW DOES SPACE FLIGHT WORK?

The ability to launch vehicles into space is one of humanity’s most sophisticated technological achievements. It is an incredibly complex process that involves multiple phases.

The launch phase of space flight is short but crucial. Typically, it involves a large booster module that burns thousands of kilograms of fuel to generate an enormous upward thrust that propels the spacecraft into the air. After a few minutes, the booster exhausts its fuel and detaches from the rest of the spacecraft in order to make it lighter. The launch phase of space flight is so intensive that the majority of the energy expended during an entire flight happens within the first few minutes of launch.

The timing of space launches is critical. They often take place when other planets are at optimal locations for the mission in question. For example, NASA’s Voyager 2 probe was launched at a time that allowed it to reach the outer planets when they were closely aligned. This permitted Voyager 2 to observe them much more quickly and efficiently.

What a spacecraft does after launch depends on its mission. Spacecraft designed to orbit Earth, such as the International Space Station, typically go straight into their final orbit.

Spacecraft designed to travel to another celestial object may go into a temporary “parking” orbit after launch in order to break up the mission and better plan the final phase of their journey. The spacecraft in NASA’s famous Apollo 11 mission spent time in a temporary parking orbit after launch before heading to the Moon.

The landing phase of space flight is also complex. Typically, a special lander module separates from the rest of the spacecraft and descends to the surface of the final destination. The module must counteract the pulling effect of gravity to ensure that it doesn’t fall too fast and crash onto the surface. The Apollo 11 mission, for instance, used reverse thrusters and careful steering as the Eagle (its lander, or Lunar Module) descended toward the Moon’s surface.

WHAT ARE SOME FAMOUS SPACE EXPLORATION MISSIONS?

The different space agencies in the world have conducted hundreds of missions into space; some of the most well-known are listed here.

1. Launched in 1969, Apollo 11 was the first piloted mission to land on the Moon. Astronauts Neil Armstrong, Michael Collins, and Buzz Aldrin took four-and-a-half days to fly to the Moon before Armstrong and Aldrin explored it for 21 hours, taking rock and soil samples and observing its surface up close.

2. Voyager 1 and Voyager 2 are space probes launched by NASA in 1977 to study the solar system. Packed with numerous scientific instruments such as cameras, magnetometers, and spectrometers (see below), they flew close to Jupiter, Saturn,

TEACHER BACKGROUND KNOWLEDGE

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Uranus, and Neptune and sent back some of the most detailed observations of these planets. Both are still operating and are now beyond Pluto. In 1990, Voyager 1 took the most distant photo of our planet ever (Figure 1). This image has become known as the Pale Blue Dot because of how Earth appears.

3. Curiosity is an unpiloted rover that landed on Mars in August 2012 (Figure 2). Since then, it has been exploring Mars and transmitting detailed information on Mars’ surface, geology, atmosphere, and other natural properties, including the presence of water.

4. Rosetta is an unpiloted mission that landed a probe called Philae on the surface of comet 67P/Churyumov-Gerasimenko. Launched in 2004 by the European Space Agency, the Rosetta spacecraft performed numerous complex loops within the solar system and travelled 6.4 billion kilometres before reaching comet 67P. Once in orbit, it deployed its Philae lander, which landed on the comet’s surface on November 12, 2014. Unfortunately, Philae landed in a large shadow, which meant that it could not recharge its solar power system. It therefore had to rely on its limited battery power. Scientists were able to briefly waken and communicate with Philae in August 2015, when 67P reached its closest distance to the Sun. However, since then, all contact attempts have been unsuccessful and will likely continue to be unsuccessful because Philae will run out of power entirely.

WHY SEND PROBES INTO SPACE?Although we have learned much from piloted missions to the Moon, scientists are increasingly using probes and rovers to explore space, for example, Curiosity (Figure 2).

Rovers offer many advantages over humans, the most important being safety. Space is a very dangerous environment to humans. By sending probes instead of people into space, we avoid the risks of space.

Unpiloted space missions are also less expensive than sending people because spacecraft do not need to include all the resources we need to survive, such as food, air, and water.

HOW CAN WE FULFILL HUMAN NEEDS IN SPACE?We require many things for survival, such as oxygen, water, food, and sleep. Humans embarking on space travel must be completely self-sufficient and meet all of their biological needs using supplies and systems on their spacecraft.

Oxygen is the most important need. Current spacecraft either supply it with tanks of oxygen or create it from water using a chemical process called electrolysis. Devices also filter air and remove the carbon dioxide that we breathe out in order to keep the air breathable (Figure 3).

Water is next: A person needs approximately 4 L of water daily to remain healthy, so spacecraft must contain large water tanks or methods of obtaining clean water (Figure 3).

To fulfill the food needs of astronauts, spacecraft must carry a large food supply suitable for space travel—everything must be able to last long enough without spoiling, be easy to prepare and eat, and not produce any crumbs that would float in microgravity and

Figure 2 The Curiosity rover exploring Mars.

Figure 1 Earth is the tiny dot near the centre of the image.

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Figure 3 Supplying basic human needs on the International Space Station

get stuck in the electronics or contaminate any experiments.

Sleeping in space is very different from sleeping on Earth because there is no day or night, no up or down. Astronauts typically schedule sleep in regular 8-hour blocks to maintain a routine. They also need to secure themselves inside sleeping bags so that they don’t float away while sleeping.

WHAT ARE SOME IMPORTANT SPACE TECHNOLOGIES?

Telescopes

Optical telescopes are scientific instruments that focus visible light from distant objects, allowing scientists to produce more detailed images of these objects. Traditionally, they have been finely tuned systems of lenses and mirrors housed inside cylinders. Today, there are many different types of telescopes that do not use traditional lenses and mirrors, for example, radio telescopes.

Telescopes may be the single most important tool for our understanding of space. Much of what we know about the solar system (and beyond) has come from telescopic observations.

Spectrometers

Every chemical element emits and absorbs a unique combination of colours, or wavelengths, that acts as a “fingerprint.” Spectrometers are scientific instruments that break up the light from an object into its component wavelengths, allowing astronomers to identify the elements present in a star, planet, moon, or other celestial object.

The simplest and first-ever spectrometer is a transparent triangular prism. When we shine white light on a prism, the light disperses into the colours of the spectrum, which are the component colours present in white light (Figure 4). When spectrometers are used in conjunction with telescopes, astronomers have been able to learn a great deal about the composition of celestial bodies and how they evolved over time.

Figure 4 The first

spectrometer: A prism breaks

up white light into the

colours of the spectrum.

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Figure 5 Some of the objects in our solar system, including Pluto, which is now classified as a dwarf planet.

WHAT IS THE FUTURE OF SPACE EXPLORATION?

While the future of space exploration is ultimately uncertain, several possibilities seem likely. Private companies are currently building commercial spacecraft to take tourists into space in the near future. There is great interest in sending humans to Mars, possibly to live there, and the first piloted mission to this planet may well occur within the next few decades. Finally, spacecraft technology is constantly improving, and space flight will likely become faster, more accessible, and more powerful.

WHAT IS THE SOLAR SYSTEM?

The solar system comprises all the objects that orbit the Sun. The most prominent objects are the eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune (Figure 5). With the exception of Mercury and Venus, each planet has at least one moon. Jupiter has over 65 moons!

The solar system formed 4.5 billion years ago from a large, spinning gas cloud that collapsed under its own gravity. As it collapsed, some of the matter clumped together. Over time, some of the clumps formed the Sun, the planets, and other objects. As the cloud collapsed, it began

to spin faster, similar to the way ice-skaters spin faster when they pull in their arms. Today, we observe this spinning as the orbits of the planets and other objects around the Sun.

The Sun, an average-size star, is an extremely hot sphere composed mainly of hydrogen (75%) and helium (25%) gases. Its core temperature is about 15 million degrees Celsius. The Sun is by far the largest and most massive object in the solar system, dwarfing all other objects—the Sun’s mass represents 99.98% of the total mass of the solar system, and its diameter is 10 times larger than the diameter of Jupiter, the next largest object.

The solar system includes other objects:

Dwarf planets are objects that orbit a star and have enough mass to be spherical, but not enough to clear their orbital path of all other objects. There are currently five known dwarf planets in the solar system (including Pluto), but astronomers suspect there are many more.

Comets are small, icy rocks that travel in highly elliptical (oval) paths. Some comets, called periodic comets, orbit the Sun. Others, called non-periodic comets, come around the Sun once and are never seen again. (Comet 67P is a periodic comet, with an orbit of about 6.5 years.) When comets get close to the Sun,

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the ice sublimates (changes from a solid to a gas, skipping the liquid phase), releasing gas and dust. The solar wind and radiation pressure form two distinct tails: a gas tail and a dust tail.

Asteroids are objects varying from very small to hundreds of kilometres in diameter, but are still too small to be considered planets or dwarf planets. Most are rocks, but some are composed of metals. There are thought to be over a million asteroids in the solar system, with the greatest concentration lying in the Asteroid Belt found between Mars and Jupiter.

The solar system is part of the Milky Way Galaxy and lies two-thirds of the way from the galaxy’s centre (Figure 6). The Sun and the solar system orbit the centre of the Milky Way. Each orbit takes a staggering 230 million years to complete.

WHAT ARE THE ATMOSPHERES ON OTHER PLANETS LIKE?

The atmospheres of the planets in the solar system vary greatly, both in terms of their components and their suitability for sustaining human life. Table 1 lists the main components of each planet’s atmosphere.

Table 1 P lanetary Atmospheres

P lanet Mass Percentage of the Main Components

Mercury Small amounts of hydrogen, helium, oxygen, sodium, calcium, potassium, and water vapour

Venus 96.5% carbon dioxide; 3.5% nitrogen

Earth 78% nitrogen; 21% oxygen;0.93% argon; 0.07% carbon dioxideTraces of neon, helium, and methane

Mars 95.4% carbon dioxide; 2.8% nitrogen;1.6% argon; 0.13% oxygen;0.07% carbon monoxideTraces of water vapour

Jup i ter 89.8% hydrogen; 10.2% helium

Saturn 96.3% hydrogen; 3.25% helium

Uranus 82.5% hydrogen; 15.2% helium;2.3% methane

Neptune 80.0% hydrogen; 19.0% helium;1.5% methane

Source: Planetary Fact Sheet

Figure 6 An artist’s depiction of our place in the Milky Way Galaxy.

http://nssdc.gsfc.nasa.gov/planetary/factsheet/

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None of the planets besides Earth have enough oxygen to support human life. Any community would need to provide its own shelter and techniques for creating oxygen and many other basic human needs.

WHAT IS GRAVITY?

Gravity is one of the most widespread phenomena in the universe and is the cause of everything from apples falling from trees to planets orbiting the Sun. We can think of gravity of as an invisible force that attracts objects toward each other. The strength of the attraction is proportional to the masses of the objects producing it and inversely related to the distance between the objects (Figure 7).

In the vicinity of a planet or other large object, gravity is dominated by the object in question. Scientists commonly talk about the gravity of the planet, which depends mainly on its mass (and also on its size). The strength of gravity of the planets in the solar system varies greatly. For example, Jupiter’s gravity is approximately two-and-a-half times stronger than Earth’s gravity, and Earth’s gravity is six times stronger than the Moon’s gravity.

WHY IS GRAVITY IMPORTANT TO SPACE EXPLORATION?

Gravity is important to many aspects of space exploration and space in general. Most of the

thrust exerted by a spacecraft launched from Earth goes into overcoming Earth’s gravity, allowing the spacecraft to lift off and go into space. Conversely, when a spacecraft lands, it must counteract gravity so that it lands softly instead of crashing. Often, this is achieved by using thrusters directed downward. Apollo 11 used this technique to put the Lunar Module on the surface. Scientists and engineers also exploit gravity to their advantage by “sling-shotting” spacecraft around a planet to speed them up.

The strength of gravity on the surface of a planet or other object affects every action we might take, from walking to sleeping to lifting. When gravity is weaker, objects weigh less and feel lighter, allowing us to do more. For example, on the Moon, you could easily lift a rock the size of a beach ball and jump six times higher than you can on Earth. Conversely, on Jupiter, you would feel two-and-a-half times heavier and struggle to even lift your feet to walk.

Humans evolved to live in the presence of gravity at Earth’s surface. Astronauts who spend extended time in space have health issues because their bodies have not been exposed to the same “resistance” effects of gravity felt on Earth. For example, astronauts on the International Space Station are in a constant state of free fall called microgravity. The effect of being in microgravity is the feeling of weightlessness.

WHAT IS THE DIFFERENCE BETWEEN MASS AND WEIGHT?

The concepts of mass and weight may seem to be the same in daily language, but in science they have precise definitions and are distinct concepts. An object’s mass is the amount of matter that makes up the object. A hockey puck, for example, may have a

MISCONCEPTION

The terms 0 g and weightlessness are

misleading. When we see images of astronauts on the

International Space Station, they are floating. Therefore,

it is easy to think there is no gravity. Astronauts float

because they are in a constant state of free fall while in orbit,

not because they are in a region of space with no gravity. Gravity is what holds spacecraft

in orbit around Earth.

