Return to the Moon

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Return to the Moon
A Unit on the Moon

• Created by Jaime Pergolizzi

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Target Audience
Fifth Grade Science Class
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The lessons we covered so far

• Airplane Task students worked in partners to
  construct a paper airplane.
• Craters students identified differences in
  craters by stimulating their creation of flour
  and cocoa.
• How Far is the Moon? students demonstrated an
  understanding of the mathematical relationships
  between the Earth and the Moon.
• Lost on the Moon students used critical thinking
  skills to solve specific problems.
• Create a Spacesuit students demonstrated an
  understanding of essential spacesuit components
  by designing and creating one.

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Technology

• Videos
• Countdown to the Space Station
• 2. America in Space The 1st 25 Years
• 3. Apollo 13

• Websites
• www.bcsc.org
• www.education.nasa.gov

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• This lesson will prepare the students to attend
  Buehler Challenger Science Center, in Paramus,
  New Jersey
• During this lesson, they will be practicing for
  their mission in space

Scenario
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Objectives and Outcomes for Lesson

• The students will understand the
  importance of using clear and concise directions.
• The students will work attentively with a
  partner.
• New Jersey Core Curriculum Content
  Standards
• Science 5.2, 5.3

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Classroom Environment

• Temperature Heat on and off
• Auditory use quiet voices
• Visual desks moved to side of room
  

Before gt
After gt

• Learning occurs more easily in environments free
  from threat or intimidation (Sousa, 2001)

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Introduction to Communication Challenge

• Introduce lesson
• Explain expectations of lesson
• Discuss materials
• Toothpicks
• Chuckles (candy)
• Post-it notes
• 2 plastic sandwich bags
• Pencil/pen

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Prime Time 1

• 20 minutes
• Move desks
• Hand out materials
• Give directions for lesson
• Partner students up

The activity then begins.
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• Students will complete the Communication
  Challenge sitting back to back

Down Time15 minutes
Rehearsal Time
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Prime Time 2
15 minutes
They will begin to compare their structures with
their partner
They will then answer questions together in
relevance to the activity
The students will end activity by participating
in a group discussion We will discuss their
feelings, concerns, likes and dislikes in regards
to this activity
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Assessment and Evaluation

• It will take place in a group setting
• I will assess and evaluate the students based on
  their answers during the Prime Time 2
  discussion

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• We will discuss what we have done so far in this
  unit.
• I will explain that the final part of this unit
  will be our trip to the Buehler Challenger
  Science Center

Closure
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The Learning Styles...
Concrete Random minimal instruction, little
teacher interaction
Concrete Sequential hands on experience, step
by step directions
Abstract Random group discussion, evaluates
experience
Abstract Sequential likes sequence, materials
organized, no distractions
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Multiple Intelligences
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Brainy Bits

• Use of Neurons
• Detects
• Responds
• Integrates

• Somatic Nervous System
• Sensory Neurons
• Brings information to the brain
• Action Potential (impulses)
• touch, vision, hearing

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Brainy Bits continued..

• Occipital Lobe receives raw visual information
• Temporal Lobe deals with hearing, speaking and
  long-term memory
• Parietal Lobe controls the body position and
  gives senses
• from extremities
• Frontal Lobe controls planning and thinking
• Pre-frontal Lobe controls working memory, makes
  decisions

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Information Processing Model...

• The Sensory Register
• Perceptual Register
• Immediate Memory
• clipboard
• Working Memory
• Work table
• Sense and Meaning
• Things that make sense to the student and have
  meaning
• Long-Term Storage
• Filing cabinet

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Thalamus
Amygdala
senses
emotions
The Limbic System
Hippocampus
memory
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Our Trip to Buehler Challenger Science Center
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References

• Gardener, Howard. Instructional Design and
  Multiple Intelligences. International Society
  for Technology in Education, 2002.
• Gregorc, A.F. Style Differentiated Instruction
  Bridging Applications for the Gregorc Model.
  Chapter 9 handout.
• Sousa, David A. How the Brain Learns A Classroom
  Teachers Guide Second Edition, 2001
• www.clipart.com
• www.oldtimecandy.com
• www.school.discovery.com
• www.kosmoi.com