5th Grade Starbase 1.

5 Unit Plan- SPACE VOLCANOES

GPS Standards Correlation:
S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own
efforts to understand how the world works. c. Offer reasons for findings and consider reasons suggested by others. S5CS2. Students will have the
computation and estimation skills necessary for analyzing data and following scientific explanations. S5CS3. Students will use tools and instruments for
observing, measuring, and manipulating objects in scientific activities. a. Choose appropriate common materials for making simple mechanical
constructions and repairing things c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety
procedures in manipulating science materials and equipment. S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific
and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number
sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real
world. Identify ways in which the representations do not match their original counterparts. c. Identify patterns of change in thingssuch as steady,
repetitive, or irregular changeusing records, tables, or graphs of measurements where appropriate .S5CS5. Students will communicate scientific ideas
and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific
procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back
issues of newspapers and magazines, CD-ROMs, and computer databases. Earth Science- S5E1. Students will identify surface features of the Earth
caused by constructive and destructive processes. a. Identify surface features caused by constructive processes. Deposition (Deltas, sand dunes, etc.)
Earthquakes Volcanoes Faults b. Identify and find examples of surface features caused by destructive processes. Erosion (waterrivers and oceans,
wind) Weathering Impact of organisms Earthquake Volcano c. Relate the role of technology and human intervention in the control of constructive
and destructive processes. Examples include, but are not limited to Seismological studies. MGSE.5.G.4. Classify two-dimensional figures in a
hierarchy based on properties (polygons, triangles, and quadrilaterals). ENGR-IED-5 a., b., e., f. -Students will be able to initialize start up and shut
down available on a CAD system, and demonstrate definitions and procedures for file management techniques such as copying, deleting, finding, saving,
and renaming, based on operating/applications systems. Students will be able to demonstrate the ability to open a drawing data file and create a
drawing, and identify and use all major components of hardware associated with a CAD system. STEM-FET-9- Students will be able to summarize and
differentiate the uses of engineering and various technologies for STEM fields such as Aerospace, Automotive, Medical, Biotechnology, Energy and Power,
Information and Communication, Automation and Robotics, Transportation, Manufacturing, and Construction.

Lesson One

Lesson Two

Lesson Three

Lesson Four

Lesson Five

Introduction to the Solar

System
Pre-Assessment

What is a Space Volcano?

Engineering in Space

Intro to CAD
(computer aided design)

Lets Build a Rover!

Mid-Point Quiz

EQ: How can I

research information
about our solar
system and
understand how our
planet is one part?
Pre-Assess: Allow
students time to
complete the
Volcanoes in Space?
pre-assessment probe
before the lesson
begins.

EQ: How can I

describe a space
volcano?
Engage: Remind
students about what we
learned during our
Earth Science unit
about volcanoes. (they
are both constructive
and destructive) Show
students the Space
Place Space Volcanoes
page

EQ: What role does

an aerospace
engineer have in
researching objects
on other planets?
Engage: Show
students the What is
Aerospace Engineering
STEM intro video
https://www.youtube.co
m/watch?
v=STYw2OTOveY
Have students think

EQ: How can I use 3

Dimensional
Computer Aided
Design programs in
the Engineering
Design Process?
Engage: Intro students
to the 3D Computer
Aided Design programs
and the future of
design with this video
https://www.youtube.co
m/watch?v=xNqs_S-

EQ: How can I use

rovers to explore
space volcanoes for
research?
Engage: Show
students video of
Curiosity rover
http://mars.nasa.gov/m
sl/multimedia/videos/in
dex.cfm?v=2
Discuss with students
that we are going to
explore rovers today

Engage: Read to
students the Space
Place book Whats in
Space
http://spaceplace.nasa.
gov/story-whats-inspace/en/#
Have students think
about what they
learned last year in 4th
grade during Starbase
(rockets and rovers).
Different planets have
different atmospheres
and each planet is
unique.
Explore: Let students
choose a call sign name
and write it on their
Starbase notebooks.
Then, have students
work in groups of two
to explore the Solar
System QR Code Web
Quest worksheet.
Explain: Students
should list 3 interesting
facts that they learned
on the bottom of their
web quest worksheet.
They need to keep this
in their Starbase
notebook.
Extend: Evaluate: Bring
students back together
to discuss the answers

http://spaceplace.nasa.
gov/volcanoes/en/
Read the first page
aloud with students to
hook their interest
Explore: Have
students work in groups
to use the Space Place
Space Volcano Explorer
map to learn about
each place in our solar
system that has active
and inactive volcano.
Explain: Students will
use a Space Volcano
Graphic Organizer
worksheet to list the
different places that
have volcanoes and
give facts about them.
Leave a column blank
for planet or moon
general information for
a later activity.
Extend: -Have
students research at
home if there are any
cryo-volcanoes here on
Earth. Bring in a
paragraph explaining
answer.
Evaluate: Closure: Bring
students back down to
the carpet to share the
results of their
research. Allow

