Chapter 22: Exploring Space Lesson Plan

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Chapter 22: Exploring Space
Lesson Plan
Section 3: Space Probes
________________________________________________________________________
Pacing
1 Block = 45 minutes
Regular Schedule:
with Lab(s): N/A
Block Schedule:
with Lab(s): N/A
without Lab(s): 2 Days
without Lab(s): 1 Day
Objectives
1 . Describe some of the discoveries made by space probes.
2 . Explain how space-probe missions help us better understand the Earth.
3 . Describe how the satellite program has given us a better understanding of the Earth as a
global system.
Standards Covered
UCP 1. Systems, order, and organization
UCP 2. Evidence, models, and explanation
UCP 4. Evolution and equilibrium
UCP 5. Form and function
SAI 2. Understandings about scientific inquiry
ST 1. Abilities of technological design
ST 2. Understandings about science and technology
SPSP 3. Natural hazards
SPSP 4. Risks and benefits
SPSP 5. Science and technology in society
H N S 1 . Science as a human endeavor
H N S 3 . History of science
Holt Science & Technology: Earth Science
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 22 Lesson Plans 8
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Block 1
Focus 5 minutes
Bellringer, ATE p. 606. Ask students to consider the following question: “Does
exploring other planets benefit us here on Earth? Why or why not?”
Motivate 10 minutes
Activity, “Design Your Own Space Mission,” ATE p. 606. Have students
imagine that they could send a space probe anywhere in the solar system. In their
ScienceLog, have students write a paragraph about where they would send their
probe, what its primary mission would be, what kind of instruments it would carry,
and what kind of data it would collect. Invite volunteers to read their paragraphs to
the class and to elaborate on their choices. This activity supports STANDARDS
UCP 1, UCP 2, UCP 5, ST 2, SPSP 5, and HNS 1.
Teach 30 minutes
Discussion, ATE p. 608. Have students discuss the advantages and
disadvantages of using small space probes to explore the solar system and beyond.
Ask students if they think sending unmanned space vehicles or sending astronauts
to explore the solar system is a better idea. Students should be able to explain and
support their answer. This activity supports STANDARD HNS 1.
Homework
Reinforcement Worksheet 22, “Probing Space.” This worksheet reinforces
the main concepts in the section by having students list a variety of space probes by
name, country of origin, destination, and type of information obtained during their
missions.
Block 2
Extend 35 minutes
Teaching Transparency 251, “Forming Positive and Negative Ions.” This
transparency shows how ions are formed during chemical reactions and helps
students understand how an ion engine works.
Debate, ATE p. 610. (Students will need to do some research prior to this
activity. They will need to investigate the arguments for and against large, complex
space missions and the arguments for and against smaller, cheaper, and faster space
missions.) Some scientists believe that traditional space probe projects, which are
usually large, complex, and very expensive, are the best way to explore the solar
system and beyond. These projects can gather and transmit vast quantities of data,
but they also require a large crew of people to monitor the spacecraft and to interpret
the data. Because these probes are so expensive, some scientists fear that funding
for a long-term project might be canceled before the project is complete. Although
larger probes can carry more equipment and can gather more information than
smaller probes, some scientists support the use of smaller, less expensive, and
more limited probes. After students have completed their research on the arguments
for and against each type of probe, have students debate the issue. Students should
present their research as if they were NASA scientists going before Congress to
Holt Science & Technology: Earth Science
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 22 Lesson Plans 9
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secure funding for their projects. You might want to have a few students act as
members of Congress and ask questions of the scientists to help determine which
type of program should be funded. This activity supports STANDARDS UCP 5,
SAI 2, ST 1, ST 2, SPSP 4, SPSP 5, and HNS 1.
Close 10 minutes
Quiz, ATE p. 611. Students answer three questions about space probes.
Alternative Assessment, ATE p. 611. Have students find photographs or other
images of a space probe and construct a model of it. Encourage students to be
creative in their choice of materials and to write a paragraph describing the probe,
the function of its parts, and its mission. This activity supports STANDARDS
UCP 2 and UCP 5.
Homework
Homework, “Space Probe Profiles,” ATE p. 610. After reviewing the section,
have each student select one space probe he or she would like to know more about.
Have students create a profile of their probe that includes pictures of the probe and
information about its mission and discoveries.
Additional Resource Options
Review, p. 611. Students answer three questions that review the lesson content.
Holt Anthology of Science Fiction, “Why I Left Harry’s All-Night
Hamburgers, ” This short science fiction story introduces students to some space
travelers and gives students an insight into what space travel might be like.
Teaching Transparency 200, “The Position of Space Probes.” This
transparency shows the position of some space probes.
Directed Reading Worksheet 22, Section 3. This worksheet reinforces the
critical information in the section while developing students’ reading skills.
Critical Thinking Worksheet 22, “Spacecraft ‘R’ Us.” This worksheet
reinforces the main concepts in the section by asking students to design a spacecraft
that will benefit humans in some way. This worksheet supports STANDARDS
UCP 2, ST 1, SPSP 5, and HNS 1.
Long-Term Projects & Research Ideas, Project 50, “Space Voyage.”
Students are given the task of leading a long space voyage to Proxima Centauri.
They must find as much information as they can about the star and the voyage to it
and then plan the journey. This activity supports STANDARDS SPSP 3, SPSP 4,
SPSP 5, and HNS 1.
Earth Science Guided Reading Audio CD Program, Script for Disc
22, Track 4. The audio reading of the chapter provides essential chapter content
for ESL students, auditory learners, and struggling readers.
Holt Science & Technology: Earth Science
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 22 Lesson Plans 10
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NSTA sciLINKS: Space Probes, sciLINKS number HSTE545. Students
research Internet resources related to space probes, their design, and their missions.
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Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 22 Lesson Plans 11

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