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Mission to the Moon a STEM-Based Resource for Pupils 5 to 11

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Mission to the Moon a STEM-Based Resource for Pupils 5 to 11 LAUNCHING! MISSION TO THE MOONA STEM-BASED RESOURCE FOR PUPILS 5 TO 11 This collection of practical LOOKING! activities, investigations and games, encouraging pupils aged 5 to 11 to work scientifically, is based upon current lunar research and real data. LANDING! LIVING AND EXPLORING! www.stem.org.uk/rxfrpc MISSION TO THE MOONA STEM-BASED RESOURCE FOR PUPILS 5 TO 11 Mission to the Moon A STEM-based resource for pupils 5 to 11 ESERO would like to thank the following The Moon has been a source of fascination and wonder for their help in developing this resource: throughout history, preserving not only a unique record of the Sue Andrews – Author geological evolution of a terrestrial planet but also providing Professor Andy Newsam – Liverpool John Moores University evidence of early impact bombardment of the inner solar Tom Lyons – Teacher Fellow, ESERO-UK system and the solar and galactic environment over the last Rachel Jackson – National STEM Centre 4.5 billion years. By studying the Moon, we can learn about Cliff Porter – Science consultant the processes that have shaped the history of our Earth. Hannah Sargeant – Geologist Perhaps humans may colonise the Moon, setting up an initial group of scientists, engineers and technicians, to be joined by families and later expand into entire villages? Scientists believe that the Moon’s potential resources could be used as valuable raw materials for the building of satellites, or for generating cleaner, safer, nuclear energy for use on Earth; water trapped as ice on the lunar poles might one day be used as rocket fuel! This collection of practical activities, investigations and games, encouraging pupils aged 5 to 11 to work scientifically, is based upon current lunar research and real data. Teachers may choose to use the activities in any order, or as a series of challenges for a class, year group or whole school. Each has clear curricular and career links, involving science, technology, engineering or maths, and allows many opportunities for problem-solving, critical thinking, creativity and for enriching other areas of the curriculum. INTRODUCTION « 3 SECTION ACTIVITY TITLE Activities AGES 5 to 7, CURRICULUM Contents/Summary of Activities AGES 7 to 9, AGES 9 to 11 LINKS 7. Moon Dust Make a Moon landscape Changing materials SECTION ACTIVITY TITLE Activities AGES 5 to 7, CURRICULUM Handling box for lunar rocks Materials AGES 7 to 9, AGES 9 to 11 LINKS Investigating powdery materials Forces Looking 1. Highlands and Observing lunar features using detailed Earth and space Reducing particle size Lowlands images of the Moon Data handling Drop tests Moon jigsaws Measures Mountains and shadows investigation 8. The Power Static electricity Comparing Scale of Attraction – materials Light and shadow A Sticky Question 2. Looking for Game using coordinates Maths: using 9. Crystal Crystal growing Changes of state, Landing Sites coordinates Mountains dissolving, evaporation, measures Launching 3. Lift Off! Air-powered rockets Forces, friction, gravity Measuring distance versus angle of launch 10. Digging the Mapping and sampling the lunar surface Interpreting data Measures Dirt – Mining Catapult launchers Measures on the Moon Rocks and soils Landing 4. Gently Does It! Design a soft landing for a lunar craft Forces, gravity Design technology, choosing tools, Materials comparing Design technology materials 11. Building Bricks Living and 5. Rolling Along Lunar rover design Design technology Investigating recipes for making bricks Rocks and soils Exploring Strength tests Materials Forces 6. Water, Water, Porosity Rocks and soils Measures Anywhere? Testing for pure water Change of state Melting ice Appendices 1. Role badges Links to careers 2. Biographies Astronomer & lunar geologist 3. Book list Stories/poems with lunar links 4. Quizzes Moon trivia quiz ACTIVITIES ENGLAND NI SCOTLAND WALES Contents/Curriculum Links 7. Moon Dust Changing materials Change over time: Forces/effects Enquiry/exploring materials Materials Materials/change Sustainable Earth/ ACTIVITIES ENGLAND NI SCOTLAND WALES materials Forces 1. Highlands & Earth and space Movement Forces, electricity & Enquiry 8. The Power Forces Movement and Forces: Investigating How things work/ Lowlands and energy waves: light and Data handling How things work/ of Attraction – energy: forces/how electrostatic forces forces shadows Properties & Light and shadows light A Sticky Question things move Measures changes of Sustainable Earth/ Space: models of Change over time: materials materials Scale solar system shadows Light and shadow Place in the universe 9. Crystal Changes of state, Place: changes in Materials: exploring, Enquiry skills Mountains dissolving, state dissolving, changes, Measures/number How things work/ evaporation, separating Change over time: forces measures changes in everyday 2. Landing Sites Information ICT: Explore, Digital literacy: ICT Skills/ Sustainable Earth/ substances; Game technology research/access Explore & use ICT range-find and materials dissolving, information