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    QUARTER 4 ONLINE REGISTRATION  

     

    Earth Odyssey 

    The Earth Odyssey Storyline takes place in the near future during a solar max year. Four weeks ago a major Coronal Mass Ejection (CME) blasted away from the sun and headed towards the Earth. Astronauts aboard a Space Station in low earth orbit were safely evacuated due to the potential damage the CME could have done to the Space Station. No damage was done to the Space Station; however a few critical satellites were disabled. These satellites were responsible for collecting Earth Science information and without them we can no longer effectively detect the many changes that happen on the Earth. Going back into orbit during such a turbulent time of Solar Activity is risky, but addressing the issues caused by the CME is paramount.

    The Earth Odyssey mission will be a collaborative mission between a crew in a Space Station and scientists in Mission Control. These two groups will address the damage to these critical satellites by seeking to achieve two goals.

    1. Students will take advantage of their location in space as well as instruments on the Space Station to study the Earth in lieu of disabled satellites.

    2. The new crew of astronauts will take advantage of a small manufacturing facility of the Space Station to create a new micro satellite to replace the ones lost in the CME.

    APPLIES CLASSROOM LESSONS
    Activities require application of school-based learnings, while simultaneously delivering new information.
    STUDIES RELATABLE EVENTS
    Some students may have witnessed or even experienced the events studied during this mission. Tracking and studying natural events like floods, ice storms, wildfires, hurricanes, and volcanoes helps to better understand overall impact to all of the Earth’s spheres as well as the local impact (both environmental and human).
    UTILIZES CURRENT RESEARCH
    Using real and current NASA and NOAA research tools and data, the mission aligns with studies that are currently taking place.
    DEMONSTRATES HOW HUMANS LIVE & SURVIVE IN SPACE
    Students monitor crew health and nutrition as well as all life support systems.
    ILLUSTRATES THE SIGNIFICANCE OF CONTINUED DISCOVERY
    Activities and findings communicate the importance of exploration for the growth of scientific knowledge and the potential to identify new resources for the betterment of future generations.


     
    Resources :  
    Pre-visit Materials  
    Teacher Letter Read Me First!  
    Pre-Mission Content  
    Crew Mainifest
     Job Posting 
     

    Lesson Plan  
    Post Visit Materials
    Post Visit Materials  

    arrow animated Aligned Standards



     
     Next Generation Science Standards ( NGSS) MCCRS- RELA & Math

    MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints of the problem.

    MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify best characteristics of each can be combined into a new solution to better meet the criteria for success.

    Atmosphere Team
    MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
    MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
    MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

    Biology Team
    MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
    MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

    Cryology Team
    MS-PS3-3: Apply scientific principles to design,
    construct, and test a device that either minimizes or maximizes thermal energy transfer.
    MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects,
    MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

    Energy Team
    MS-ESS1-1: Develop and use model of the Earth-sun- moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

    Geology Team
    MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
    MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

    Satellite Team
    MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints of the problem.
    MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify best characteristics of each can be combined into a new solution to better meet the criteria for success.

    Ocean Team
    MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
    MS-ESS3-2: Analyze and interpret data on natural
    hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects,
    MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

    Space Weather Team
    MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even through the objects are not in contact.


     GRADE 6 MATH

    6.NS.B.3
    The Number System
    Compute fluently with multi-digit numbers and find common factors and multiples.
    3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.


    GRADE 6 LANGUAGE ARTS

    RI.6.1
    Reading: Informational Text
    Key Ideas and Details
    1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    Corresponding College and Career Readiness (CCR) Anchor Standard
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    W.6.1
    Writing
    Text Types and Purposes 1
    1. Write arguments to support claims with clear reasons and relevant evidence.

    Corresponding College and Career Readiness (CCR) Anchor Standard
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    GRADE 7 MATH

    7.NS.A.3
    The Number System
    Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
    3. Solve real-world and mathematical problems involving the four operations with rational numbers.

    GRADE 7 LANGUAGE ARTS

    RI.7.1
    Reading: Informational Text
    Key Ideas and Details
    1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    Corresponding College and Career Readiness (CCR) Anchor Standard
    1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    W.7.1
    Writing

    Text Types and Purposes 1
    1. Write arguments to support claims with clear reasons and relevant evidence.


    Corresponding College and Career Readiness (CCR) Anchor Standard
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


    * * * * * * * * * * * *
    GRADE 8 MATH

    HSN-Q.A.1
    Quantities
    Reason quantitatively and use units to solve problems.
    1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

    GRADE 8 LANGUAGE

    Writing
    W.8.1
    Text Types and Purposes 1
    1. Write arguments to support claims with clear reasons and relevant evidence.

    Corresponding College and Career Readiness (CCR) Anchor Standard
    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    RST.6-8.1: Cite Specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

    RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.

    MP.2: Reason abstractly and quantitatively.

    RST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

    WHST.6-8.7:Conduct short research projects to answer a question including a self-generated question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

    RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

    RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.