The Arizona STEM Acceleration Project

Plants on the Moon? Part 2

Plants on the Moon? Part 2

A 4th-5th grade STEM lesson

Eshelle Surber

12 May 24

Notes for teachers

• This is lesson is based off the Artemis II Roads Moon Mission, developed by NASA.
• My students use tablets with bluetooth capabilities to program their robots.
• My students used some block coding, as well as, Python code.
• The instructions are for the Lego Spike Prime Robot, but skills are transferable for other robots.

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Lesson Part 1

List of Materials

• Each student needs a laptop/desktop computer
• Web Browser (My district is a Google district, so Chrome)
• Projector
• Teacher computer or laptop
• Website: Moon AI Artemis Foundation
• Website: Lunar Greenhouse
• Website: Lego Prime Grabber
• Website: Lego Prime Grabber Instructions & Downloads
• Website: BrainPOP
• Drawing paper
• Science Notebook for records
• Scenario Task Cards

Three Dimensions of Science

Standards

ISTE: 1.3 Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

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5th Grade Science

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

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Sub Standards

1.3.a Effective Research Strategies

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Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Evaluate Information

Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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3-5-ETS1-1.

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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3-5-ETS1-2.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Objectives:

I can plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits; and determine if their are credible sources of information.

I can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Agenda (45 min.)

Objective:

Students will be able to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Key Vocabulary:

• Criteria
• Constraints
• Solutions
• Generate
• Compare

Materials:

• Whiteboard and markers
• Chart paper
• Sticky notes
• Pencils
• Problem scenario cards (prepared in advance)

Engage (5-7 minutes):

• Begin the lesson by presenting a real-world problem scenario to the students.
• Engage students in a brief discussion about how they approach solving problems and what factors they consider when coming up with solutions.

Explore (10-12 minutes):

• Divide students into small groups.
• Provide each group with a problem scenario card.
• In their groups, students will brainstorm and write down as many potential solutions to the problem as they can think of on sticky notes.
• Encourage students to consider the criteria and constraints of the problem while generating solutions.

Explain (8-10 minutes):

• Have each group share their solutions with the class.
• Facilitate a class discussion on the different solutions presented, focusing on how well each solution meets the criteria and constraints of the problem.
• Introduce key vocabulary terms related to generating and comparing solutions.

Elaborate (12-15 minutes):

• Provide additional problem scenarios for students to work on individually.
• Encourage students to generate and compare multiple solutions to each problem.
• Circulate the room to provide support and guidance as needed.

Evaluate (5-7 minutes):

• Have students reflect on the process of generating and comparing solutions.
• Ask students to share which solution they think is the most effective and explain their reasoning.
• Provide feedback on students' thinking process and problem-solving strategies.

Closure:

• Summarize the key points of the lesson, emphasizing the importance of considering criteria and constraints when generating solutions to a problem.
• Connect the lesson to real-world problem-solving situations and encourage students to apply these strategies outside of the classroom.

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Intro/Driving Question/Opening

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NASA has called and needs your assistance in building a biome/lunar greenhouse for the next moon mission. You will have to work with these scientists to discuss problems and solutions to meet the needs of plant life.

Anchor Chart

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Anchor Chart: Generating and Comparing Solutions

1. Understanding the Problem
• Identify the criteria and constraints of the problem.
• Analyze the problem to determine the key components.
2. Generating Solutions
• Brainstorm multiple possible solutions.
• Think creatively and consider different approaches.
3. Evaluating Solutions
• Assess each solution based on meeting criteria.
• Consider the constraints and feasibility of each solution.
4. Comparing Solutions
• Compare the strengths and weaknesses of each solution.
• Prioritize solutions based on effectiveness and practicality.
5. Decision Making
• Select the most appropriate solution.
• Justify the chosen solution based on criteria and constraints.

Hands-on Activity Instructions

1. Have students think about building a biome/lunar greenhouse for plants in a dome such as the Biosphere.
2. Discuss with students that there will scenarios that will cause problems with building and demand solutions. Students will need to understand that working in a group is necessary for the task. It will take the expertise of different scientists to help with the engineering of a lunar greenhouse biome.
3. Divide into groups of 4, give each group a task card. Have them brainstorm solutions for each card. Students will also discuss these solutions and the pros and cons of each input; understanding that not everyone will agree. It is okay to agree to disagree.
4. Show this Youtube Video about the Rainforest from Biosphere II
5. Have students go back to their groups and discuss ideas for engineering their own lunar greenhouse. What did you learn from the Biosphere II? What do you think they could have differently? Is this type of biome sustainable on the moon? Why? Why not?

Assessment

• Assess students' understanding based on their ability to generate and compare solutions that meet the criteria and constraints of the problem.

Differentiation

• Provide sentence starters or graphic organizers for students who may need extra support in articulating their ideas.
• Allow students to work in pairs or small groups to collaborate on generating solutions.

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Remediation

Extension/Enrichment

Offer extension activities for students who finish early, such as creating a visual representation of their solution.

Ideas for Continuing After the Lesson

Students will begin engineering their idea of a biome (with their groups of four) in later lessons. They will need to determine:

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• How to get supplies to the moon
• Which supplies will be sustainable
• They will build a model of the lunar greenhouse.
• They will need to build a robot to deliver supplies to the scientists on the moon.
• What type of programming and engineering will be needed for the robot?
• What are some resources you may not have thought of that you need now?