about what types of

careers they might
want to do in the
future. Create a web
splash of all the career
paths or jobs that
aerospace engineers
can do.
Explore: Discuss with
students that our
mission during this unit
will be to research and
study space volcanoes
on other destinations in
our solar system and
relate them to
volcanoes on Earth.
Start the discussion by
asking the students
would types of vehicles
or equipment we will
need to design and
create in order for our
mission to be a
success. (rocket,
shuttle, rover with tools
or drones, return
capsule, parachute for
landing, etc.) Next,
have students work in
groups to think about
the rockets that will get
our spacecraft beyond
our orbit. Have
students research
rockets using the
Rocket Research

zEBY
Discuss with students
what kinds of
aerospace engineering
objects we can design
with our PTC Creo
program.
Explore: Take students
to the Starbase Lab to
work with the
computers. Have
students follow step-bystep instructions to
create Starbase Cars.
(work slow, students
will have to share
computers)
Explain:
Extend: Have students
work on designing and
creating the space
station lab module. At
the end of the work
session, have each
group convert their
CAD file to an STL file
for the 3D printer. As
they convert, have
students write down
the dimensions and
amount of polygons
that their objects have
been configured in for
printing.
Evaluate:
Closure: Bring students
back together to discuss

with a really cool 3D

app. Give instructions
about the ipad app
SpaceCraft 3D
(JetPropulsionLab)
Explore: Have
students decide which
rover they want to
research for their
mission and hand out
the Rover 3D Target
pictures and give
students time to
research 3D rovers
using the iPad app.
Explain: Have
students think about
what kinds of tools that
their rover might need
in order to gather data
at their destination in
space.
Extend: Allow students
to take pictures with
their 3D models
standing up.
Evaluate:
Closure: Bring
students back together
to discuss their findings
from the day. Which
rover did they like best?
Which rover had the
most efficient tools for
exploring another
planet?

to the web quest

questions. Allow
students volunteers to
share what their group
learned.
Closure: Preview with
students that in the
next lesson, they will
be learning about
Space Volcanos and
that scientist on Earth
can study them and
make comparisons to
volcanos on Earth as
well. We can learn how
they were formed and
what differences or
similarities they have.
Also mention that
aerospace engineers
have to work closely
with scientist when
designing vehicles,
satellites, and other
space instruments to
do their research and
that is what we will be
doing during this
extension unit.

students volunteers to
discuss which places in
our solar system have
active or inactive space
volcanoes.

Graphic Organizer
worksheet The
worksheet has QR
codes for two websites
that students can use
for research. Discuss
how engineers measure
the amount of thrust
needed to liftoff and
how it relates to the
mass of the rocket.
Explain: Students
need to decide which
type of rocket they are
going to use in order to
perform our mission of
space volcano
research, and the
amount of thrust
needed to liftoff from
Earth. (lbs. of thrust)
Extend: Evaluate: Closure:
Bring students back
together to discuss the
importance of
aerospace engineers in
our quest to gather
data about space
volcanoes so that we
might understand how
other surface features
are similar or different
from Earth.

WHY we are learning how

to use the 3D CAD
program. We will be
using this program later in
our unit to design, create,
and print our own rovers
and tools to carry out a
special mission to learn
more about space
volcanoes. Have groups
share out their car
dimensions and how
many polygons their cars
were converted into for
3D printing. Discuss how
math is integrated into
CAD and how engineers
also have to be proficient
in geometry and
multiplication and
division. Also discuss how
students that are
interested in engineering
and designing things will
be better prepared for
their career one day if
they have a lot of practice
and work with programs
such as these.

Lesson Six

Lesson Seven

Lesson Eight

Lesson Nine

Culminating Activity

Mission: Space Volcano

Research Plan

Intro to Quad Copter

Technology

Drone Mission: Space

Volcano Research

Intro to 3D Printing with

CAD

Space Volcano
Presentations
(2-3 class sessions)

EQ: How can I

develop a plan to
complete a mission
with established
goals and
guidelines?
Engage: Show
students the Mission
Detail Video- hook
them with discussing
what they are going to
be required to do on
their mission.
Explore: Have
students work with
their partners to
determine their
destination, research
focus, rover or uav with
tools that they will
need, and re-entry
vehicle or device)
Students will use
Mission Graphic
Organizer to write
down their thoughts.
Explain: Work on
Mission Graphic
Organizer (allow
students time to
research rocket types,
get vehicle speed or
lbs. per thrust
measurements on GO)
Extend: Students can