Figure 7 The greater the mass, the stronger the gravitational pull. As distance increases, the gravitational attraction decreases.

The force of gravity acts between all objects.

The force of gravity decreases as distance between objects increases.

The force of gravity increases as the masses of objects increase.

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Mission Possible

mass of approximately 160 g. The mass of the hockey puck does not change, no matter where it is located. If the hockey puck were on Jupiter, its mass would still be 160 g.

The weight of an object is a measure of the gravitational force acting on it. For example, the weight of a hockey puck on Earth is the force acting on it due to Earth’s gravity. Therefore, an object’s weight is different when gravity has a different value. So the same hockey puck would weigh two-and-a-half times more on Jupiter than on Earth and just one-sixth of the amount on the Moon. The hockey puck itself does not change. The strength of gravity is different, so the weight changes.

Math LessonsThere are three math lessons in this resource. However, there are many places you can extend, review, and expand on student learning. These three lessons may take more than three blocks of math teaching time. Be flexible and plan for the particular needs of your students.

PROPORTIONAL REASONINGThere are many methods to convert from frac-tions to decimal numbers to percent. Students will explore these concepts and how to repre-sent their thinking during the mini-unit. The overall goal is for students to show an under-standing of the relationships and that the total should be 1 or or 100% (the whole).

Some suggestions follow:• Fraction to decimal: numerator

divided by denominator

• Decimal to percent: multiply by 100

• Decimal to fraction: decimal number over the decimal place value holder: tenths, hundredths, thousandths (e.g., if 2 decimal places, then the decimal number over 100); reduce to lowest terms

• Percent to fraction: percent over 100; reduce to lowest terms

• Percent to decimal: percent divided by 100 (or move the decimal 2 places to the left)

The following books are recently published, high-quality works that highlight topics connected to this eModule. You may wish to include these titles in your classroom library, and have them on display as you work through this mini-unit. Students who want to learn more about certain topics can explore these titles and others.

• A History of Just About Everything, by Elizabeth MacLeod and Frieda Wishinsky; illustrated by Qin Leng (Kids Can Press, 2013)

• Binky to the Rescue, by Ashley Spires (Kids Can Press, 2010)• Earth’s Cycles, by Diane Dakers (Crabtree Publishing Company, 2014)• How Much Is a Million? by David M. Schwartz; illustrated by Steven Kellogg

(HarperCollins, 2004)• How to Make a Planet: A Step-by-Step Guide to Building the Earth, by Scott Forbes;

illustrated by Jean Camden (Kids Can Press, 2014)• If: A Mind-Bending New Way of Looking at Big Ideas and Numbers, by David J. Smith;

illustrated by Steve Adams (Kids Can Press, 2014)• Space Tourism, by Peter McMahon; illustrated by Andy Mora (Kids Can Press, 2011)• Spectacular Women in Space, by Sonia Gueldenpfennig (Second Story Press, 2004)• Technology Mysteries Revealed, by Jill Bryant (Crabtree Publishing Company, 2010)• The Amazing International Space Station, by the editors of Yes Magazine (Kids Can

Press, 2003)

BOOKSHELF

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WEB RESOURCES

Government, research institution, and educational association websites are good sources of infor-mation. To begin, you can direct students to such websites. Then encourage students to discover other useful websites on their own, following the school’s policies for safe use of the Internet.

Astronomy Clubs in Canada www.skynews.ca/resources/astronomy-clubs/

Canadian Space Agency www.asc-csa.gc.ca

European Space Agency www.esa.int

KidsAstronomy.com www.kidsastronomy.com

KidSites.com: Space www.kidsites.com/sites-edu/space.htm

NASA: Women in Space history.nasa.gov/women.html

Science Kids: Fun Science & Technology for Kids! www.sciencekids.co.nz

Canadian Space Agency Astronaut Profiles www.canadiangeographic.ca/magazine/oct14/canadian-space-agency-astronaut-profiles.asp

NASA Women of STEM www.nasa.gov/education/womenstem/#.VmmPyb_4iv8

European Women in Space www.esa.int/About_Us/Welcome_to_ESA/ESA_history/50_years_of_humans_in_space/European_women_in_space

AstroNuts Kids’ Space Club www.astronutskidsspaceclub.com

First Woman in Space starchild.gsfc.nasa.gov/docs/StarChild/whos_who_level2/tereshkova.html

First Canadian Women in Space www.asc-csa.gc.ca/eng/missions/sts-042.asp www.asc-csa.gc.ca/eng/missions/sts-096.asp

First Man in Space http://starchild.gsfc.nasa.gov/docs/StarChild/whos_who_level1/gagarin.html

First African American Astronaut www.jsc.nasa.gov/Bios/htmlbios/bluford-gs.html

First Indian Astronaut indianspacestation.com/research/interviews/517-interview-with-india-s-first-astro-naut-rakesh-sharma

http://www.skynews.ca/resources/astronomy-clubs/

http://www.asc-csa.gc.ca

http://www.esa.int

http://www.kidsastronomy.com

http://www.kidsites.com/sites-edu/space.htm

http://history.nasa.gov/women.html

http://www.sciencekids.co.nz

http://www.canadiangeographic.ca/magazine/oct14/canadian-space-agency-astronaut-profiles.asp

http://www.nasa.gov/education/womenstem/#.VmmPyb_4iv8

http://www.esa.int/About_Us/Welcome_to_ESA/ESA_history/50_years_of_humans_in_space/European_women_in_space

http://www.esa.int/About_Us/Welcome_to_ESA/ESA_history/50_years_of_humans_in_space/European_women_in_space

http://www.astronutskidsspaceclub.com

http://starchild.gsfc.nasa.gov/docs/StarChild/whos_who_level2/tereshkova.html

http://www.asc-csa.gc.ca/eng/missions/sts-042.asp

http://www.asc-csa.gc.ca/eng/missions/sts-096.asp

http://starchild.gsfc.nasa.gov/docs/StarChild/whos_who_level1/gagarin.html

http://www.jsc.nasa.gov/Bios/htmlbios/bluford-gs.html

http://indianspacestation.com/research/interviews/517-interview-with-india-s-first-astronaut-rakesh-sharma

http://indianspacestation.com/research/interviews/517-interview-with-india-s-first-astronaut-rakesh-sharma

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An exoplanet (short for extra-solar planet) is any planet that orbits a star other than the Sun. Since the mid-1990s, scientists have discovered thousands of exoplanets as a result of missions such as NASA’s Kepler mission.

The existence of exoplanets has sparked increased interest in the search for extraterrestrial life. Scientists are interested in finding Earth-like exoplanets that are within the habitable “Goldilocks” zone of other solar systems (from the Goldilocks and the Three Bears story, in which Goldilocks assessed everything as “not too hot” and “not too cold,” but “just right”). The Goldilocks zone is the region where planets could maintain liquid water on their surface due to their distance from their star. If an exoplanet is too close to the star, any water would vaporize. If the exoplanet is too far, then water would freeze.

An exoplanet orbiting its star within the Goldilocks zone is only one measure of habitability. We only know life as it is on Earth. So these characteristics, which appear

favourable, serve as the basis for further explorations beyond our solar system. Some of these characteristics include orbital information, composition, atmosphere, and mass.

Scientists have only scratched the surface when it comes to exploring exoplanets. They will undoubtedly discover many more and learn a great deal about possible life within and beyond the solar system.

SUGGESTED STUDENT ACTIVITIES

1. Have students research exoplanets and compare them to Earth. How are they similar? How are they different?

2. What technology allows us to study exoplanets? Discuss and research.

3. Have students consider the unique needs required for travelling to an exoplanet.

4. Students create their own, ideal exoplanet. What is the atmosphere content? How much land is there? How much water is there?

CUTTING-EDGE SCIENCE TO SPARK CURIOSITY

Exoplanets

Figure 8 Kepler-186f

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Mission Possible

OPENER: THE MISSION

The Mission is an activity that will engage students by having them participate in science, technology, and math investigations related to space. As a final task, each student will create and present a Mission Plan (Lesson 8). The Mission Plan reflects students’ abilities to transfer knowledge and skills to another area. However, for students to participate in authentic communication, curiosity, critical thinking, and collaboration skills, the research will be completed in groups. (See the science and technology lessons.) The goal of presenting the Mission at the beginning of the mini-unit is to create excitement and to anchor students as the lessons progress. You could even ask at the end of each lesson how this information will help with the Mission.

YO U R M I S S I O N :

Canadian Space Adventurers is a private company dedicated to the exploration of space. We need you!

We are looking for future space travellers to provide a Mission Plan to set up a community on the Moon or Mars.

Which destination is the best choice?

The MoonMars

o r

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LESSON 1 : MAKING MODELS— PHILAE COMET LANDER

Scientists design models to test before applying their knowledge to larger projects. In this lesson, students use design and technology skills to make a model of an orbital-body lander. Each group can use BLM 1.1 to document their steps. This lesson links to the Mission Plan. Students need to discuss how they will land on the Moon or Mars. This activity gives them the experience of doing so through modelling. They also learn about comets.

Some groups may create a parachute for their lander. At the Jet Propulsion Laboratory’s Spacecraft: Airbags you will find some background information to help as needed.

Suggested Time: 3.5–4 hours

Learn ing Goa lsStudents can

• identify possible solutions to a problem.

• design, build, and test a device.

• identify and explain changes for improvement.

HookDiscuss the European Space Agency’s Rosetta mission: Rosetta is a spacecraft that went into orbit around comet 67P/Churyumov-Gerasimenko. Rosetta deployed a lander called Philae, which landed on the comet. (See, also, Teacher Background Knowledge.) This mission represented the culmination of years of effort by hundreds of scientists, mathematicians, engineers, and technicians and was the first time that a spacecraft had landed on a comet. Show students as a class, or have them do some initial research on the Philae lander.

Act ivate Learn ingTHINK ABOUT IT, TALK ABOUT IT (TAI²)

In partners, have students generate questions about the comet landing. Questions to look for are the following:

• Why would we land on a comet?

• How do we land on a comet? Or on a planet?

• Why is it so difficult to land on a comet?

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Have students research the Rosetta mission for further

understanding before beginning to build their

lander.

http://mars.nasa.gov/mer/mission/spacecraft_edl_airbags.html

http://www.esa.int/Our_Activities/Space_Science/Rosetta

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Powerfu l IdeasIn groups, have students plan, design, and build a lander.

An additional requirement could be that the lander must hold an egg and keep it from breaking. You could hold a competition to see who can drop the lander from the highest point without breaking the egg. Alternatively, challenge students to think of unique ways to test their lander under different conditions (e.g., an uneven terrain, varied heights).

Grow the Bra in BaseConsolidation of Learning and Teacher-Directed Time

Have students, evaluate, redesign, rebuild, and explain their reasoning throughout the challenge.

Discuss the Rosetta mission (including the landing) and what made it successful.

Mater ia ls

Have a variety of materials for students to choose from:

• chenille stems

• craft sticks

• fasteners such as paper clips

• cardboard

• Styrofoam

• string

• scrap cloth

To Assist: Show or guide students who are struggling to form and build their own

ideas to find photos or videos of landers in space. Here are some prompting questions: What do you believe is the best part of

Philae’s design? What materials could you use for your design

and why? How will you know your model works? What

will you do if your model doesn’t work?

DIFFERENTIATED

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BLM 1.1: Orbital Body Lander Challenge

Group Members:

Challenge

Your group will design and create a model that can land on any object that is in orbit.

Parameters

Your model must fit inside a 15 cm × 15 cm × 15 cm box.Your model must land upright, unharmed from a height of 2 m.

1. Before you begin your design, what questions do you need answered?

2. Make a Design. Sketch and label what your model will look like.

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Possible Materials

• chenille stems• craft sticks• fasteners such as paper clips• cardboard

3. Explain your design to Mission Control (your teacher). Approval to proceed? ________ (Teacher’s initials)

Build the Lander

4. You may decide to change the design as you build. Describe your reasons for changing the design, using words or a labelled drawing. Use science and technology vocabulary in your description.

5. Show your final model and the results of your testing to Mission Control.

Mission accomplished? Yes ___ No ___

6. The Rosetta mission was a success. Agree or disagree using supporting statements.

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BLM 1.2: Mission Pass Day 1 (Independent Exit Slip)

1. What was the most difficult part of building your lander?

2. What was one change that your group made? Why did you make that change?

3. Why do humans send probes into space to land on comets? Support your answer.

BLM 1.3: Assessment Checklist for Lesson 1

Process Knowledge and UnderstandingStudent Checklist I can make connections with

society and technology.

I can persevere (keep working) to solve problems.

I can identify and explain changes for improvement to my design.

For example:

I can design, build, and test a technological device.

I can identify the technological tools for space exploration.

