HUNCH Academy
Lunar Art
Investigation stations #1
Basic art supplies
Measurements and Weight
Supplies needed for Investigation stations
Measuring tool - Scales-
Rulers Push Kitchen scale ounces and pounds upto 12 Lbs
Measuring tape Digital Kitchen scale most weight conversions upto 15 Lbs
Pack of markers Pack of crayons
Pack of colored pencils Pack of notebook paper
Pack of construction paper Glue
Glue sticks Paint brushes
Water color paint Tape
Oil pastels chalk
Canvas paint
String
PDF worksheets
Watch Instructional video for station # 1
Examples of Basic art supplies
Reading a ruler
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
Length ^
Width ^
Weight v
Heigth ^
INVESTIGATION STATION #1- Basic art supplies weight & measurements
Discussion Question for your group-
What art supplies do you think it would be important to have in space?
Why?
What do you think we could use for art that is already in space?
Does the weight of supplies matter when going to space?
What do you think would be the easiest to use in space?
Why would it be important to have art in space?
Why do you think this?
STATION # 1- Pack of Crayons, markers & colored pencils measurement
We will be learning about different types of bricks and how they are made. We will be making hypothesis on how big, Heavy and what we think the bricks are made of. Then we will measure and weigh each brick and record all of the data on the slides provided. We will make observations about each brick describing what they look and feel like. Before we make a lunar brick maker we need to know all about bricks and how they are made so we can better understand how to make bricks on the Moon using the rigeoith. For these stations you will need a Ruler, Measuring tape, and a Scale. First make a Hypothesis on how big ( length, width, height, weight) do you think the bricks in front of you are before measuring and weighing them. Discuss with your group what your think each brick might be made of and how they look and feel. Record your Hypothesis in the next slide. Then You will use your measuring tools to weigh and measure different types of bricks. You should Measure length, width, Height and weight. You will have seven different types of bricks to measure and weigh. Everyone in the group will take turns measuring each brick. Then you will type your measurements on the next slide or write them on paper. Write down the difference between the bricks. Everyone should have a chance to measure or weigh at least one part of the brick. Help each other read and record the measurements. Work as a team to get all your information entered.
INVESTIGATION STATION #1- basic art supplies measurements
Box of Crayons #1 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual crayon weigh?
Why would you want to use crayons on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Pack of Colored pencils #2 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual colored pencil weigh?
Why would you want to use colored pencils on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Pack of markers #3 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual marker weigh?
Why would you want to use markers on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Watercolor paints # 4 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual cup of paint weigh?
Why would you want to use watercolor paint on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Basic art paint brush # 5 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual paint brush weigh?
Why would you want to use paint on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Construction paper # 6 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual piece of construction paper weigh?
Why would you want to use construction paper on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Canvas # 7 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual canvas weigh?
Why would you want to use a canvas on the moon?
INVESTIGATION STATION #1- basic art supplies measurements
Pack of chalk # 8 (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
How much does each individual piece of chalk weigh?
Why would you want to use a chalk on the moon?
Grade 5 » Geometry | Common Core State Standards Initiative (thecorestandards.org)
2nd grade-
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes
Estimate lengths using units of inches, feet, centimeters, and meters
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
3rd grade-
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Elementary Common Core Math Standards
4th grade-
CCSS.Math.Content.4.MD.A.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),
CCSS.Math.Content.4.MD.C.5Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: CCSS.Math.Content.4.MD.C.5.aAn angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles CCSS.Math.Content.4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. CCSS.Math.Content.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
5th grade-
CCSS.Math.Content.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. CCSS.Math.Content.5.NF.B.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. CCSS.Math.Content.5.G.B.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. CCSS.Math.Content.5.G.B.4. Classify two-dimensional figures in a hierarchy based on properties.
Middle School common core math standards
6th grade- CCSS.Math.Content.6.RP.A.3.d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.Math.Content.6.NS.A.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. CCSS.Math.Content.6.NS.C.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. CCSS.Math.Content.6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. CCSS.Math.Content.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by: CCSS.Math.Content.6.SP.B.5.a Reporting the number of observations. CCSS.Math.Content.6.SP.B.5.b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement
7th grade-CCSS.Math.Content.7.RP.A.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.CCSS.Math.Content.7.RP.A.2. Recognize and represent proportional relationships between quantities.. CCSS.Math.Content.7.RP.A.2.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whCCSS.Math.Content.7.G.A.1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.. CCSS.Math.Content.7.G.A.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.. CCSS.Math.Content.7.G.A.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids . ether the graph is a straight line through the origin. CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. CCSS.Math.Content.7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Middle School common core math standards
8th grade-CCSS.Math.Content.8.G.A.4 . Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. CCSS.Math.Content.8.G.A.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
CCSS.Math.Content.8.G.A.1. Verify experimentally the properties of rotations, reflections, and translations:
CCSS.Math.Content.8.G.A.1.a. Lines are taken to lines, and line segments to line segments of the same length.
CCSS.Math.Content.8.G.A.1.b. Angles are taken to angles of the same measure.
CCSS.Math.Content.8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
K-5 NGSS Science standards you can cover in this project.
K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
ETS1.A: Defining and Delimiting Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)
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.
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.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)
6th - 8th NGSS Science standards you can cover in this project.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
ETS1.A: Defining and Delimiting Engineering Problems
ETS1.B: Developing Possible Solutions
Models of all kinds are important for testing solutions. (MS-ETS1-4)
ETS1.C: Optimizing the Design Solution
ENGR-EC3 – Students will solve problems using basic engineering tools and resources. (a) Explain various measuring systems and their base units. 2 (b) Demonstrate applications of precision measuring instruments to describe parts and inspect artifacts. (c) Perform keyboard functions using a scientific, hand-held calculator. (d) Create an Excel spreadsheet to perform basic arithmetic and algebraic computations on data related to an engineering design problem. (e) Use laboratory tools and equipment to determine the properties of materials
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
MM3P1. Students will solve problems (using appropriate technology).
ENGR-STEM3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. (a) Demonstrate fundamental principles of design. (b) Design and conduct experiments along with analysis and interpretation of data. (c) Identify and consider realistic constraints relevant to the design of a system, component, or process.
ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. (a) Work cooperatively in multi-disciplinary teams. (b) Apply knowledge of mathematics, science, and engineering design. (c) Demonstrate strategies for identifying, formulating, and solving technological problems. (d) Demonstrate techniques, skills, and knowledge necessary to use and maintain technological products and systems.
ENGR-EA3 – Students will demonstrate prototype development. (a) Identify appropriate modeling techniques. (b) Select and apply appropriate materials, tools, and processes for prototype development. (c) Evaluate effectiveness of prototyped solution and modify as needed.
ENGR-EA1 – Students will use selected discipline specific engineering tools, machines, materials, and processes. (a) Explain the criteria for selection of appropriate materials, tools, and processes. (b) Safely and effectively manipulate materials, tools, and processes. (c) Apply appropriate care and maintenance in the use of tools and machines.
Elementary Engineering standards