EQ: How can the use

of drones help
researches gather
data appropriately?
Engage: Introduce
students to the Parrot
Quad Copter Drone
with this demo video
https://www.youtube.co
m/watch?
v=nrG7uJEoYB0
Discuss with students
what scientist and
engineers use drones
for. (research data,
imaging, flying low or
high over difficult
terrain) Discuss the
appropriate use of
drones for research, not
harming others. Show
students the controls of
the quad copter and
what the instruments
do. (go over in detail on
SMARTBOARD)
Explore: Take
students outside to
complete the Quad
Copter Team Line
activity. Start at the
upper field and have
students line up in two
lines. Lay out hula
hoops at the front of

EQ: How can I use a

drone to collect and
record data?
Engage: Show
students the next
Mission Detail Videohook those with
discussing what your
mission today is. (Fly
drones over Space
Volcanoes to gather
data)
Explore: Have
students go to the
upper field and
complete their flying
missions to their
destinations. Have
facts sheets on the
ground about the space
volcano at each
destination. Students
will upload their images
on the ipads to collect
their data for their
research.
Explain: Students will
record their data on
their Mission Graphic
Organizer from Lesson
Six. Then, have
students decide what
type of tools on their
rovers that they can
use to collect

EQ: How can I use

3D printers to
develop tools for
space research?
Engage: Introduce
students to rover
exploration tools that
can be used on their
missions.
http://www.exploratoriu
m.edu/mars/mertools.p
hp
also the jet propulsion
site
http://mars.nasa.gov/m
er/technology/si_in_situ
_instrumentation.html
Explore: Allow
students 10-15 minutes
to decide which tools
they would like to
design on the CAD
program to use on their
mission with the Rover
Tool Sketch worksheet.
Take students to the
Starbase Computer Lab
and have then design
and create a tool for
their mission rover to
collect a specimen from
their space volcano. At
the end of the work
session, have each
group convert their

EQ: How can I

present information
and communicate my
findings clearly with
evidence to support
it?
Engage: Give groups
the Space Volcano
Presentations Planning
Sheet and Rubric. Go
through rubric. Show
students the programs
that they can use to
create their
presentations. (green
screens, TEDtalk
backgrounds, iMovie,
Sway)
http://blog.ted.com/9talks-by-impressivekids/
Explore: Have
students work in their
mission groups to put
together a complete
overview of their
mission from lift off to
splash down.
Explain: Students will
need to explain the
following parts in their
presentations-

1. Destination
2. Rocket

decide which vehicles

or tools of their mission
they will design on CAD
and print with the 3D
printer.
Evaluate:
Closure: Bring
students back together
to share where their
teams have decided to
go in order to complete
their Space Volcano
Research Mission.

either line. Allow

students to take turns
lifting off and flying the
drone across the field
to the other hula hoop
and land. Go through
the line a few times.
Explain:
Extend: If time
permits, allow students
to complete the Drone
Scavenger Hunt around
the field hovering over
pictures and recording
data.
Evaluate:
Closure: Bring
students back together
to discuss how drones
can be used on other
destinations to gather
data on space
volcanoes. We will be
using drones to help
with our Space Volcano
Mission in which we will
have to fly to and hover
over space volcanoes
to gather data.

specimens out of their

space volcanoes.
Extend:
Evaluate:
Closure: Bring
students together to
make an anchor chart
that give facts about
each space volcano to
leave up to display.
Students will be able to
refer back to this
anchor chart for the
rest of the unit.

CAD file to an STL file

for the 3D printer. As
they convert, have
students write down
the dimensions and
amount of polygons
that their objects have
been configured in for
printing.
Explain:
Extend: Show students
the 3D Printer video.
https://www.youtube.co
m/watch?v=UCI7BgLrk4
Discuss with the
students how 3D
printing is changing the
future of the economy
and how things will be
made in the world.
Evaluate: Give
students the Space
Volcanoes Post
Assessment Probe
Closure: Bring
students back together
to discuss the
advantages to 3D
Printing and how
aerospace engineers
and astronauts use it to
assist them with
everyday procedures.
Have students think
about how the CAD
program and the 3D

3.

4.

5.
6.

technology
used
Vehicle used to
get to
destination
Data Collected
from Space
Volcano
Rover & Tools
Overview
Return Vehicle
and
Splashdown
Procedure

Extend:
Evaluate: Have
administrators come to
watch student
presentations in the
Caf. Invite parents in
to the presentations or
post on the blog. Grade
presentations on the
rubric for final grade.

printer are related to

each other.