Teacher Feedback Next Steps:

Next Steps:

Name: _____________________________ Date: _____________________________

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LESSON 2 : REPRESENTING MATHEMATICAL THINKING

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In this lesson, students represent mathematical thinking and display data clearly. This is an open and parallel math task to explore math thinking and make connections to how data can be used in science as a rationale. At the end, students should gain understanding about how more than just one set of data can be used to make conclusions and that data can be displayed in many forms. This lesson acts as a scaffold for Lesson 8 when students research data regarding which destination to travel to, Mars or the Moon.

Note: This lesson can be used as a beginning, an exploratory, and/or an inquiry approach to proportional reasoning or used after building background knowledge on these concepts.

Suggested Time: 1 hour


• investigate effective ways to display data and represent mathematical thinking.

• develop connections between percent and decimal numbers.• gain space knowledge and begin to use data to form inferences.

HookHave 10 students stand up. The class then describes observations of these students in mathematical terms. For example, “Fifty percent of the students standing are female; what fraction would that be?” “One quarter of the students standing are wearing stripes.” Alternatively, share some cool facts about atmosphere or space.

Act ivate Learn ing : TAI 2

Ask, How can you display numbers? What ways do you see data displayed in these magazines, newspapers, and books? (Have some on display.) Is the data easy to understand? How would you represent the same information?

Is the following statement true: 0.5 is equivalent to 50%?¹ How do you show it is true or not true? Students can use whiteboards or scrap paper to share.

Hand out blank 10 × 10 grids (BLM 2.1). Guide students to colour in the parts of the atmosphere for each planet in the chart in BLM 2.2 on two separate grids. <see Teacher Tips on 10 x 10 Grids> Note: The numbers in the Parallel Task table are slightly different than the numbers in the table above it to provide differentiated support.

¹ The value 0.5 is not equal to 50%, it is equivalent. It is necessary to multiply 0.5 × 100 to be equal to 50%. When comparing fractions, decimals, and percents, it is accurate to use the term "equivalent."

ATMOSPHERE ON THE MOON

Until recently, many believed that the Moon did not have a discernible atmosphere. There is recent evidence of an atmosphere on the Moon. Among other elements, the atmosphere contains sodium and potassium, which are not found in Earth’s or Mars’ atmosphere.

To Assist: Have students who have difficulty with fine motor skills complete the Mission Pass using manipulatives (coloured cubes, beads, etc.) instead of

highlighters and paper, then de-scribe their math thinking orally

or through an interactive app.

DIFFERENTIATED

SUPPORT

https://www.nasa.gov/mission_pages/LADEE/news/lunar-atmosphere.html#.VrjuIlKGGwm

https://www.nasa.gov/mission_pages/LADEE/news/lunar-atmosphere.html#.VrjuIlKGGwm

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Powerfu l IdeasIn partners, students will use manipulatives, drawings, graphs, numbers, and calculations to represent the atmospheric data. Students are encouraged to use large newsprint or chart paper and markers to show work, or an interactive whiteboard app.

Say, Find as many ways as you can to represent the data from the chart. The goal is to make it easier for someone to compare the information. Choose the representation that is best to display data and explain why it is the best.

Ask, Using this data, do you believe Mars is habitable? Is this enough data? Explain.

Grow the Bra in Base• Have students form groups of 4 to 6 (two or three sets of partners) to participate in

math discourse about their work.

• Each pair has an opportunity to show how they represented the data and solved the question. <See Teacher Tips on Examples of Ways to Display Data and/or Numbers.>

• Groups choose two of the best representations to share in a whole class circle.

• Have students create a working chart of all the valuable strategies for efficiently representing data.

• Discuss and create an anchor chart for drawing conclusions from data. <See Teacher Tips on How to Draw Conclusions from Data>

• Ask, How might this type of math help astronauts or scientists explore space?

• This is a good time to view the accompanying math video to help students solidify learning and help complete Mission Pass Day 2.

After assessing student understanding (usually after each Mission Pass or other assessments

or sharing knowledge), provide time to correct student misconceptions, provide extra practice if needed, and review

learned concepts or strategies. For example, you might use individual

descriptive feedback, guided groups, or whole class instruction.

INQUIRY T IP

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BLM 2.1: 10 × 10 Grids

Name: _____________________________ Date: _____________________________

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BLM 2.2: Comparison of Mars’ and Earth’s Atmospheres

Choose one table to work with as you explore the ways in which data can be used.

Mars’ Atmosphere Earth’s AtmosphereCarbon dioxide: 95.4 percent

Nitrogen: 2.8 percent

Argon: 1.6 percent

Oxygen: 0.13 percent

Carbon monoxide: 0.07 percent

78% nitrogen, 0.21 oxygen, 0.93% argon, and 0.07% carbon dioxide

Parallel Task

Mars’ Atmosphere Earth’s AtmosphereCarbon dioxide: 95%

Nitrogen: 2.0%

Argon: 2.0%

Oxygen: 0.50%

Carbon monoxide: 0.50%

78% nitrogen

21% oxygen

0.5% argon

0.5% carbon dioxide

Name: _____________________________ Date: _____________________________

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1. Do you think Mars is habitable based on just the atmosphere data? Explain.

2. Have you ever wondered if there are exoplanets similar to Earth? NASA is searching the Milky Way Galaxy for Earth-like exoplanets that might have liquid water on the surface. The chart shows the number of exoplanets that might be similar to Earth in this way. Choose one set of data to compare and represent in one way that you have learned.

Exoplanets Similar to EarthData from January 2013 Data from January 2015Earth-size: 12.8%

Super Earth-size: 29.8%

Neptune-size: 47.1%

Jupiter-size: 7.4%

Larger than Jupiter: 2.9%

Total: 100%

Earth-size: 0.208

Super Earth-size: 0.317

Neptune-size: 0.396

Jupiter-size: 0.067

Larger than Jupiter: 0.012

Total: 1Source: NASA Kepler Mission, January 2015

Extension

3. Look at the 2015 data. What is the probability (out of 100%) that an Earth-like planet will be Jupiter-size or larger?

Name: _____________________________ Date: _____________________________

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BLM 2.4*: Mission Pass Day 2

The following assessment has been modified to provide extra support. The asterisk identifies this assessment as the one for differentiated support.

1. (a) Do you think Mars is habitable based on just the atmosphere data? Yes No (b) Why or why not?

2. Colour in the grid to show the data. Don’t forget a legend!

Exoplanets Similar to Earth

Earth-size: 21%

Super Earth-size: 31%

Neptune-size: 40%

Jupiter-size: 6%

Larger than Jupiter: 2%

Total: 100%

Source: NASA Kepler Mission, January 2015


Process Knowledge and UnderstandingStudent Checklist I thought about the data and

explained my thinking.

I used some math words to explain my work.

For example:

I used a good strategy to display the planet data.

I showed an understanding of the percent and decimal connection.

The conclusions I made from the data make sense.


Next Steps:

Name: _____________________________ Date: _____________________________

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LESSON 3 : COMPARING PARTS OF THE WHOLE

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In this lesson, students make connections between fractions, decimal numbers, and percents. This challenging task allows students to work with converting numbers. At the end of the lesson, students will know how to use one strategy for converting numbers and understand that the total of the parts adds to the whole. This lesson helps students understand the importance of numbers and data they may come across in their research in Lessons 6, 7, and 8.

Note: This lesson can be used as a beginning, an exploratory, and/or an inquiry approach to proportional reasoning or used after building background knowledge on these concepts.



• work with fractions, decimal numbers and percents.• understand that the total should equal 100% or 1.0 or• explain how data can be used to make convincing

arguments.

HookProvide students with information about other factors that make a planet more habitable (e.g., NASA Discovers First Earth Size Planet In Habitable Zone Of Another Star).


Say, Yesterday’s Mission Pass provided data about possible Earth-like planets.

Ask, What if that data were displayed like this? (Show BLM 3.1.) Is it easy to compare this data? Why or why not? Is it important to understand the total or whole for each column? Why or why not?

Say, I have a bag of candies. Would you rather have 60% of the total or 15 candies? (If the total is 20, 15 candies would be more than 60% (12 candies). If the total is 30, 60% would give you 18 candies.)

It is important to know the total amount to understand the parts. Choose a total number and, with a partner, calculate how many candies you would get if it were 60%. Then compare that to getting 15 candies. Which total would get you more candies?

The numbers should be in the same form or represented visually to help compare to answer.

Powerfu l IdeasHave students work in partners with the information provided in BLM 3.1 to solve for the missing numbers.

Say, Convert and solve for all missing information. Show all your work. Be prepared to share your strategies.

To Connect: Have the class partic-ipate in the Fractional Clothesline

activity: Two students hold a string as they stand apart at almost the width

of the room. Hand out cards with frac-tions, decimal numbers, and percents written on them. Include benchmark numbers (0.5, , 100%, 1, 0, etc.). Students with the cards then attach

them with clothespins or (paperclips) to the string where they think they

belong. Once all the cards are attached to the string, have a class discussion.

DIFFERENTIATED

SUPPORT

100100

34

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http://www.nasa.gov/ames/kepler/nasas-kepler-discovers-first-earth-size-planet-in-the-habitable-zone-of-another-star

http://www.nasa.gov/ames/kepler/nasas-kepler-discovers-first-earth-size-planet-in-the-habitable-zone-of-another-star

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To Communicate: When students are using BLM 3.1, to demonstrate learning, try scribing, text-to-speech

technology, and conferencing.

DIFFERENTIATED SUPPORT

Grow the Bra in Base• Have students form groups by strategies. Students compare solutions in these groups.

• Ask each group to explain its strategy and mathematical thinking to the class.

• Directly teach or review the strategies for working with fractions, decimal numbers, and percent; begin anchor chart of conversion strategies. <See Teacher Tips on Strategies for Working with Fractions, Percent, and Decimal Numbers.>

• Teach or discuss why it’s important to understand the total when working with part–whole fractions when the whole is named, for example, 100% = 3892 planets.

• Teach or discuss whether the Kepler data is useful for the Mission.

• Begin a list of useful data students can use for their Mission Plans.

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BLM 3.1: Number of Exoplanets Similar to Earth

In partners, solve for the missing information in the chart below. Show your work.

Number of Exoplanets Similar to EarthPlanet Size Decimal (Total = 1) Fraction (Total = 3892) Percent (Total = 100%)

Earth-size 20.8

Super Earth-size 0.317

Neptune-size

Jupiter-size 6.7

Larger than Jupiter

Total

Source: NASA Kepler Mission, January 2015

Parallel Task

Planet Size Decimal (Total = 1) Fraction (Total = 3892) Percent (Total = 100%)

Earth-size 0.21 21%

Super Earth-size 0.31

Neptune-size 0.4

Jupiter-size 0.06

Larger than Jupiter 2%

Total 1 100%

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12073892

15573892

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1. Why is it important to understand both the whole and the parts?

2. Think about your Space Mission. What ideas will you research? What kind of data could you look for?

3. Show whether each statement is true (T) or false (F). Change a number in each false statement to make it true. Write your answer in column B. A B

= T____ F____

25% = 0.25 T____ F____

0.021 = 21% T____ F____

0.471 = 4.7% T____ F____

= 40% T____ F____

100% = 1.0 T____ F____

Name: _____________________________ Date: _____________________________

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BLM 3.3*: Mission Pass Day 3 (Independent Exit Slip)


Solve for the missing information in the chart below. Show your work.

1. Write the whole of these parts. (a) All parts = 0.5, 0.25, 0.10, 0.15 whole = _______ (b) Some parts = 75%, 25% whole = _______ (c) Part = whole = _______ Check off the data you want to research for your Mission Plan.

□ atmosphere information □ historical data □ distance from Earth □ ____________________ (other ideas?) □ orbital information □ ____________________ (other ideas?)

2. Show whether each statement is true (T) or false (F). Change a number in each false statement to make it true. Write your answer in column B. A B

= T___ F ___

25% = 0.25 T___ F ___

0.021 = 21% T___ F ___

100% = 1 T___ F ___

Name: _____________________________ Date: _____________________________


Process Knowledge and UnderstandingStudent Checklist I reflected on (thought about)

a very important part of my learning today.

I predicted how data could help me plan my Space Mission.

For example:

I can convert between fractions, percent, and decimal numbers.

I understand how the whole compares to parts.


Next Steps:

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LESSON 4 : MAKING CONNECTIONS— FRACTIONS, DECIMALS, AND PERCENT

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In this lesson, students investigate and explain the connections between fractions, decimal numbers, and percent with concrete drawings, materials, and calculators. Students learn from, and share with, peers that there is more than one way to represent mathematical thinking.



• investigate and show the relationships between fractions, decimal numbers, and percents.

• compare and order whole and decimal numbers (using a number line with spatial reasoning).

• use different representations to show math thinking.

• apply knowledge to familiar situations.

HookShow engaging space images or videos related to gravity, mass, and the planets in the solar system (e.g., Minute Physics: What is Gravity?).

Ask, What is your weight on other planets? Have students see their weight by going to Your Weight on Other Worlds.


Ask, Is there a difference between mass and weight? Explain. <see Teacher Background Knowledge> Why does it matter? What might this have to do with your Space Mission?

