WHO WANTS TO BE A ...."MATHRONAUGHT?

Master Teacher: Lynette Clements

Grade Level: 3rd

Time Allotment: 2 weeks (forty-five minute sessions)

Overview: Students will be exposed to math concepts vital to space exploration (Science) through hands-on experiments and will develop a better understanding of the need and applications of math in our technological world. *Their mission is to locate and destroy all false information on their way to Pluto. They will use basic math facts to calculate the area of a constellation using square units, locate basic math facts “lost in space,” and zap asteroids of misinformation as they travel through space. Throughout their adventure, they will develop and use mathematical and scientific vocabulary to complete their mission.

Subject Matter:
Science (planetary, solar system)

Math (square units, multiplication/division)

Social Studies (directions)

Language Arts (communications skills)

Learning Objectives:
The learner will

· name the planet or constellation

· describe the planet or constellation

· locate facts about planets using the computer

· list mathematical facts relating to the planet/constellation

· locate and place the planets in order

· differentiate correct mathematical calculations from false ones

· calculate and apply basic math facts

· develop and use vocabulary related to Science/Math

Standards: (www.tea.state.tx.us/teks)
Science 3.3E concepts of science with history of science and scientist contributions

Science 3.11C identify the planets in our solar system and their position in relation to the Sun

Science 3.11D describe characteristics of the Sun

Math 3.1A use place value to read, write, and describe value of whole numbers

Math S 3.3 B select addition or subtraction and use the operation to solve Problems

Math S 3.4 B solve and record multiplication problems

Math 3.6 C identify patterns in related multiplication and division sentences

Math 3.11 A estimate and measure lengths

Math 3.11 B use linear measure

Math 3.11 C use concrete models of square units to determine the area of shapes

Math 3.15 C select or develop an appropriate problem-solving strategy

Math 3.17 B justify why an answer is reasonable and explain the solution process

Media Components:

Videos:
-Futures with Jaime Escalante: “Putting Man in Space” #109

CD’s:
Computer:
Audio: space-Mood music

Websites:

NASA
http://www.nasa.gov/
Main page, numerous links to a variety of space technology

SPACE
http://www.space.com/spacewatch/index.html
Tells about space and where to locate information, great for night sky watchers

The Nine Planets
http://www.seds.org/billa/tnp/
A multimedia tour of the solar system (awesome)

Space Scene
http://www.spacescene.com/
Entertaining and educational look at outer space

Arty, the part-time Astronaut
http://www.artyastro.com/artyastro.htm
An interactive adventure for young astronomers guiding through space

Materials:
Space music
VCR /TV
Overhead projector
Computers with Internet access
1 ¼ of a piece of black construction paper/per student
1 hole punch per group of four
clay dough about the size of a golf ball / per student
2 straws / student
1 roll of masking tape
1 flashlight/group of 2
1 pair of scissors
Books on the solar system
A solar system model.

Prep for teachers:
Day 1. Preview Video. Set video to where it should begin. Prepare overhead sheet. Set music, and mood of class. Have the black circles, hole punches, constellation pages, flashlights, and graph paper with tape ready to use. Get clay dough and straws ready to use also. (This could be combined with Day 2 if time is limited.)

Day 2. Review why Math and Science are important. Make asteroids of facts to use for game. Have tape ready. Give each child 3 asteroids, and 3 loops of tape (tape is folded back on itself to create loops). Give out Ringin’ the facts worksheet as homework- after you have explained it and work several out examples on the board.

Day 3. Bookmark websites. Explain Internet use to students and indicate website where they go for information. Distribute data collection sheets.

Day 5. Give one sheet of poster board (on which they will write facts) and one marker to each group of students, plus some construction paper to create their 10 planets.

Day 6. Review planet order. Direct discussion of the planets. Reward their accomplishments with a space badge (these can be made by the teacher or students or obtained from the NASA store).

Introductory Activity:
Day 1:

Step 1. A black paper, that has the word ”Mathronaut” pinned out (use a straight pin to punch holes along the outline of the letters), is placed on the overhead projector. It should shine like a constellation on the screen, while the mood music plays.

