The Arizona STEM Acceleration Project

Space Case by Stuart Gibbs

Chapters 15-21

Space Case

by Stuart Gibbs

Chapters 15-21

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A 3/4/5 grade STEM lesson

Patricia Patchin

Date 5/5/2024

Notes for teachers

• This lesson is the 4th set of lessons in a series of STEM lessons that are based on the novel Space Case by Stuart Gibbs
• These lessons will take multiple days to complete and are intended to create equitable background knowledge for all students in the classroom before starting the novel.
• Students will work alone and in a group setting.
• You can pick and choose which activities you would like to complete in your classroom. You do not have to do all of the lessons that lead up to the final project. They are suggestions that students have enjoyed in the past.
• Background Info Lesson- Click here
• Chapters 1-7- Click here
• Chapters 8-14- Click here
• Chapters 15-21- Click here

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List of Materials

Activity 1: My Robotic Hand,

• Human Anatomy for Kids by Kristi Wagner, My Amazing Body Machine by Robert Winston, cardstock, pencil, scissors, straws, malt straws, yarn, tape, ruler

Activity 2: Robotic Arm

• Technology and Space: What is Robotics?, Mars Curiosity Rover Arm, cardboard, cardboard cutter, binder clips, paper clips, brass fasteners, rubber bands, clothespins, popsicle sticks, wire, fishing line, string, tape, paper, pencils, paper, empty container, trinkets for robotic arm to pick up, rectangular table, Engineering Design Process Worksheets

Activity 3: Scratch; Code a Mars Collection Rover Video Game

• NASA Scratch Mars Collection Game, Scratch, chromebook or computer

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Standards

Arizona Science Standards

4.P4U1.1 Develop and use a model to demonstrate how a system transfers energy from one object to another even when the objects are not touching

5.E2U1.7: Develop, revise, and use models based on evidence to construct explanations about the movement of the Earth and Moon within our solar system.

6.E2U1.7: The Earth and our solar system are a very small part of one of many galaxies within the Universe.

Arizona ELA Standards

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4.RL.1 Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.

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4.W.7 Conduct short research projects that build knowledge through investigation of

different aspects of a topic.

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4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts,

building on others’ ideas and expressing their own clearly

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Crosscutting Concepts

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Patterns, Cause and Effect, Scale, Proportion and Quantity; Systems and System Models; Energy and Matter; Structure and Function; Stability and Change

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Standards

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Next Generation Science Standards

3-LS4-2 Biological Evolution: Unity and Diversity - Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

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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.

3-5-ETS1-3 Engineering Design - 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.

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MS-ESS1-1.

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

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Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

Objectives:

Today students will be able to identify how a hand and a robotic hand are similar.

Today students will be able to explain how a robotic hand functions.

Today students will be able to show how to extend their knowledge of the human and robotic hand to create a robotic arm.

Today students will be able to code a video game simulating a robot collecting samples on Mars.

Agenda

Day One (45 minutes)

Read My Amazing Body Machine by Robert Winston and Human Anatomy for Kids: A Junior Scientist Guide, Chapter 3, How We Move by Kristi Wagner

Watch How 3D Printed Prosthetic Hands are Changing Kids Lives

Create a Model of the Hand

Day Two and Three (45 minutes)

Read Technology and Space: What is Robotics? on Readworks.com

Watch Mars Curiosity Rover Arm

Create a Robotic Arm and test it with a Minute to Win It Game

Agenda

Read Chapters 15-21 in Space Case by Stuart Gibbs

Watch Robots Everywhere: Space or Engineering Design: Opportunity Mars Drivers

Coding Project Code a Mars Sample Collection Robot

Activity #1: Building Knowledge

How Does Your Hand Work

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Intro/Driving Question/Opening

Activity 1: How Does Your Hand Work

Read My Amazing Body Machine by Robert Winston and Human Anatomy for Kids: A Junior Scientist Guide, Chapter 3, How We Move by Kristi Wagner

Watch How 3D Printed Prosthetic Hands are Changing Kids Lives

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Hands-on Activity #1

How Does Your Hand Work

1. Using a pencil and cardstock paper, either trace your hand or trace a hand print out.
2. Cut out the hand and fold the fingers along the joint.
3. Mark the joints of your hand on the cardstock cut out with a pencil.
4. Though the measurements do not have to be exact (around ⅝” long), try to cut three straw pieces that will fit in each of the three sections of the finger (two for the thumb) with a little room between each section of the straw. You will have 14 pieces in total.
5. Attach the straws to each of the fingers with space between them where the joints of the fingers are located.