Powerfu l IdeasSay, According to the chart (BLM 4.1), on which object would your weight be the highest? Show your work, and explain your thinking. On a number line, order the objects from where your weight would be the heaviest to the lightest.

https://www.youtube.com/watch?v=p_o4aY7xkXg

http://www.exploratorium.edu/ronh/weight/

http://www.exploratorium.edu/ronh/weight/

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Grow the Bra in BaseDepending on the needs of your students, some direct-teaching points could apply:

• Represent thinking (using pictures, tables, graphs, etc.) to help communicate ideas and solutions

• Proportional reasoning: weight ratios, fractional number line

• Calculations (multiplication/division) for converting numbers

• Determine and explain the relationship between fractions, decimal numbers, and percent

Gal lery Walk or Stay and St ray<See Teacher Tips on Discourse and Sharing.>

• Have students share representations of their work and data placement on the number line.

• Ask students to note the differences and similarities between their own work and the work of others.

• Make a chart listing ways to represent thinking. <See Teacher Tips on Examples of Ways to Represent Thinking.>

• Students’ number lines can be from 0 to 3 (decimals) or 0 to 236 (percent).

Extra Pract ice , Fur ther Assessment , and Extens ions1. Using fraction rods, create a bar graph to show the planet data (BLM 4.1, Gravity of Selected

Objects in Our Solar System). Hint: Decide which fraction rod will be equal to 1.

2. Data management: Students can graph the relationship between gravity (% relative to Earth) and mass of planet. Provide the data for students, and ask them to graph the numbers as an inquiry activity. Discuss dependent and independent variables, x- and y-axes, what type of graph to use, and what conclusions can be formulated and justified.

3. Representing fractions, decimal numbers, and percent can be easily linked to the visual arts curriculum. Students can create tessellations, 10 × 10 grids coloured in parts (decimal numbers) used to create a class quilt, block names (students draw their names on graph chart paper and calculate the fraction of squares each vowel and consonant takes up), or symmetrical grid pictures (students have to calculate the fraction of each colour).

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BLM 4.1: Gravity of Selected Objects in Our Solar System

In partners, answer the questions.

1. On which object would your weight be the highest? Show your work.

Object Compared to Earth’s Gravity My Work

Mercury 37.8%

Venus

Earth 1

Jupiter 2.36

Uranus 0.889

Moon 0.166

2. On the number line, order the objects in the above chart from heaviest to lightest.

Name: _____________________________ Date: _____________________________

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0.3 yellow blue 15% red

yellow blue red


Use pattern blocks or tiles to build a two-dimensional shuttle. Draw your design. You may use graph paper, dot paper, or pattern block paper.

You must have the following number of shapes and colours:

The rest of the amounts and colours are not known.

Create your shuttle. Decide on the rest of the colours. What part of the whole will they be to make 100% of the picture? Show your work.

Name: _____________________________ Date: _____________________________

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Name: _____________________________ Date: _____________________________

BLM 4.3*: Mission Pass Day 4 (Independent Exit Slip)


Use pattern blocks or tiles to build a two-dimensional shuttle. Draw your design. You may use graph paper, dot paper, or pattern block paper.

Show your work. You must have the following number of shapes and colours:

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Process Knowledge and UnderstandingStudent Checklist I used what I learned before

to compare the parts to the whole shuttle.

I figured out placement of numbers on the number line.

For example:

I understand how fractions, percent, and decimal numbers are related.

I used my understanding of a whole to complete the shuttle.


Next Steps:

Name: _____________________________ Date: _____________________________

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LESSON 5 : THE MISSION LAUNCHL

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In this lesson, students develop questions around what information would be needed for travelling to space and creating a community on the Moon or Mars. The questions are sorted into specialty areas (topics for student research) as a class. Once specialist roles are listed, students choose a role and justify their choice.



• ask questions that can lead to investigations.

• use critical and creative thinking processes to justify answers.

HookShow the accompanying video that features Canadian aerospace engineer Natalie Panek.


• Reintroduce the Mission Statement (see Opener: The Mission).

• Have students use small whiteboards (or scrap paper) to write curiosity questions about space.

• Have students share questions with an “elbow partner” (a classmate in close proximity).

• Ask, How can we use questions to learn? Discuss these ideas and make a chart.

The following three lessons are based on a jigsaw teaching technique <see Teacher Tips on Jigsaw Technique>: Form home groups first to establish specialist roles and write initial questions. Then

home groups split into specialist groups to ask more questions and research answers. After becoming a specialist in their area, students return to their home groups to teach and share

their knowledge. After sharing, each student can begin work on the Final Mission Plan (Final Performance Task).

SCIENCE AND TECHNOLOGY LESSONS: MISSION SPECIALISTS

INQUIRY TIP

Students will benefit from more than one exposure to questioning skills; the Powerful

Ideas activity scaffolds their learning.

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Powerfu l IdeasAsk, What questions do you need answered to choose a destination and justify your ideas?

In partners, have students generate more questions about information they need for space travel, survival, and to establish human communities on other objects in our solar system. They can write their questions on whiteboards, chart paper, or tablets. Once students generate questions, identify and discuss which are closed questions and which are open-ended questions. <See Teacher Tips on Asking Questions.>

Ask, How could we sort the questions for research purposes? If the class doesn’t conceive of the research areas below, lead students to these areas for research.

The specialist roles (research topics) are based on the curriculum content Understanding Basic Concepts:

1. Solar system specialist: expert on stars, planets, orbits, gravity, moons, meteors, and comets

2. Journey specialist: expert on human needs in space (e.g., oxygen, water, food, heat, protection from ultraviolet radiation)

3. Community specialist: expert on the sustainability of the Moon or Mars

4. Technology specialist: expert on design and repair of spacecraft, rovers, landers, telescopes, and spectrometers

<See Teacher Background Knowledge.>

Grow the Bra in BaseAsk, Why might asking questions be an important part of your research? Explain. How can each specialist help select the destination for travel? Would you be able to choose your destination today? Explain.

Make anchor charts of open-ended versus closed questions <see Teacher Tips on Asking Questions> and lists of research and learning goals of the next two lessons (Lessons 6 and 7). <See Teacher Tips on Research Skills.>

To Communicate: Students could research some of the

“firsts” in space and create a short presentation in the form of a skit, puppet play, or slide

show. For example, students may wish to feature Guion Bluford,

the first African American in space. Students could also

create a bulletin board display highlighting quotations by people who achieved remarkable firsts in space. See the Web Resources for

more “firsts” in space.

DIFFERENTIATED

SUPPORT

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1. Which specialist did you choose? Explain your choice.

2. Why is it important to ask questions to begin learning? Use examples and your own ideas to support your answer.

3. What other questions do you have about your specialist area?


Process Knowledge and UnderstandingStudent Checklist I can ask questions that help

me explore my topic.

I can organize my investigations.

For example:

I can support statements with reasons and my own ideas.

I understand that survival in space needs specialist knowledge.

Teacher Feedback Next Steps: Next Steps:

Name: _____________________________ Date: _____________________________

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LESSON 6 : SPECIALIST RESEARCHL

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This lesson has two parts. Part 1 begins with students in their home groups discussing their choice of specialty. They work again on asking open questions, then move to new specialist groups. As a group, they begin the process of organizing questions, researching, and recording information in a graphic organizer. (See blank BLM 6.1 and individual BLMs 6.2 to 6.5.) Part 2 involves more research and looks specifically at data or numbers in research.


• (2.3) use inquiry/research skills to investigate scientific and technological advances.

• carry out a predetermined plan (in small groups).

• record research and ideas using a variety of graphic organizers.

Before LessonUsing a student choice of specialist, form home groups of 4, if possible, with one mission specialist in each group. You may need to do some trading. For example, the journey and community specialists can be combined into one if needed.

Par t 1 : Organ iz ing and Beg inn ing ResearchSuggested Time: 2–3 hours


In their home groups, students share their reasons for choosing their specialist area. <See Teacher Tips on Forming and Justifying Conclusions.> Use student exemplars of the exit slip from Lesson 5 (BLM 5.1) to show what a grade-appropriate reason or justification looks like.

Ask, What questions were asked about your specialist area? Review the questions. <See Teacher Tips on Asking Questions.>

Groups share their questions with each other. What questions were open? Working as a group, students turn any closed questions into open questions.

Powerfu l Ideas<See Teacher Tips on Jigsaw Technique.>

JIGSAW: SPECIALIST GROUPS

Students leave their home group to form specialist groups to do research. This creates four groups of seven or eight students. In specialist groups, students generate or add questions they have about their topic.

Hand out BLM 6.1: Mission Specialist Graphic Organizer. On one side, students record their initial questions. On the other side, they choose four focus questions and make jot notes from research. Students share questions with the group. What is common? Which questions are open?

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Order the questions from open to closed, and place on chart paper for the entire group to use to begin researching.

BLM 6.1 is blank. BLMs 6.2 to 6.5 are organizers with suggested questions for students who require further guidance and support or focus.

<See Teacher Tips on Differentiated Instruction.>

Grow the Bra in BaseAllow an appropriate amount of time and resources <see Bookshelf and Web Resources> for groups to research (approximately 3 hours). Some students will benefit from text-to-speech assistive technology or subject-related videos to gather research.

Provide time at the end of each research period for students to share information, ideas, and to make connections to the Mission Plan within their home group. Hand out BLM 8.1 or 8.2: Space Mission Plan Outline to allow students to track and control their own learning. This is a good time to facilitate student understanding and discuss how they are sharing the knowledge. <See Teacher Tips on Discourse and Sharing.>

Circulate and help each group focus or dig further into key concepts related to the Mission Plan. Scaffold and guide the organization of research for students when necessary.

Open Inqu i ry Exp lorat ions1. Provide students with a variety of light-emitting, absorbing, and reflecting objects (e.g.,

flashlights, tablets, cellphones, glow-in-the-dark items, mirrors, prisms). Have students explore the objects and make connections to Earth’s solar system.

2. Provide students with a variety of lenses (e.g., old reading glasses or magnifying glasses), paper towel rolls, and/or cardboard. Challenge students to make their own telescopic devices.

3. Provide students with variety of vegetable seeds, growing trays, and soil. Have students create a model greenhouse for their chosen destination.

To Communicate: Use the alternative graphic organizers (BLMs 6.2, 6.3, 6.4, and 6.5) to help

students record information. You may wish to have some students use voice-to-text software or screen

recorders. Use small-group instruction to facilitate and guide the process.


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BLM 6.1: Mission Specialist Graphic Organizer

Your Questions

Write all the questions you can think of about space and space exploration.

Name: _____________________________ Date: _____________________________

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Choose four questions to start. Make notes in this chart, one box for each question. Use more pages if needed.

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BLM 6.2: Solar System Specialist

Specialist: Solar System

How far away is the Moon? What are orbits?

What is a Moon cycle? What are the planets in our solar system?

Name: _____________________________ Date: _____________________________

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BLM 6.3: Journey Specialist

Specialist: Journey

How will you breathe in space? How will you get water?

Where will your food come from? How will you take care of waste?

Name: _____________________________ Date: _____________________________

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BLM 6.4: Community Specialist

Specialist: Community

How will you grow your food? How will you continue to get oxygen?

Where will your waste go? How will you use the resources on Mars or the Moon?

Name: _____________________________ Date: _____________________________

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BLM 6.5: Technology Specialist

Specialist: Technology

How do telescopes work? What is the purpose of a planet rover?

What shape should a spaceship be? How do spacecraft land on the Moon, a planet, or other object?

Name: _____________________________ Date: _____________________________

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1. Working with your specialty group helps expand your knowledge. Agree or disagree. Justify your point of view.

2. What data (e.g., numbers) did you find when researching? What do they mean?

Name: _____________________________ Date: _____________________________


Process Knowledge and UnderstandingStudent Checklist I can cooperate in groups

by sharing information so everyone understands more of the topic.

I can record information under good headings.

For example:

I understand that data (numbers) can be used to help support and justify conclusions that scientists make.


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Par t 2 : Work ing wi th Data


Review the assessment from Part 1, and discuss the importance of skills for working in groups.

MINI-LESSON

Ask, What questions do you have about the data you found?

Students discuss with their elbow partners.

Discuss specific examples of the data or numbers students found in their research. Provide time for students to practise reading data, graphs, or charts in partners.

Ask, What do the numbers tell us? How can we verify the data? How can we use data to help form and justify conclusions or decisions about your choice of destination (to Mars or the Moon)? <See Teacher Tips on Forming and Justifying Conclusions.>

SAMPLE DATA FOUND

THROUGH RESEARCH

• average distance to the Moon is 382 500 km

• a chart showing the lunar perigee and apogee

• temperatures on the Moon

• travel times to Mars and the Moon

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BLM 6.8: Research Tracking Sheet

Your Questions

Each work period, you need to record what you plan to work on (Focus Question or Topic) and what you finish each time. Date and Length of Time

Focus Question or Topic What I Accomplished (Be Specific)

Name: _____________________________ Date: _____________________________

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LESSON 7 : HOME GROUP CONNECTIONSL

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In this lesson, students return to their home groups with their completed research (on a graphic organizer) to share and summarize information. Each student should have a solid understanding of all specialists’ research to use in the Mission Plan at the end of the eModule.