Step 2. Encourage students to discuss what the term “Mathronaut” means and have the students make a prediction of what you are going to be teaching. Explain that it is a made-up word, used to stimulate their thinking.

Step 3. Find out what they already know about the subject by having the students brainstorm and create a type of asteroid field on the board. Be creative!

Step 4. Discuss that they will be using their math skills to explore space. Focus for Media Interaction: Explain that these skills would be used if they would like to be an astronaut, or perhaps someone who is associated with space exploration. Ask, "*Who are some people other than astronauts that are associated/deal with space exploration?" Have the students brainstorm. Ask, "*Where would we be able to find this information?" Brainstorm. Say, "Let’s use one type of reference material- a video, to locate some information on this subject."

Step 5. Start video of Futures with Jaime Escalante: Putting Man in Space.

a. Open with space shuttle orbiting in space. Pause tape

b. *focus: “What is the woman’s name and what does she do?” Start tape. Escalante will introduce Bonnie Dunbar, and tell who she is. Pause tape.

c. *Focus: “Why do you think that she is visiting his class?” Start tape. Bonnie will tell how Math and Science both are important in space exploration. Pause tape.

d. *Focus: “ What does it take to be an astronaut?” Start tape.Bonnie will tell that it takes 1 year of academics- astronomy, material science, and learning how the shuttle works, as well as, 2 years of simulator training, and 3 years of working in NASA. Then NASA looks to see who is qualified. Pause tape.

e. *Focus: “What other kinds of people does she say go into space with them on their missions? In addition, why would other kinds of people go on the missions? Start tape. Bonnie will tell of scientists and astronauts across the spectrum. Pause tape.

f. Focus* Why would the people want to work together? What do they call that? Various people tell about their jobs, and how they are a team. Watch video of the teamwork involved in the experiments. Pause video.

g. Focus* “Name some of the jobs that they do at NASA and what they do?” Start tape. (Rocket Central Supervisor- monitor space centers’ propulsion center, Aerodynamics engineer-checks aerodynamics of shuttle as it approaches for landing, Flight Controller-looks at all data systems in the shuttle) Pause video.

h. Focus* “ Why would it be important to know your math facts?” Fast forward to Robotics Research- Bonnie says, “We have a lot of Robotic Research. There will be a Robotic on the screen. “Watch this segment, and think about computers, and robotics, science and math-How are they all related.” Play video- stop when Jaime Escalante comes on screen.]

i. Focus* “Here are the two building blocks that you will need for your future- what are they?” Play tape. Escalante will say” Mathematics and Science are the building blocks to the future. Aerodynamics engineer finishes with saying those are the two key areas that will get you to where you want to go. Stop video.

j. *Focus –“ What are the 2 key areas of your future?”

Entire class will reiterate- “Math and Science!”

Step 6. *Stop video and prepare them for their mission. Say, ”Your mission is to locate and destroy all false information on your way to Pluto. This means that you, as a team, will need to locate and know your facts, both math and science facts, in order, to complete your mission.”

Mission: How do Constellations measure up?
Day 1
Have teams of 3’s, take three black circles about the size of a flashlight lens, and create a constellation on each one. They will put a hole where the various stars shine. They will then place this on top of the lens on the flashlight. “Shine your constellation on the bottom of your desk. Use your graph paper and graph out your constellation. How many square units is your constellation? Have the class compare their findings to see which one is bigger, taller, smaller, and longer. Now use the golf ball sized clay dough with the straws and create your constellation. Keep it unit size.

Mission: Asteroid blasting:
Day 2
To review math facts, create “asteroids” with math facts on them. The facts can be actual or incorrect. The student must “blast” the false asteroid before it collides with them in space. Have children read and hold an “asteroid.” Choose an “earthling” to travel between the children. Put on some traveling music. The “earthling” must either say the correct answer or say that the fact is false. If they get it wrong, the asteroid is taped to them. Once they have been “hit” with three asteroids, the student sits down, and another student gets to travel on. The game continues until all of the asteroids have been viewed.