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Hands-on Activity #1

How Does Your Hand Work

6. Cut five pieces of string 18” longs.

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7. Take a piece of string and fold the end of it over one tip of a finger. Tape it to the back side of the finger. Thread the string through each section of straw on that finger until it is completely through all three sections. Repeat this process for all fingers.

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8. Cut a 2” section from a malt straw (or thicker diameter straw). Place in the palm of the cutout hand. Thread all five strings through the straw.

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9. Simply pull on the strings of the the finger and watch them mover.

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Differentiation

Use a different color yarn for each finger

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Have a hand pattern already traced or traced and cut out with straw pieces attached so only step left is to attach the strings

Remediation

Extension/Enrichment

Using google slides, create a slideshow to demonstrate how the hand works.

Add transitions so it acts like a movie

Assessment

Rubric for Projects

Activity #2: Self Explore

Building a Robotic Arm

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Intro/Driving Question/Opening

Activity #2: Self Explore

Building a Robotic Arm

Read Technology and Space: What is Robotics? on Readworks.com

Watch Mars Curiosity Rover Arm

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Self Explore Activity Instructions for Activity #2

Build a Robotic Arm

• Prepare a rectangular table with a square made out of tape at the end of the table. This is where the robotic arm will be placed for the competition. From the square, measure 12 inches and mark with tape and 18 inches and mark with tape. Place an empty container at the 18 inch mark and items for the robotic arm to pick up at the 12 inch mark.
• On a separate table, place all of the materials that students are allowed to use to build their robotic arm.
• After students have finished the engineering process and have built a robotic arm, let each team try to gather as many items as possible from the 12 inch mark and place in the empty container giving them a set time such as one minute to gather as many as possible.

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Self Explore Activity Instructions for Activity #2

Build a Robotic Arm

• The Design Challenge
• Work together as a team, using the engineering design process to create a robotic arm to meet the challenges criteria and constraints.
• Criteria and Constraints
• Criteria: The arm length must be at least 18 inches long, the arm must be able to pick up the objects found on the table, the arm must be able to deposit the objects into the tub
• Constraints: only use the material provided, design and create a functional prototype within the time constraint

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Self Explore Activity Instructions for Activity #2

Build a Robotic Arm

• Materials
• cardboard, cardboard cutter, binder clips, paper clips, brass fasteners, rubber bands, clothespins, popsicle sticks, wire, fishing line, string, tape, paper, pencils, etc.
• Remember
• brainstorm possible solutions and sketch them out
• choose the best solution
• failure is an opportunity to learn and improve; not to give up
• there is more than one solution

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Self Explore Activity Instructions for Activity #2

Build a Robotic Arm

• Reflect
• What materials was most important to use on your robot arm design?
• How did you work as a team?
• What did you learn from other designs?
• How could you redesign your robot arm to be better next time?
• Students can use the following sheets to journal their thoughts.
• Engineering Design Process Worksheets

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Differentiation

Create one robotic arm as a class and demonstrate

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Have a design for students to copy

Remediation

Extension/Enrichment

Create more criteria or constraints to be followed

Use small trinkets

Assessment

Rubric for Projects

Activity #3: Extending Your Knowledge

Scratch: Code a Video Game: Mars Sample Collection Robot

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Intro/Driving Question/Opening

Scratch: Code a Video Game: Mars Sample Collection Robot

Read Chapters 15-21 in Space Case by Stuart Gibbs

Watch Robots Everywhere: Space or Engineering Design: Opportunity Mars Drivers

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Hands-on Activity Instructions for Activity #3

Code a Mars Collection Game

• This is a lesson found on the NASA website that fit in perfectly with what the students were working on in class. I am including this as an extension to the previous lessons with a few codes my students taught me in case you have never used Scratch before.
• NASA Scratch Mars Collection Game
• Scratch
• Have students create a Scratch account before working on this activity.
• There are three links with four different items that will need to be downloaded and saved onto the student’s chromebook or computer before starting the lesson.
• There are basic codes that students will need to know in order to create a code for the Rover sprite to move and turn.
• There are endless possibilities with this game. I let my students use their endless creativity to create the game.
• Allow time for students to play each other’s games.

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Differentiation

Work in pairs or small groups

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Have a game precoded for students to use

Remediation

Extension/Enrichment

Create a how to pamphlet to help someone code their own video game

Assessment

Rubric for Projects