Suggested Time: 2 hours


• summarize relevant information.

• communicate research results orally to other group members.

• (3.1) identify components of the solar system.

• (3.3) explain how humans meet their biological needs in space.

• (3.4) identify technological tools that are needed for space exploration.


Teachers use this time to teach or discuss summarizing, communicating research, active listening, and asking for clarification and to provide talking points or prompts.

<See Teacher Tips on Summarizing Information and Collaboration and Communication.>

Powerfu l IdeasStudents return to their home groups. Using their graphic organizers, students share their information orally. Group members discuss information using positive group discussion skills. <See Teacher Tips on Discourse and Sharing.> Students are teaching and learning from each other.

Teach or review with the class how to summarize research.

As each student shares his or her specialist research, together the group summarizes important information (including definitions, data, and diagrams) that can be used for the individual Mission Plan tasks. The group creates a large-format Mission Specialist Summary Chart on chart paper. Have one summary chart per home group, and use chart paper to share ideas as a class. Review the mini-lesson about data in Part 2 of Lesson 6. Definitions should be content-specific, and diagrams should be detailed and include labels.

Grow the Bra in BaseEach group posts its summary chart. Everyone does a Gallery Walk <see Teacher Tips on Discourse and Sharing> to gather any more information. Students return to their group and add any new information to their summary charts.

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Solar System Specialist

Definitions:

Data:

Diagrams:

Journey Specialist

Definitions:

Data:

Diagrams:

Community Specialist

Definitions:

Data:

Diagrams:

Technology Specialist

Definitions:

Data:

Diagrams:

Suggested Format for Miss ion Spec ia l is t Summary Char t

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BLM 7.1: Mission Pass Day 7

1. Why is it important to have open discussions about your specialist area?

2. What was difficult about sharing your information with your group? How did you deal with this difficulty?

3. What was one thing you learned from each of the other specialists?


Process Knowledge and UnderstandingStudent Checklist I can have an open, positive

discussion about ideas and information.

I can summarize information.

For example:

I can identify parts of the solar system.

I can explain how humans meet their needs in space.

I can identify technology that is needed for space exploration.


Name: _____________________________ Date: _____________________________

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LESSON 8 : THE MISSION PLAN (F INAL PERFORMANCE TASK)

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In this summative activity, students share and transfer their knowledge. This final performance task should be created and performed individually, so teachers can have a clear understanding of the learning.

Here are some ways students could present their Mission Plans:

• Create and perform a song.

• Write a drama script and present it.

• Create, write, record, and present a video.

• Create and present an infographic with charts, graphs, and pictures.

• Create a (two-dimensional or three-dimensional) model to support the destination choice.

• Write and perform an interview as a mission expert (on all specialist topics).

• Create a slideshow of the mission (using slide or presentation software, for example).

• Write a story about the mission.

Suggested Time: 3 hours


• apply knowledge to familiar situations within their Mission Plan.

• transfer knowledge to make connections to new situations in their Mission Plan.


To Communicate: Provide a variety of methods to communicate learning. For example, use speech-to-text technology, create a slideshow, use cloud-based collaborative documents, use a voice-recording device, or provide time for a conference. You might wish to connect and extend this approach to address

language and/or social studies expectations.

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BLM 8.1: Space Mission Plan Outline

You and your fellow space travellers will gather space knowledge for your decision. You will each submit an official Space Mission Plan from your group investigations to convince the prime minister to provide funding to Canadian Space Adventurers for your mission. Your individual plan must include the following:

1. Your choice of the Moon or Mars. Give reasons for the choice.2. Details about the destination (for example, orbit, average temperature, landscape, gravity, distance

from Earth)3. The necessary technology required to research, test, or explore

(a) the surface of the Moon or Mars (b) infrastructure for living in space (c) communication systems (d) various means of travel to your destination

4. Strategies for meeting basic human needs (at the destination and during space travel)5. Shuttle or lander technology6. Four astronauts (other than your peers) who are important for your mission. Have the same number of

male and female crew members.7. Your choice of the next important space technology. Make a sketch showing what would help your

mission be more successful.

As a space explorer, you will prove that your needs are vital. Reasons may include the following:

1. diagrams, charts, data, sketches2. statements such as

(a) I think _______________________ because ______________________. (b) Humans need __________________ so __________________________.

Extension

Build a three-dimensional model to show the destination or what you learned. For example, you could make the Moon from modelling clay, or you could make a rover.

Name: _____________________________ Date: _____________________________

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BLM 8.2*: Space Mission Plan Outline


1. Will you travel to the Moon or to Mars? Why did you choose this destination?

2. Draw four people who will help on the mission. Label the items they will bring or use.

Technologies

3. (a) What will help you travel to the destination?

(b) Explain your choice.

4. (a) What will help you explore the destination?

(b) Explain your choice.

Name: _____________________________ Date: _____________________________

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5. How will you meet basic biological needs on the Moon or Mars? Food:

Oxygen:

Human waste:

Shelter:

6. Think about what you have learned. Identify a problem that could be solved with a new space technology. Draw this new technology and label it.

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ASSESSMENT The Mission Possible eModule covers this big idea: Earth is part of a large, interrelated system.

Students investigate the characteristics of components of the solar system.

The exit slips provided in this eModule are for assessment as learning and assessment for learning purposes to guide instruction and provide feedback to students. You may need to address misconceptions and have further discussions with students after you assess the exit slips. This may be in the form of whole class instruction, guided groups, individual conferences, or extra practice problems.

BLM A.1: Rubric for Assessment of eModule

Level 1 Level 2 Level 3 Level 4Knowledge and Understanding

• Space content, definitions, and terminology

• Philae lander• Math proportional

relationships

• Demonstrates limited knowledge through inquiry and research

• Demonstrates limited knowledge of the design process

• Demonstrates limited knowledge through problem solving

• Demonstrates some knowledge through inquiry and research

• Demonstrates some knowledge of the design process

• Demonstrates some knowledge through problem solving

• Demonstrates considerable knowledge through inquiry and research

• Demonstrates considerable knowledge of the design process

• Demonstrates considerable knowledge through problem solving

• Demonstrates a high degree of knowledge through inquiry and research

• Demonstrates a high degree of knowledge of the design process

• Demonstrates a high degree of knowledge through problem solving

Thinking and Investigation

• Formulating questions

• Forming and justifying conclusions

• Uses questions to initiate ideas with limited effectiveness

• Uses research and data to justify conclusions with limited effectiveness

• Uses questions to initiate ideas with some effectiveness

• Uses research and data to justify conclusions with some effectiveness

• Uses questions to initiate ideas with considerable effectiveness

• Uses research and data to justify conclusions with considerable effectiveness

• Uses questions to initiate ideas with a high degree of effectiveness

• Uses research and data to justify conclusions with a high degree of effectiveness

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Level 1 Level 2 Level 3 Level 4Communication

• Research• Group work

• Organizes information with limited effectiveness

• Expresses ideas to group members with limited effectiveness

• Organizes information with some effectiveness

• Expresses ideas to group members with some effectiveness

• Organizes information with considerable effectiveness

• Expresses ideas to group members with considerable effectiveness

• Organizes information with a high degree of effectiveness

• Expresses ideas to group members with a high degree of effectiveness

Application

• Mission Plan

• Applies knowledge and skills to familiar contexts with limited effectiveness

• Transfers knowledge and skills to unfamiliar contexts with limited effectiveness

• Applies knowledge and skills to familiar contexts with some effectiveness

• Transfers knowledge and skills to unfamiliar contexts with some effectiveness

• Applies knowledge and skills to familiar contexts with considerable effectiveness

• Transfers knowledge and skills to unfamiliar contexts with considerable effectiveness

• Applies knowledge and skills to familiar contexts with a high degree of effectiveness

• Transfers knowledge and skills to unfamiliar contexts with a high degree of effectiveness

BLM A.2: Student Evidence of Knowledge and Understanding

Science and technology content, inquiry, and investigations (research, advancement exam, technology design)

Student Name

Explains Biological Needs

Identifies Technological Devices

Understands the Relationship Between Earth, the Moon, and the Sun

Identifies the Components of the Solar System

Uses Appropriate Vocabulary in Written and Oral Communication

Understands the Design and Technology Development Process

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BLM A.3: Student Evidence of Communication

Student Name

Organizes Information in Graphic Organizers (Questions, Headings, Jot Notes)

Feedback 1 Feedback 2 Communicates in Many Forms Group Work (Verbal, Written, Diagrams)

Feedback 1 Feedback 2

BLM A.4: Student Evidence of Thinking and Investigating

Student Name

Asks Open Questions Lesson 5

Feedback 1 Feedback 2 Forms and Justifies Conclusions (Make Statements, Uses Research and Data to Justify) Lesson 7 Mission Plan

Feedback 1 Feedback 2

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BLM A.5: Student Evidence of Application and Transfer of Knowledge

Student Name

Familiar Contexts Mission Plan (Destination, Human Needs, Technology)

Unfamiliar Contexts Mission Plan (Four Experts, Model, New Technology)

Justifies Conclusions Using Research, Data, and Investigations

Makes Connections with Science, Technology, and Math

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To Communicate: The paper and pencil exams are optional. BLMs A.7* and A.9* have been modified slightly, but still assess Grade 6 science,

technology, and math expectations. Alternative ways of sharing knowledge are to scribe answers, to conference or interview, and to

use speech-to-text or text-to-speech technology.

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BLM A.6: Show What You Know—Math

1. Convert the following percents to fractions: (a) 96% = ______ (b) 25% = ______ (c) 8% = ______

2. Convert the following decimal numbers to percents: (a) 0.25 = ______ (b) 0.09 = ______ (c) 0.7 = ______

3. Convert the following fractions to decimal numbers and percents: (a) = ______ (b) = ______

4. (a) In the grid, represent 0.75 in green, 20% in purple, and 0.01 in orange.

(b) How much has not been coloured in the grid? ____________

5. Study the chart. What is the missing amount for water and trace elements in the Moon’s surface? Show your work. ________________

The Moon’s Surface (traces of other elements and water have also been found)Oxygen Calcium Iron Magnesium Silicon

43% 10% 0.19A

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25

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100 20

100

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BLM A.7*: Show What You Know—Math


1. Convert the following percents to fractions: (a) 75% = ______ (b) 25% = ______

2. Convert the following decimal numbers to percents: (a) 0.25 = ______ (b) 0.50 = ______

3. Convert the following fractions to decimal numbers and percents: (a) = ______ (b) = ______

4. (a) In the grid, represent 0.75 in green, 20% in purple, and in orange.

(b) What is the total amount coloured in the grid? ____________

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Name: _____________________________ Date: _____________________________

10100

510

5100

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BLM A.8: Show What You Know—Science

1. Describe our solar system, and explain how it is ordered.

2. Choose one planet from the solar system. Compare it to Earth. How are they similar? How are they different?

Earth and _____________________

Similarities Differences

3. What was the most interesting fact you learned about space or space exploration?

4. Humans need air, water, food, and waste disposal in space. Choose two of these needs. Explain how astronauts meet these needs. Support your answers.

(a)

(b)

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5. Space travel would not be possible without technology. Choose two examples of technology. Explain why they are needed for space exploration. Support your answers.

(a)

(b)

6. Scientists are working on elevators that get close to space. What process do you think scientists used to create this technology?

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BLM A.9*: Show What You Know—Science


1. List the planets in order. Start with the planet closest to the Sun. Saturn, Venus, Earth, Neptune, Mars, Mercury, Uranus, Jupiter

2. Compare Earth and Mars. How are they similar? How are they different?

Earth and MarsSimilarities Differences

3. What was the most interesting thing you learned?

4. Humans need air, water, food, and waste disposal in space. Choose two of these needs. Explain how we plan for them during space travel. Support your answers.

(a)

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5. Space travel would not be possible without technology. Choose two examples of technology. Explain why they are needed for space exploration. Support your answers.

(a)

(b)

6. Some scientists are working on an elevator that reaches space. Place the design processes listed below in the correct order. (Hint: Think of the method you used when building your Philae comet lander.) ask questions, test a model, make a plan, make a model, make changes, draw a model, determine success

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Success Cr i ter ia Char tsHighlight and discuss where your students need the most guidance and support during these eModules. Create anchor charts <see Teacher Tips on Math Anchor Charts> to support the following success criteria when necessary.

MATH SUCCESS CRITERIA

• Takes time to read and understand the problem.

• Thinks about learned strategies and effective strategies for solving problems.

• Creates and carries out a plan.

• Reflects on the reasonableness of the solution.

• Tries a new strategy or reworks a strategy if necessary.

• Provides a final statement for the solution to the problem.

• Checks that thinking is represented clearly.

SCIENCE AND TECHNOLOGY SUCCESS CRITERIA

• Asks open questions.

• Makes a plan using organizers such as a Venn diagram.

• Selects multimedia and electronic resources.

• Records information using jot notes.