Mission: Ringin’ the facts about families:
Day 3
Using the worksheet, create various math problems for the students to answer or create themselves. (See back page.)

Example:

Addition: Subtraction:

Multiplication: Division:

Mission: Traveling to the Internet
Day 4
Go to at least 4 sights listed and find information, games and quizzes on the solar system. (See Web sites listed) Each sight should be a brief 5-7 minute journey.

CULMINATING ACTIVITY
Mission: Planet Fallacy
Days 5,6,7,8.

Divide the class into 9 space stations. Each space station will select a planet name from out of the “black hole” (black felt bag that has the 9 planet names on papers inside). They are to locate facts about their planet, making sure to include some math facts such as the diameter of their planet, distance from Earth or Sun, and science facts like characteristics of the planets’ surface, etc. Each space team will have 2 days to gather information (data) using books, videos, and Internet access. (They will write their data on the data collection sheet provided. This data will be shared later.) On day 3, they will organize their data into a fact list for their planet. Ask them to include one fallacy. They are not to share this information with other space stations. Each space station will create 10 paper replicas of their planet to be given during their mission travels.

On day 4, the teacher will divide the Space stations again, into “Mathronauts-” meaning that one person from each planet is on a different team. After choosing a leader, each set of “Mathronauts” will go on a “mission” to all of the planets. To get them in the mood for "space travel", play music as they travel from station to station. “Mathronauts” will try to figure out the fallacy of the planet that they are visiting. The “leader” will take the paper cut-out of that planet, hand it to a scribe to write down the facts on it, and the whole group will discuss what is to be written down. When the team is ready, they will wait for the teacher to say, “10,9,8,7,6,5,4,3,2,1,Blast off!” The team zooms off to the next planet. When all “Mathronauts” have completed their mission, they touch down to their homeport, and create their solar system using the paper planets they have collected. They must have it in the right order. (M, V, E, M, J, S, U, N, P). Play the Schoolhouse Rock CD: Interplanet Janet, again with a focus on the order of the planets in the solar system. As a whole class, review the order. This will give the students a chance to check their order. Next, using the fact list, each planet is discussed by that particular space team. Each team looks to see if they have the right facts placed on their planet, if not, they must submit that planet into “outer space”- the trashcan. After hearing from the planet, Pluto, the group that has all nine planets will have successfully completed their mission, and receive a space badge for their accomplishment.

Cross-Curricular Extensions:
LANGUAGE ARTS / MATH/ SOCIAL STUDIES/SCIENCE

· Have students create travel brochures for their planet. Have them incorporate time, money, and living arrangements, as well, as tell about the atmosphere and environment.

· Have the student create a poster to display what they learned about another planet- not the one they studied.

· Have the student pretend that they are from a certain planet. They are to create their own language, form of writing, system of government including ways of bartering or exchanging currency, and what they would look like.

Community Connections:

· Visit Johnson Space Center in Houston, TX.

· Visit Naval Air Station, Ocean Drive, Corpus Christi, TX 78409 361-961-2811

· Visit Naval Air Station, Ingleside, TX.

· Visit Halo flight 315 Pinson Rd., Corpus Christi, TX 78406 361-289-2516

· Visit United States Coast Guard, 800 n. Station, Corpus Christi, TX 361-749-5217

· Compete in UIL Science and Math competitions in the upper grades.

· Tour the local refineries (Koch to name one) give various scholarships on TV for science, and math accomplishments.

Student Materials:
See attached sheets for…
Ringin’ the facts about families
Website write down
Data collection FACT sheet

RINGIN’ THE FACT FAMILY

DATA COLLECTION PAGE

Name: _________

Planet: ____________

Location: __________________________

Size: _____________________________

Distance from Sun: __________________

Diameter: _________________________

Special Features: _________________________________

_______________________________________________

Space Exploration: __________________

Discovered when and by whom? __________________________

Vegetation? ________________________

Can life exist? Why or why not? _________________________________________________

Planet atmosphere: __________________

How many days does it need to go one time around the sun?

____________________

WEB SITE WRITE DOWN: