Lesson Title: Field Trip to the Moon
Students explore the moon's habitability and sustainable resources with activities that culminate with plans for the design and creation of a lunar station.
• Utilize an inquiry-based learning approach that fosters team building and introduces students to careers in science and engineering.
• Develop their cooperative learning skills to design a self-sufficient lunar station.
Lesson Activities and Sequence
Field Trip to the Moon Educator Guide
The Field Trip to the Moon curriculum guide is divided into six investigations that are described below.
This team will investigate ecosystems and food webs. Using the information they gather, they will design a sustainable ecosystem for the lunar station.
This investigation locates and analyzes resources at the chosen landing site. The student teams will then determine the natural resources available and select a mining area.
This investigation identifies the living, working and recreational space needed for humans on the moon. The student teams will then design a model of a sustainable habitat for humans.
This investigation determines the energy resources available on the moon and design a power station for the lunar station.
This investigation chooses one of two possible landing sites on the moon. The students will then pack the rocket so that all the needed materials from each team will fit in the cargo bay.
This investigation explores various types of emergencies that may occur on the moon and select the medical equipment that would be best suited for responding to those emergencies.
Keywords: Lunar Reconnaissance Orbiter, Lunar Crater Observation and Sensing Satellite, moon, stratigraphy, impact craters, lava flows, moon history, spacecraft design, lunar exploration, ecosystems, food webs, natural resources, scientific method, mining, living and working in space, habitat, energy resources, power station, design process, game, simulation, teamwork, engineering, navigation, landing sites, cargo, medical emergencies, medical response, systems
National Science Education Standards, NSTA
Science as Inquiry
• Understanding of scientific concepts.
• Abilities necessary to do scientific inquiry.
• Skills necessary to become independent inquirers about the natural world.
• The dispositions to use the skills, abilities and attitudes associated with science.
• Characteristics of organisms.
• Organisms and environments.
• Structure and function in living systems.
• Populations and ecosystems.
• Diversity and adaptations of organisms.
Earth and Space Science
• Structure of the earth system.
Science and Technology
• Abilities to distinguish between natural objects and objects made by humans.
• Abilities of technological design.
Science in Personal and Social Perspectives
• Personal health.
• Types of resources.
• Changes in environments.
• Populations, resources and environments.
• Natural hazards.
• Risks and benefits.
• Science and technology in society.
Technology Education Performance Indicators for Students, ISTE
Creativity and Innovation
• Apply existing knowledge to generate new ideas, products or processes.
• Use models and simulations to explore complex systems and issues.
Research and Information Fluency
• Process data and report results.
• Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.
Critical Thinking, Problem Solving, and Decision Making
• Identify and define authentic problems and significant questions for investigation.
• Plan and manage activities to develop a solution or complete a project.
• Collect and analyze data to identify solutions and/or make informed decisions.
• Use multiple processes and diverse perspectives to explore alternative solutions.
Technology Operations and Concepts
• Understand and use technology systems.
• Select and use applications effectively and productively.
• Transfer current knowledge to learning of new technologies.