• Organizes information under appropriate headings.

• Uses websites that are current, valid, and express both sides of an issue (where applicable).

• States conclusions based on information and data.

• Summarizes information and identifies the important facts and data.

TECHNOLOGY SUCCESS CRITERIA

• Identifies a problem and proposes a solution.

• Carries out a predetermined plan.

• Records results of testing.

• Identifies changes and explains why changes were made.

• Communicates results as successful or not successful, orally, with diagrams, or with written descriptions.

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BLM A.10: Self-Assessment

Rating Scale

1. Never 2. Sometimes 3. Usually 4. Often 5. Always

Curiosity Scale (student self-assessment)

______ I am curious about many topics.

______ I have a desire to learn new concepts.

______ I ask questions about things I don’t know or understand.

______ I want to find answers to my questions.

______ I keep trying to find information or answers to my questions or questions of others.

Creativity Scale (student self-assessment)

______ I like to produce my own work and not copy.

______ I use my imagination when problem solving.

______ I like to build on my knowledge.

______ I elaborate on ideas and add to explanations.

Perseverance Scale (student self-assessment)

______ I enjoy a challenge or puzzle.

______ I look for support after I have tried many different ways.

______ My mistakes help me work harder.

______ When answering questions, I take the time I need.

______ I like to keep trying at a problem.

______ When something is difficult, I do not give up.

Collaboration Scale (student self-assessment)

______ I actively listen when someone is sharing.

______ I try to understand what others mean.

______ I accept the ideas of others.

______ I work with others to come up with ideas.

______ I willingly share my ideas to help my peers.

______ I discuss differing views calmly with peers.

AS

SE

SS

ME

NT

Name: _____________________________ Date: _____________________________

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BLM A.11: Tracking Learning

Self-Assessment of Process Skills

Tracking My Progress LevelCollaboration

Next time ...

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Reflecting on my work

Next time ...

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Communication (written and oral)

Next time ...

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Using learned strategies and solving problems

Next time ...

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Creativity

Next time ...

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4A

SS

ES

SM

EN

T

Name: _____________________________ Date: _____________________________

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AS

SE

SS

ME

NT

BLM A.12: Student Tracking Sheet

Knowledge and Understanding Inquiry Process Final Mission Plan

I can explain how humans meet biological needs in space.

I can identify some technology and devices for space exploration.

I can explain the relationship between Earth, the Moon, and the Sun.

I can identify parts of our solar system.

I can use science and technology vocabulary related to space when I talk about ideas in writing and when speaking.

Show What You Know—Math Completed: _______ (initial)

I know and can explain the relationships between fractions, decimal numbers, and percent.

I can make some conclusions from graphs and charts.

I can choose appropriate data as proof.

Show What You Know—Science Completed: _______ (initial)

Asking Questions

I can ask open-ended questions (answers are not found easily).

I can continue to ask questions to dig deeper in my research.

Collaboration

I can discuss my ideas, expertise, and information with my group to build everyone’s knowledge.

I can be open to my group’s ideas.

Critical Thinking

I can decide which data and information are useful for my mission.

I can summarize information by identifying the main ideas, important evidence, and diagrams (also charts and tables) from my research.

Communication

I can organize and sort my research and own ideas using jot notes and appropriate headings.

I can communicate my knowledge to others in my group using my notes, data, pictures, sketches, diagrams, charts, graphs, and videos.

I use examples from my own and my group’s research in the Mission Plan.

I form clear conclusions to support my mission destination.

I apply the skills I’ve learned (and practised) to complete the Mission Plan.

I use these skills: making inferences, providing proof, summarizing, interpreting data.

I can justify my conclusions using specific examples from the research.

I apply the knowledge I’ve learned through my group work to my Mission Plan.

I use science and technology vocabulary related to space.

I can use my math knowledge to make sense of the data in the research.

I can use real data as evidence to justify my ideas.

I have shown math evidence as part of my reasoning for my choice.

Name: _____________________________ Date: _____________________________

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Mission Possible

TEACHER T IPS

Think About I t , Ta lk About I t (TAI 2)

This learning strategy allows students a limited time (30–60 s) to think about a topic. This allows students to clear their thoughts and become focused on the lesson. For differentiated support, have scrap paper available so students can draw or doodle their ideas. Once students have had the chance to reflect on the topic individually, encourage them to talk about their ideas with partners, groups, or the whole class.

Asking Quest ions

Open questions allow for higher-order thinking (as shown in Bloom’s taxonomy), creativity, curiosity, interesting discussion, and critical

thinking. They allow students to analyze, evaluate, and synthesize information and draw conclusions. Open questions are not easily searchable online. So they require making conclusions, putting ideas together, and analyzing information. There will be more than one correct answer, and each student’s idea, theory, or answer will require justification and research-based evidence.

Closed questions lead to limited answers or one possible answer and display knowledge or basic comprehension.

Help students make closed questions more open. For example, “What can a dog eat?” could be “How might a dog know what to eat?” See Figure 1.

What (event)

Where/When

(situation)

Which (choice)

Who (person)

Why (reason)

How (means)

Is (present)Did/Does

(past)Can

(possibility)

Could (probability)Will/Would

(predictability)Might

(imagination)

Figure 1 Question creation chart

Remembering and

Understanding

Understanding and

Applying

Evaluating, Analyzing, and

Creating

Applying, Analyzing, and

Creating

MINI-LESSON IDEAS

21 Open Questions Game

Have pairs of students play an adapted version of the game 21 Questions. Instead of being

allowed to ask yes or no questions, they are only allowed to ask open questions to guess the object their partner has chosen. The goal is to guess the object along with specific details using fewer than 21 questions.

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Mission Possible

Sorting Race

Form groups of students, and give each group a list of 10 questions on sticky notes or cards. Start a timer. Groups need to sort the questions under the headings “Closed Questions” and “Open Questions.” When each group finishes, they get teacher approval to record the time in which they completed the task. Other groups continue until they have successfully sorted as well. The finished groups can debrief on how collaboration helped them by listing what worked well in the activity.

Col laborat ion and Communicat ionProvide scaffolds, and explicitly teach collaboration to ensure productive, positive group work and knowledge sharing.

Model skills and find teachable moments when students are modelling good collaborative skills.

Collaboration Skills

• active listening

• rephrasing or summarizing

• asking clarifying questions

• making conclusions

• taking on different roles

• problem solving as a group

Results from collaboration include accountability, independence, deeper understanding, more refined ideas, increased retention, and reduced anxiety.

MINI-LESSON IDEAS

• Have a class discussion about what students like and don’t like about group work. Make an anchor chart on what collaboration looks and sounds like based on student preferences. Use the students’ “don’t like” ideas to create positive “look-fors” on the chart.

• Create a student-generated contract about collaboration as a class, and have each student sign the contract.

• Have two students model a counter-example of collaboration for the class. Debrief what went wrong, and have the same students model an example of collaboration.

• Provide sentence starters and group norms for students working in groups.

SENTENCE PROMPTS AND TALK POINTS FOR COMMUNICATION AND COLLABORATION

Students say,

“Yes, I like that idea, and …”

“I believe/don’t believe that …”

“I’m not sure what you mean. Can you explain?” or “Do you mean …?” “Can you expand on …?”

“I disagree because …” or “What would happen if …?”

“What evidence did you find for …?”

“I think that means …” or “I thought … meant …”

“My new idea/theory/thinking is … because …”

“This data shows …” or “I showed my thinking by/using …”

“Did you find … to be true in your research?”

“Your idea makes me think …”

“Your idea made me wonder, so I did some research and found …”

You can help students move from a knowledge-hoarding perspective to a knowledge-sharing perspective. Help students see the classroom as a learning community and that building on each other’s ideas extends understanding and leads to success for all.

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Mission Possible

Discourse and Shar ingOral communication and presentation skills are very important for students to learn. However, this eModule focuses on small-group interactions and sharing learning between students to create authentic conversations. Some ideas overlap with the collaboration tips, since these two skills go hand-in-hand.

Provide scaffolds, and explicitly teach active listening and positive communication skills to ensure productive, positive group work and sharing of knowledge.

Communication Skills

• using appropriate eye contact

• representing thinking

• listening actively

• staying focused on the topic

• showing respect (taking turns)

• being open to new ideas

• summarizing ideas

• paraphrasing ideas

Results from discourse include exploring other viewpoints, summarizing learning, seeking clarification by asking questions, verifying research or information, and engaging in debate, all deepening each student’s understanding and knowledge.

IDEAS FOR COMMUNICATION AND SHARING

Here are some suggestions for encouraging communication and sharing:

• Create a class-generated anchor chart about sentence prompts or question prompts for effective discourse.

• Create a class-generated anchor chart about expectations for group discourse.

• Think-Pair-Share during the Activate Learning part of each lesson, and guide students in identifying what works for effective discourse.

• Have students participate in a Turn and Talk of big ideas or questions during consolidation. Turn and Talk is a strategy to encourage sharing and discussion: after the idea or question is posed, one student turns and talks to another student.

• To practise skills, have students mill around the classroom to music. When the music stops, pose a fun question, for example, Which animal is most like you? Why? What is the coolest invention ever made? Why? Students find the closest peer and discuss. Have the anchor chart available for student reference. Allow 2 to 5 min before starting the music again. Pose a new question every time, or have students discuss the same question with different peers.

• During math lessons, guide students to work together on a problem rather than working on side-by-side solutions. Help students find similarities between the solutions.

• Provide sentence starters and group norms on a chart for students.

SAMPLE QUESTIONS AND SENTENCE STARTERS FOR MATH DISCOURSE

Some talking points for students are the following:

“What are the differences (or similarities) between our work?” (Comparing)

“How/Why did you …?” (Analyzing)

“Can you explain …? Why or why not?” (Understanding)

“Could this work to represent any data/percent/number? Why or why not?” (Applying)

“We chose this because …” (Justifying)

“I would use your idea next time because …” (Evaluating)

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Mission Possible

GALLERY WALK AND STAY AND STRAY

A Gallery Walk is a discussion and sharing technique that gets students moving through the classroom, actively engaging with other students about ideas. It usually occurs after students have worked with their partners on a solution. Have students spread out around the room with their work displayed. Pose a question or prompt to keep students on task. For example, “Look for similarities and differences between your work and the work of others.” You can organize this in one of two ways. Have partners visit other students together to discuss the prompt or question posed by the teacher. The other way is the Stay and Stray technique, in which one partner stays to explain the solution to visiting students, while the other partner goes around to all the other groups to then report back and discuss further with his or her partner.

Teacher Fac i l i ta t ionIn a student-centred learning cycle (such as within these lessons), the teacher’s role becomes less the holder of the knowledge and more the facilitator of learning. Scaffolds for learning have been provided, but flexibility is important. Know when to allow students to follow a path to learning and when to intervene.

KNOWLEDGE CIRCLES

In a knowledge circle, students sit in a circle and listen to each student share information. Knowledge circles allow each student to have an opportunity to share as well as listen to the ideas of others. Through this inclusive approach, everyone gains a deeper understanding. This allows students to feel equal to peers, and the knowledge shared becomes the focus. Take time initially to establish expectations or norms for the circle. The goal is to have the circle function without the control of the teacher, establishing an authentic discourse among students.

CONSOLIDATION OF LEARNING

In this resource, each lesson contains a consolidation of learning section called Grow the Brain Base. This is the time to strategically

plan how students will share their learning with each other. This is also the time you review learning and directly teach certain strategies, topics, or knowledge to deepen student understanding. This part of the lesson always comes after students have had a chance to problem solve, think critically, be creative or curious, and develop independence.

MATH ANCHOR CHARTS

Take a moment to create your own anchor charts with your class. Post them in the classroom to assist students with mathematical thinking and skill development.

Examples of Ways to Display Data and/or Numbers (anticipated student answers)

• circle graph

• double bar graph

• chart

• 10 ˟ 10 grid

• number line

• pictograph

• percent or fraction as listed

• linking cubes and a drawing of cubes

Examples of Ways to Represent Thinking

• T-charts

• diagrams

• pictures

• models using manipulatives

• words, symbols, and numbers

• graphs

• number lines

How to Draw Conclusions from Data

• Ask yourself, What do you notice about the data? Is there a trend?

• Read the title and the axis labels.

• Make inferences about the data.

• Use your own ideas and the data to make a statement.

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Mission Possible

• Use specific evidence in the data to justify your conclusion.

Strategies for Working with Fractions, Percent, and Decimal Numbers

• Calculate conversions ( = 9 ÷ 10 = 0.9 = 0.90 ˟ 100 = 90%).

• Show visually with 10 ˟ 10 grids.

• Manipulate (base 10 blocks), then draw representation.

• Measure with a metre stick (40 cm = 4 tenths = 0.4 = ).

• Create counting groups (fractions) of 2, 5, 10 up to a total 100% or 1.0.

• Make groups, naming each group as a fraction or decimal; for example, I have a total of 15 tiles and make 5 groups; there are 3 tiles in each group. This means that every group of 3 is one-fifth. When you count up by fifths, you get = 3, = 6, = 9, = 12, and = 15, the whole.

