Sticky Note: This activity could be differentiated so that each group was working with a different planet in the solar system so that when the exhibits were displayed the class would see the whole solar system.
5.2.1 Recognize that our earth is part of the solar system in which the sun, an average star, is the central and largest body. Observe that our solar system includes the sun, moon, seven other planets and their moons, and many other smaller objects like asteroids and comets.
Sticky Note: This activity could be differentiated so that each group was working with a different planet in the solar system so that when the exhibits were displayed the class would see the whole solar system.
5.4.1 Investigate technologies that mimic human or animal musculoskeletal systems in order to meet a need.5.4.2
Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.5.4.3
Design solutions to problems in the context of musculoskeletal body systems. Using suitable tools, techniques and materials, draw or build a prototype or model of a proposed design.
Differentiation:
For ELL and special education students; Create the model hand with the class as they create it. Go step by step and do the process with them so they can watch you and hear the directions you are giving.
Have students look up a prototype online that mimics a human musculoskeletal system. Have them share with the class the purpose and prototype.
Next, as a class students will create a model hand using simple materials such as string, paper, and a pen or pencil. Have the students create this hand and see how the "tendons" mimic the musculoskeletal system in a real human hand.
This is an engaging way for students to learn about the planets and solar system. Instead of a bedroom planetarium, this can be a classroom planetarium. They can all be involved in making the solar system pieces. There will be discussion in the classroom while showcasing our planetarium.
4.4.1: Investigate transportation systems and devices that operate on or in land, water, air, and space and recognize the forces (lift, drag, thrust, and gravity) that affect their motion.
Students will study the monorail to determine how it operates, what generates the power, and what are the effects to our environment.
Adaption: SEE "MOON PHASES ACTIVITY-PHRASES FOR PHASES: A MOON TUNE.
Extensions: You can extend this activity for 6th grade my having them creat a model of the moon and it's phases and demonstrating their understanding through a presentations. ( I would group them and have each person write about their part of the demonstration and that it what they present)
You can extend it you younger grades by having them draw the phases of the moon and with parents (as homework) go outside at night and dermine which phase the moon is in and drawing a picture of that phase on the claendar.
5.2.4 Use a calendar to record observations of the shape of the moon and the rising and setting times over the course of a month. Based on the observations, describe patterns in the moon cycle.
5.2.1 Recognize that our earth is part of the solar system in which the sun, an average star, is the central and largest body. Observe that our solar system includes the sun, moon, seven other planets and their moons, and many other smaller objects like asteroids and comets.
The Challenger Center also offers Special Needs missions.
Lessons are differentiated as students will be assigned to different roles. This is a very "challenging" endeavor, and requires completion of lessons prior to the visit.
Excellent activity for grades five and up. "Students work as teams in mission control and aboard a spacecraft as they test their decision making skills and solve problems during this innovative, inquiry based, space-themed science and math simulation."
This activity could meet MANY science standards and math standards including the Design Process, The Nature of Science, and Reading for Literacy in Science. For the purpose of this assignment, I am assigning it to:
6.2.4 With regard to their size, composition, distance from the sun, surface features and ability to support life, compare and contrast the planets of the solar system with one another and with asteroids and comets.
6-8.RS.1: Cite specific textual evidence to support analysis of science texts.
6-8 RS.3: Follow precisely a multi-step procedure when carrying out experiments or taking measurements.
Roughly every other year, the Challenger Center in Brownsburg gets a grant and invites us to visit for free. Unfortunately for your cohort, we went last year, but I'll invite you back next year if they get another grant. We usually go on a Saturday morning and IT IS AWESOME! I love being in Indianapolis with these fabulous resources available.
Sticky Note: This could also be added to a science lesson where students have been creating vehicles and also have a class vehicle and class ramp that students could test. That way they could compare their own vehicles with the class vehicle and same with the class ramp (kind of like a control subjects). It could also be added to math lessons because of the measuring involved in each part of the activity.
4.4.1 Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion.
Sticky Note: This could also be added to a science lesson where students have been creating vehicles and also have a class vehicle and class ramp that students could test. That way they could compare their own vehicles with the class vehicle and same with the class ramp (kind of like a control subjects). It could also be added to math lessons because of the measuring involved in each part of the activity.
5.4.1 "Investigate technologies that mimic human or animal musculoskeletal systems in order to meet a need."
This activity can be adapted for ELL students by allowing those students to draw pictures of their design, rather than write a paragraph or make a chart. If the students are able, they can label the parts of their picture, using the English words they know. This activity can also be adjusted for younger grades by allowing them more than one science class time to work on the project. This may be an activity that can span a few days. The activity can then be broken down into sections. The students could use one class time to ask their questions within their group, and plan what they want their product to look like. The actual design and implementation of their product can be put into place on a separate class day.
Student create a product for a bicep strain that provides assistance to the muscle so that it does less work to bend the arm. The students are divided into groups to created their product, using the steps of the engineering design process: ask, imagine, plan, create, improve.
This activity could also be connected to health class when learning about the systems of the body. Students could also create other objects that resemble body parts and their functions.
This activity can be connected to langauge arts by having students research and write about the function of the vertebral column.
Students will think about how the spine works as they construct and build a mock spine. This activity will get them thinking about the deisgn process. They will see how and why the spine bends. This is a great visual tool.
Group items tagged 
