ITU Calendar

 Day 1 (building background) Day 2(pre space race) Day 3Space race Day 4Post space race Day 5Project day Objective Students will be able to recognize the socio-political origin of the space race as well as the mathematical and technological underpinnings that made it possible. SWBAT analyze the growing competition between world power and their methodology. SWBATRecognize the ramifications of successful moon landing and the complexity of the process that made it possible. SWBATCompare the advantages and disadvantages in pursuing new sometimes near impossible feats. SWBATComplete a project demonstrating learning from unit... Math Sowing Division Icey Trading(Title Pending) Houston, We Have a Problem What is the cost? Your Impact Social Studies Intro cold warSimulation activity½ class vs ½ class [Combined simulation with Math]Arms raceEspionage - spies(Rosenbergs) Moon landing Starwars→ spacex Service learning English Political cartoons Red scare, McCarthyism Kennedy Speech Modern moonshots What is your moonshot?

Central Focus

The purpose of this unit is to enhance student understanding of their place in the universe beyond simply their home, community, country etc. The students will learn this through an in-depth analysis of the Space Race through the integration of the following courses:
Math, Social Studies, Chemistry, English, physics, Coding, Spanish. Accompanying these disciplines will be the incorporation of Visual Performing Arts and Technology as well as a service learning component where students participate in an advocacy project or indirect service contribution. Learning objectives will focus on the context and continuity of the space race, the processes involved in it and the balance of cooperation vs competition,

Math

 Day 1 Day 2 Day 3 Day 4 Day 5 Standard A.REI.B.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.A.REI.B.4Solve quadratic equations in one variable.A.REI.C.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.A. Collaborative 3. Supporting opinions and persuading others MD.B.7(+) Analyze decisions and strategies using probability conceptsA. Collaborative 3. Supporting opinions and persuading others A.CED.A.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.A. Collaborative 1. Exchanging information/ideas N.Q.A.1Use 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.B. Interpretive 6. Reading/viewing closely N.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.C. Productive 10. Writing Objective SWBAT determine how to divide work amongst each other and be able to solve the problems they have agreed to take on through solving the equations. SWBAT use principles of probability to develop strategies in order to determine specific outcomes of what their opponents actions will be in any given round and will reflect on how well those strategies worked. SWBAT will work together with different sets of limitations and effective communication in order to find sets of equations to surmount specific constraints. SWBAT find the values from articles and determine what information is relevant in calculating the costs and benefits of the International Space Station. SWBAT quantify the data that they have collected and assess the level of impact that they have made to towards the cause they have chosen to advance based upon their findings. Assessment Students will be assessed based on the work they have chosen to attempt and the correctness of those problems. Students will be monitored during the activity for participation and will be assessed based upon their reflection of how their strategy played out. Students will be assessed based upon the number of scenarios that they are able to complete. This will include monitoring the students and how they use mathematical terminology to communicate the scenario. Students will be assessed during the the creation of the poster based upon how they are contributing to their group. Furthermore, the poster will be assessed if the data they have listed is supported by facts and if those facts support their interpretation of the data. Students will be assessed based upon a writing sample stating how they gathered the information and how they used that data to determine the impact they have made to the cause they choose to advance. Student activity Day 1 Math Day 2 Math Day 3 Math Day 4 Math Day 5 Math

Social Studies

 Social Studies Standards SS 11.8.7. Describe the effects on society and the economy of technological developments since 1945... SS 11.8.4. Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan. SS 11.11.2. Discuss the significant domestic policy speeches of ...Kennedy... SS 11.7.6. Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on the location of American industry and use of resources. Service Learning Objectives Students will be able to understand the socio-political origin of the space race as well as the mathematical and technological underpinnings that made it possible. SWBAT analyze the growing competition between world power and their methodology. SWBATRecognize the ramifications of successful moon landing and the complexity of the process that made it possible. SWBATCompare the advantages and disadvantages in pursuing new sometimes near impossible feats. SWBATComplete a project demonstrating learning from unit... Activity Intro cold warSimulation activity½ class vs ½ class [Combined simulation with Math]Arms raceEspionage - spies(Rosenbergs) Moon landing Jigsaw Starwars→ spacex Service learning Assessment Diagnostic -Class debrief Diagnostic - graphic organizer Formative - TedEd questions Diagnostic - Venn Diagram Summative Service Learning Presentation