10 ˟ 10 Grids for Representing Fractional Numbers

1 square = 1%, 0.01, , one hundredth, and 1 row of squares = 10%, , , one tenth

Research Sk i l l sProvide age- and level-appropriate resources so that students can successfully create jot notes in their own words. Much of the scientific content online is too difficult or includes too much information. In the Bookshelf and Web Resources sections of each eModule, we suggest books and websites; however, websites can disappear, so students should not rely solely on websites. Some initial planning is required. Students could add websites and other resources as they find them. You could have a resource area or chart where sources can be shared.

Talk about what makes a good website. Anyone can upload information online. How do we know the information is accurate? What types of websites offer reliable information? Sites that end with .org, .edu, and .gov are likely updated more frequently than many .com websites. They are often more reliable than others, but not always—be careful of fraudulent domain names. For example, compare two sites for Nobel Prize winners: nobelprizes.com and nobelprize.org. The domain names are very similar, but only one of them is the official site.

Hint: Have students end each search phrase with “for kids,” for example, “solar system for kids.” Also, have them go to the site’s homepage and click the About icon. Here, students can find information about who is providing the information on the website. Teach students to look for the copyright and date last updated.

Always teach students to cite the source of information. At this grade level, citations can be as simple as the title and author or the specific web page address.

J igsaw Techn iqueThe purpose of the jigsaw is to get students collaborating to share learning and gain more knowledge than they could if they were only researching independently. The teacher forms home groups of 4. Each group member leaves

25

15

25

35

45

55

1100

110

10100

910

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Mission Possible

and joins a specialist group with one other member from each home group. Resources for the specialist are shared, and students engage in conversations regarding that area. They then return to their home group and “teach” their group about their speciality. It is essential that the teacher ensure each specialist has and can share that information. See Figure 2.

Organ iz ing In format ion (Graph ic Organ izers )Organizing information can be very difficult for students. They have to sort through a lot of research and make sense of the information they find. Graphic organizers help this process. They allow students to chunk information into different areas. The teacher may have to guide students through this process and provide the headings and questions for differentiated support. You can model effective summarizing skills using student examples from the work your students do in this eModule.

ANCHOR CHART

• Use questions to guide your areas of research (headings).

• Use jot notes when researching; use your own words.

• Draw labelled diagrams.

• Find appropriate data.

• Ensure information is from a reliable source.

• Always record and credit where the information came from (website, book, etc.).

Summar iz ing In format ionThe main points discovered during research and inquiry allow students to form their own ideas and conclusions about topics.

ANCHOR CHART

• Write definitions in your own words.

• Draw labelled diagrams.

• Make jot notes of important data from your observations or what others write.

• Answer any questions you have.

Forming and Just i fy ing Conc lus ions (us ing ev idence , research , and data)This is not an easy skill for students to acquire. They need to continually work with it, because it becomes the basis for communicating most learning. This process skill can be assessed. Providing descriptive feedback to each student will help students be successful.

HOME GROUP OF 4

Students begin here at the start of Lesson 6, with one specialist in each

of the four areas, before moving to their specialist group to do the initial research. They return for Lesson 7 to share their expertise

and gather more information.

COMMUNITY SPECIALIST

One student from each home group researches this area. This new group will collaborate to become experts in this field before returning to their home groups to share the information during Lesson 7.

SOLAR SYSTEM SPECIALIST

One student from each home group researches this area. This new group will

collaborate to become experts in this field before returning to their home groups to share the

information during Lesson 7.

JOURNEY SPECIALIST

One student from each home group researches this area. This new group will collaborate to become experts in this field before returning to their home groups to share the information during Lesson 7.

TECHNOLOGY SPECIALIST

One student from each home group researches this area. This new group

will collaborate to become experts in this field before returning to their

home groups to share the information during Lesson 7.

Figure 2 The jigsaw technique

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Mission Possible

ANCHOR CHART

• Make a relevant statement: “I think …,” “I believe that ...”

• Support your statement with a reason: “… because I found out ...”

• Use descriptive reasons from research.

• Use countable reasons such as data found from research.

• Make connections: “I know this from ...”

EXAMPLE

I believe you could not survive on Mars without taking oxygen. Earth’s atmosphere is 21% oxygen. We need that much to live. Mars has only 0.1% oxygen. This is not nearly enough. We will need more oxygen.

(A higher-level answer would include how oxygen travels into the blood and is needed by cells.)

Using Techno logy for Shar ing and Assess ingSome technologies are great tools to use when students are sharing information, such as cloud-based collaborative documents. Instead of using paper graphic organizers, the student home groups could work in one document for the group. Once the research is complete, all the information students have collected is grouped together in one place.

With a tablet or laptop, you could use an educational presentation app as a check-in of student understanding, in place of the Mission Pass exit slips. Posting questions this way will help ensure that students have an understanding of concepts. For example, check to see that students can convert fractions to decimal numbers to percent.

There are many interactive whiteboard apps that allow students to work on a problem or question, record their written and spoken answers, and share. This is another great way to both share and assess.

Forming GroupsOne of the underlying principles of inquiry is that students work with, and learn from, each other. The eModules are based on this pedagogy. Group work must be developed; know your students and make changes where necessary. Do not assume that each student knows how to work in groups. Throughout the eModule, students will gain the skills needed to work with each other.

GROUPING STUDENTS

1. Heterogeneous groups: mixed ability, chosen by the teacher. This can be effective when you want students to model for each other. The problem here is that sometimes the higher achiever will end up doing most of the work.

2. Homogenous groups: same ability. (Yes, this works!) This can free you up to work with students who need the extra support.

3. Random groups: chosen from a hat.

Independent WorkInquiry-based learning should not include group work 100% of the time. In this eModule, independent reflection and practice time have been incorporated at the end of the work period. This helps students reflect on their learning and provides information to you about individual student learning from the activity or lesson, becoming the basis for feedback. You can also use independent work time at the beginning of class (as an entrance slip), which has both a calming effect and a focusing effect on student learning.

Summative activities should be performed independently to evaluate a student’s learning.

ANCHOR CHART

• Work silently.

• Record your questions.

• Look at anchor charts for help.

• Look at student examples for help.

• Record all of what you know.

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Mission Possible

Planning for the needs of all students is important. Some students will need further support for a variety of needs and reasons. You may need to make more accommodations and/or modifications than what is suggested

below. But these strategies will give you some ideas to build on. The graphic in Figure 3 demonstrates our approach to differentiated instruction. All students are included.

Gifted

• abstract thinker• unstimulated• lacks creative

outlet

Struggling

• frustrated• may have an IEP

(individualized education program)

• may be an ELL (English language learner)

Hands-on Activities

Multiple Entry or

Exit Points

Engaged; Active

Disengaged

• bored• unmotivated• distracted• does not relate

to material

High-interest Topics

Figure 3 Differentiated instruction

Di f ferent ia ted Inst ruct ion

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Mission Possible

Plann ing for A l l LearnersBy considering the needs of all learners, you will ensure the learning environment is inclusive, safe, and welcoming. Give students the time to learn and explore the material at their own pace. Brainstorming and sharing ideas in groups can lead to heightened self-confidence and reduced stress. If available, use assistive technologies to help students formulate open questions and gain control over their own learning. Encourage all learners to explore and integrate creativity into their learning process.

GIFTED STUDENTS

For students who have been formally identified as exceptional, you will find some suggestions and other strategies to challenge gifted learners throughout the eModule. There are many opportunities in this eModule for students to explore different avenues to extend their learning in science, technology, and/or math.

DISENGAGED STUDENTS

All students want to have choice, show personal expression, and be active in their own learning. This eModule provides those opportunities for all students, but particularly for students who need to be re-engaged with math and/or science. Each lesson provides choice for active learning with authentic topics or problems. The time provided for collaboration, discourse, and idea creation will help reignite interest and allow students to engage in learning.

STRUGGLING STUDENTS

Making accommodations for students is an integral part of any inquiry-based program. For example, students may have difficulty forming their own questions as you begin the process of building knowledge. We find it beneficial to provide many examples. You could always

ask, Who is having difficulty coming up with questions about this topic? Take care not to single out any students, especially students who have a formal designation. Work with a small group to assist in the needed feedback to show them how to generate questions. Students with formal designations may need to ask closed questions first to build knowledge, but guide these students to create richer questions at their own pace and level.

You could provide headings or questions on graphic organizers. Have some blank organizers to encourage student creation of areas to explore further. However, there may still be some students who benefit most from one-on-one assistance and modelling.

To integrate assistive technology, determine what technology is available at your school; perhaps there are headphones, laptops, and tablets with read-aloud technologies. One strategy is to let everyone use these assistive techniques so that those who require extra support are not singled out.

Conferenc ing and FeedbackProviding feedback to students improves their academic performance. This can be achieved by having individual or small-group conferences when you notice areas of need. Individual or group conferences can occur concurrently with inquiry group work.

Be sure to provide explicit examples of the skills needed for success. If it is a content issue, this is a great time to teach them one-on-one or in a small group. If it is a process skill, modelling and scaffolding are helpful to identify the areas of improvement.

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Mission Possible

BLM 1.1

1. Answers will vary; sample: How many legs should my lander have to be the most stable?

2. Answers will vary; sample: The lander could be a cube, a hexagon, or an octagon with 3 to 8 legs.

4. Answers will vary; sample: Our lander kept landing on its side, so we had to redesign and put an extra leg to make all sides even.

6. Answers will vary; sample: I agree the Rosetta mission was successful because Philae landed safely on a moving comet, which can’t be easy. Philae has three legs equal distance apart for stability, and it was designed to reduce bouncing after touchdown, which it did.

BLM 1.2

1. Answers will vary; sample: trying to land without breaking the egg

2. Answers will vary; we added padding to surround the egg

3. We send probes to land on comets to learn about comets and the early solar system. It’s easier, safer, and less expensive to land a probe on a comet than to send people to a comet. People could have a hard time visiting a comet because it’s small, rotating, irregularly shaped, and becoming quite active as it approaches the Sun.

BLM 2.2

Mars

Earth

Parallel Task

Mars

Earth

BLM 2.3

1. Answers will vary; sample: I believe that you could not survive on Mars without bringing an oxygen supply. From the table of atmospheric information, 21% of Earth’s atmosphere is oxygen, which is what we need to survive. Mars’ atmosphere, however, only has 0.1% oxygen (or 0.5% in the Parallel Task table). This is a big difference. It is impossible for humans to survive without oxygen support. (A higher-level answer

GRADE 6 eMODULE ANSWERS

Red: carbon dioxide Orange: nitrogen Green: argon Blue: oxygen White: carbon monoxide

Orange: nitrogen Blue: oxygen Green: argon Red: carbon dioxide

Orange: nitrogenBlue: oxygenGreen: argonRed: carbon dioxide

Red: carbon dioxideOrange: nitrogenGreen: argonBlue: oxygenWhite: carbon monoxide

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Mission Possible

21100

90100

910

25

90100

910

55

Red: Earth-size planet Orange: Super Earth-size Green: Neptune-size Blue: Jupiter-size White: larger than Jupiter

38923892

513892

2613892

7100

15413892

32100

12303892

8093892

100100

would include how oxygen travels into the blood and is needed by cells.)

2. Answers will vary; sample: In a 10 ˟ 10 grid, bar graph, number line, hundredths wheel (circle graph), etc.

3. 8%

BLM 2.4*

1. Answers will vary; sample answer: (a) No. (b) While there isn’t enough oxygen for humans on Mars, and way too much carbon dioxide, humans can take oxygen with them. I need to know more about Mars to know what else to take on my trip.

2.

BLM 3.1

Number of Exop lanets S imi la r to Ear th

Planet Size

Decimal (Total = 1)

Fraction (Total = 3892)

Percent (Total = 100%)

Earth-size 0.208 or ~ 20.8

Super Earth-size 0.317 or ~ 31.7

Neptune- size 0.396 39.6

Jupiter-size 0.067 or ~ 6.7

Larger than Jupiter 0.012 1.2

Total 1 100%

Parallel Task

Planet Size Decimal (Total = 1)

Fraction (Total = 3892)

Percent (Total = 100%)

Earth-size 0.21 21%

Super Earth-size 0.31 31%

Neptune- size 0.4 40%

Jupiter-size 0.06 6%

Larger than Jupiter 0.02 2%

Total 1 100%

BLM 3.2

1. You have to understand the parts to know how many sections the whole is divided up into. The whole is the denominator in a fraction, and the parts are the numerator.