to research select information Coordinates evaporating information & support learning 10. Digging the Interpreting data Place: origins/uses Materials: Enquiry skills Dirt! Mining on of materials separating 3. Lift Off! Forces, friction, Movement and Forces: air How things work/ Measures Sustainable Earth/ the Moon gravity energy: Forces, resistance, friction, forces Managing Earth’s materials: materials Rocks and soils pushes, pulls, improving efficiency information: exploring/ Measures Sustainable Earth/ surfaces Design technology, choosing tools/ comparing materials choosing tools, developing comparing manipulative skills 4. Landing: Gently Forces, gravity Movement and Materials: exploring How things work/ materials Does It! energy: design and properties forces Materials make models Forces: investigating Sustainable Earth/ 11. Building Bricks Rocks and soils Movement and Earth’s materials: Enquiry skills Design technology energy: forces uses forces materials Materials How things work/ Place: use of Forces: effect of forces Forces materials forces 5. Rolling Along Forces, friction Movement and Energy sources & Enquiry Sustainable Earth/ energy: design sustainability: toys/ Measures Design technology How things work/ Change over time: Properties of materials and make models energy forces uses/ properties/ materials Forces: friction/ changing materials Sustainable Earth/ motion materials 6. Water, Water, Rocks and soils Change over time: Planet Earth: water Enquiry/exploring Anywhere? change of state changing form Change of state/ Sustainable Earth/ reversible change Properties & uses of materials substances LOOKING A virtual tour of the Moon in 4K resolution by Explain that the children will be using the plasticine 1 Highlands and Lowlands LRO-NASA can be enjoyed by following https://moon. provided to build lunar mountains. They will use their nasa.gov/resources/168/tour-of-the-moon-4k/. torches to model the light from the Sun and investigate The surface of the Moon is very different from that of Earth. Pause at 2.13 in the video to show the central mountain what happens when light is directed onto their OBJECTIVES Its surface has highlands and lowlands, mountains and craters. in the Tycho crater; this central uplift is formed during mountains. The activity may be adapted to suit the « Recognise physical features These craters are often marked by secondary craters caused by the impact of an asteroid with the surface. age and abilities of the class. Younger children may of the Moon the impacts of asteroids and meteorites and by patterns called simply try the activity, observe and compare, whilst « The Moon experiences day rays caused by ejected matter from these impacts. The dark « PLENARY ACTIVITY more able children can plan their investigations, make and night because it spins regions on the Moon are called ‘maria’ or seas that are sites of careful observations, measure using standard measures on its axis Explain that the Moon receives light from the Sun and record data. Finally, they will look for patterns and meteoric strikes in lunar history; they later became lava-filled « Light travels from a source and, just as we do here on Earth, it experiences day draw conclusions, suggesting how their investigations basins that filled with molten lava seeping up from the interior. and when light is blocked, and night. As it spins on its axis, only the part facing could be improved next time. shadows are produced the Sun is illuminated whilst the rest remains dark. « Shadow length is dependent In this activity, the children take on the role of astronomers and use We on planet Earth can only see the part of the Moon « GROUP ACTIVITY upon the angle of the light light sources to represent the Sun and plasticine to build mountains on that is illuminated. Use a torch and sphere, such as a and the height of the object a lunar surface. They learn that light from the Sun is blocked by mountains large ball, to demonstrate night and day on the Moon. Ages 5 to 7: Freely investigate building ‘mountains’ blocking the light on the lunar surface producing shadows. They investigate how changing Next, ask the children to look closely at the lunar of various heights and observe the shadows produced. the angle of the light source and the size of the mountains affects the size images showing areas of the Moon experiencing Use a sheet of paper or tray to act as the lunar surface. RESOURCES PER GROUP of the shadows produced. They learn that astronomers can use maths to daytime. Can they identify these areas? Why are they OF FOUR CHILDREN determine the height of the mountains on the Moon if they know the light? Can they spot any dark features in these daylight Ages 7 to 9: Investigate changing the height of the « Images of the Moon length of their shadow and angle of the sunlight. regions? Can they explain why these areas might be plasticine ‘mountains’ and measuring the length of (larger images can be dark when this half of the Moon is in sunlight? the shadows produced. downloaded from the « ADVANCE PREPARATION STEM Learning website) What must they keep the same each time? « Torch All classroom sessions involve the children working in groups of four.
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