2. Answers will vary; sample: terrain data, orbital data, required daily oxygen levels

3. A B

= T___ F ___ T

25% = 0.25 T___ F ___ T

0.021 = 21% T___ F ___ 0.021 = 2.1%

0.471 = 4.7% T___ F ___ 0.471 = 47.1%

= 40% T___ F ___ T

100% = 1.0 T___ F ___ T

BLM 3.3*

1. (a) 1.0 or 1; (b) 100%; (c)

2. liquid water; frozen water/ice

3. A B

= T___ F ___ T

25% = 0.25 T___ F ___ T

0.021 = 21% T___ F ___ 0.021 = 2.1%

100% = 1.0 T___ F ___ T

783892

2333892

15573892

12073892

8173892

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Mission Possible

BLM 4.1

Object Compared to Earth’s Gravity

My Work

Mercury 37.8% 37.8%

Venus 91%

Earth 1 100%

Jupiter 2.36 236%

Uranus 0.889 88.9%

Moon 0.166 16.6%

Jupiter Earth Venus Uranus Mercury Moon

BLM 4.2

Students to make up the whole; 35% remaining

BLM 4.3*

Students need 5 red tiles.

BLM 5.1

1. Answers will vary; sample: journey specialist; I want to learn more about how our needs are met in space. Since there’s no oxygen, it is an important research area to understand for survival.

2. Answers will vary; sample: I have to start asking questions to learn about something. For example, what’s the gravity like on the Moon? I would need to know that if I were to choose the Moon as my destination.

3. Answers will vary; sample: Solar system specialist: Besides Mars, what other planets can I travel to?

BLM 6.6

1. Answers will vary; sample: I think that working in groups really helps increase my knowledge. We all began by searching for websites with information that we could understand, then shared the good sites with everyone, which was really helpful to start learning.

2. Answers will vary; sample: The distance from Earth to Mars is 225 000 000 km. The distance from Earth to the Moon is

382 500 km. This information will help when deciding whether our mission should go to Mars or the Moon.

BLM 7.1

1. Answers will vary; sample: Discussions are important so that we make sure that everyone understands the information. When the other group members asked questions, I was able to explain more of my research.

2. Answers will vary; sample: Some of my group members did not do a great job of explaining their research. After asking lots of questions we were able to fill out the chart for that area.

3. Answers will vary; sample: I learned that the Moon is 382 500 km from Earth and that Mars is 225 000 000 km from Earth. I think my mission will be to the Moon because it is so close. I will not need as much fuel to get there.

BLM 8.2*

1. Answers will vary; sample: I’m going to the Moon. It’s closer (382 500 km compared to 225 000 000 km to Mars), so it will take less time to get there and come home. That also means I’ll have to take fewer supplies. If there’s a problem and I have to go home, the Moon is a lot closer than Mars.

2. Answers will vary; sample: Drawing could have stick people or creative sketches of people, with labels for each of tools, skills, or talents.

3. (a) a rocket; (b) I need a powerful rocket to get out of Earth’s gravity and reach the Moon.

4. (a) a space suit; (b) On the Moon, there’s no protective atmosphere like there is on Earth. A spacesuit will give me the oxygen to breathe plus protect me from the intense cold.

5. Food: I will bring materials to build a biodome and grow my own food. I will need to bring plants along, for example, tomatoes, and set up a method to keep them seeding so I can keep growing them and not run out.

91100

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Oxygen: The plants set up in the biodome will provide the oxygen I need. Human waste: I will set up storage outside of the biodome and use it to fertilize my plants. Shelter: The biodome will provide shelter. I will need solar panels to heat the dome because it is cold on the Moon.

6. Answers will vary; sample: Drawing could look like a robot astronaut, ion thruster (ion propulsion), or a new shuttle design.

BLM A.6

1. (a) ; (b) or ; (c)

2. (a) 25%; (b) 9%; (c) 70%

3. (a) 0.40 and 40%; (b) 0.75 and 75%

4. (a)

Green: 0.75, or 75% Purple: 20% Orange: 0.01, or 1% (b) 0.04 or 4% or or 4 squares

5. 5%

BLM A.7*

1. (a) ; (b) or

2. (a) 25%; (b) 50%

3. (a) 0.10 and 10%; (b) 0.50 and 50%

4. (a)

Green: 75 squares Purple: 20 sqaures Orange: 5 squares (b) 100% or 1.0 or whole BLM A.8

1. There are 8 planets. The order of the planets is Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

2.

Earth and Saturn

Similarities DifferencesBoth have atmospheres.Both have moons Both have aurora (or magnetic fields).

Saturn has rings; Earth does not.Earth has one moon; Saturn has 62.Saturn is a gas giant; Earth is a terrestrial planet.Saturn takes about 10 hours to rotate once on its axis; Earth takes 24 hours to rotate once.

3. Answers will vary; sample: Astronauts need bars to hold their feet and thighs down while using the toilet to help them stay seated. Otherwise, they would float away

4. (a) Answers will vary; sample: food. Astronauts need to bring dried, packaged food into space with them. Packaging will help keep the food fresh, and dried foods take up less space and are not as heavy as fresh food. Water is added to the foods to rehydrate them and an oven can be used for warming food.

96

100 25

100 14

8100

4

100

75

100 25

100 14

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Mission Possible

(b) Answers will vary; sample: air. There are some air tanks in the spacecraft, but in a spacecraft a lot of the air (or oxygen) comes from the electrolysis, which is the process of making hydrogen and oxygen from water.

5. (a) Answers will vary; sample: lander. The lander is designed to safely land on a planet, the Moon, or other body. The lander needs propulsion, power, telecommunications, and software. Examples of some new technologies are autonomous planetary mobility (for the lander to manoeuver and avoid dangers) and planetary protection technologies to safely handle rock and soil samples. (b) Answers will vary; sample: rover. The rover is used to explore the terrain, gather and move samples of materials. The rover also needs to be able to travel on its own and to measure the amount of water in the soil.

6. Ask questions, make a plan, draw a model, make a model, test a model, determine success, make changes

BLM A.9*

1. The order of the planets is Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

2.

Earth and Mars

Similarities DifferencesBoth have moons.Both are terrestrial planets.Both have water.

Earth has one moon; Mars has two. Mars does not have a strong magnetic field; Earth does.Earth is largely covered with liquid water (70%); Mars has some water but only in the form of ice.

3. Answers will vary; sample: Astronauts need bars to hold their feet and thighs down to help them stay seated while using the toilet. Otherwise, they would float away.

4. (a) Answers will vary; sample: air. We need to take oxygen with us or have technology on-board that provides it. (b) Waste disposal. We can use technology to convert urine into drinking water.

5. (a) Answers will vary; sample: lander. The lander is designed to safely land on a planet, the Moon, or other body. The lander needs propulsion, power, telecommunications, and software. Examples of some new technologies are autonomous planetary mobility (for the lander to manoeuver and avoid dangers) and planetary protection technologies to safely handle rock and soil samples. (b) Answers will vary: sample: rover. The rover is used to explore the terrain and gather and move samples of materials. The rover also needs to be able to travel on its own and to measure the amount of water in the soil.

6. Ask questions, make a plan, draw a model, make a model, test a model, determine success, make changes

90

Mission Possible

CREDITS

Lead Authors and Educational Consultants

Ashley KozakPerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Kevin ReidPerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Science Advisor and Science Writer

Dr. Damian PopePerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Project Manager and Field-test Coordinator

Jill BryantPerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Field-test and Pedagogical Support

Tonia WilliamsPerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Video Producer/Director

Lowell CochraneShow Communications Kingston, Ontario

Developmental Editor

Betty R. RobinsonMississauga, Ontario

Copy Editor

Adrienne MontgomerieKingston, Ontario

Designer

Liz GoheenPerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Executive Producer

Greg DickPerimeter Institute for Theoretical PhysicsWaterloo, Ontario

Advisory Panel

Kevin DonkersPreston High School Waterloo Region District School Board

Dave FishSir John A. Macdonald Secondary School Waterloo Region District School Board

Peter GardinerGalt Collegiate Institute Waterloo Region District School Board

Dr. Stephanie KeatingPerimeter Institute for Theoretical Physics Waterloo, Ontario

Lisa Lim-Cole, Consultant Durham District School Board Whitby, Ontario

Alexandra McDonnellPerimeter Institute for Theoretical Physics Waterloo, Ontario

Dr. Damian PopePerimeter Institute for Theoretical Physics Waterloo, Ontario

David VrolykSir John A. Macdonald Secondary School Waterloo Region District School Board

Glenn WagnerPerimeter Institute for Theoretical Physics Waterloo, Ontario

FNMI Reviewer

Dr. Gregory WilsonDryden High School Keewatin Patricia District School Board

Differentiated Support Reviewers

Vareia BoxillTechnovation Academy of Science and Technology Toronto, Ontario

Dr. Eugenia DuoduVisions of Science Network for Learning Toronto, Ontario

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Mission Possible

Safety ReviewerJames PalcikFlinn Scientific Canada Inc. Hamilton, Ontario

Grade 6 Reviewers and Field Testers

Hilary AitkenÉcole Élémentaire Catholique Sainte-Marguerite Bourgeoys Kenora Catholic District School Board

Jessica BodnarN.A. MacEachern Public School Waterloo Region District School Board

Philomena BonisSilverheights Public School Waterloo Region District School Board

Vareia BoxillTechnovation Academy of Science and Technology Toronto, Ontario

Melanie Cronk-ReidSydenham Public School Limestone District School Board

Taryn Dowsling, ConsultantWaterloo Region District School Board Kitchener, Ontario

Bill HrynkiwNottingham Public School Durham District School Board

Michelle LangSir Adam Beck Public School Waterloo Region District School Board

Kristian LeveyMcGregor Public School Thames Valley District School Board

Tamara Awad LobeElizabeth Ziegler Public School Waterloo Region District School Board

Heidi MacLean Franklin Public School Waterloo Region District School Board

Colette MantifelPalmer Rapids Public School Renfrew County District School Board

Alice MatherElizabeth Ziegler Public School Waterloo Region District School Board

Dr. Kelley McClincheyQueensmount Senior Public School Waterloo Region District School Board

Lisa McGregorMcNab Public School Renfrew County District School Board

Gail MillsEganville District Public School Renfrew County District School Board

Tracy MurrayStephen G. Saywell Public School Durham District School Board

Brittany NewmanWaterloo Region District School Board Kitchener, Ontario

Rylan PrangerWestminister Woods Public School Upper Grand District School Board

Chad Reay, Consultant Upper Grand District School Board Guelph, Ontario

Sheila VogelzangHarrowsmith Public School Limestone District School Board

Tyler YantziJ.F. Carmichael Public School Waterloo Region District School Board

Teresa YehPeel District School Board Mississauga, Ontario

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Mission Possible

Copyr ightPublished by Perimeter Institute for Theoretical Physics, 31 Caroline Street North, Waterloo, Ontario, Canada, N2L 2Y5. Copyright © 2016 by Perimeter Institute for Theoretical Physics.

PERIMETER INSTITUTE is a trade-mark of Perimeter Institute, and is used under licence.

All rights reserved. No part of this work covered by the copyright herein, except for any reproducible pages included in this work, may be reproduced, transcribed, or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systems—without the written permission of Perimeter Institute for Theoretical Physics.

For permission to use material from this eModule or product, submit a request online to Perimeter Institute.

The information and activities presented in this eModule have been carefully edited and reviewed for accuracy and are intended for their instructional value. However, the Publisher makes no representation or warranties of any kind, nor are any representations implied with respect to the material set forth herein, and the Publisher takes no responsibility with respect to such material. The Publisher shall not be liable for any general, special, consequential, or exemplary damages resulting, in whole or in part, from the readers’ use of, or reliance upon, this material.

AcknowledgementsPerimeter Institute gratefully acknowledges the following teachers and board consultants, who attended the PI Brainstorming Session, November 6, 2015, at Perimeter Institute:

Perimeter Institute gratefully acknowledges the writing contribution of the introduction: Tenille Bonoguore.

Photo Cred i tsFront cover left (chalkboard notes) Jill Bryant; middle (an artist’s concept of an astronaut on the Moon) NASA; right (an artist’s concept of Curiosity on Mars) NASA; 3 Perimeter Institute; 6 NASA; 11 top NASA/JPL; bottom NASA/JPL-Caltech/MSSS; 12 Adobe Stock; 13 Adobe Stock; 14 NASA/JPL-Caltech/R. Hurt (SSC); 18, 19 left NASA/JPL/Arizona State University, R. Luk; right NASA Archives

I l l us t rat ion Cred i ts5 Adobe Stock; 12 Adobe Stock and Liz Goheen; 13 Adobe Stock; 15 Liz Goheen; 20, 25 Adobe Stock; 38, 39 shapes Liz Goheen; rocket Adobe Stock; 80 Ashley Kozak; 85, 86, 88 Liz Goheen

Perimeter Institute for Theoretical Physics gratefully acknowledges the support of the Government of Ontario and the Government of Canada.

Taryn DowslingDave FishPeter GardinerLaura HealyChristine HeschPatricia Josephson

Lisa Lim-ColeTamara Awad LobeJim MarkovskiDr. Kelley McClincheyJennifer Nelson

Chad ReayLes RobelekEnzo TignanelliDavid VrolykFernando Zefferino

Follow us on Twitter @Perimeter

Perimeter Institute for Theoretical Physics 31 Caroline Street North Waterloo, Ontario Canada N2L 2Y5 Tel: +1 519 569 7600 | Fax: +1 519 569 7611

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