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What am I trying to guide the students to know/do?

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What are my driving questions? What are my different milestones? What am I trying to guide my students to discover?

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What resources will allow me to teach this standard to the fullest extent? Which resources will allow students to see the importance of perspective in telling a story? What type of resources will be comprehensible for children of different backgrounds?

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What is my lesson going to be? How will I structure it? How can the materials I found be used to help me plan a lesson that aligns with my standard?

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Draw evidence from literary or informational texts to support analysis, reflection, and research.

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What do I still need? Are the materials I selected meeting the needs of all my students? If not, what can I do to ensure this lesson is equitable for everyone? Are there multiple access points for engagement?

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What am I going to use/not use? What do I need to adjust? What is my plan for implementation with the materials? Are these materials and my instructional design meeting all students' needs?

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Am I prepared to teach this lesson? What do I need to do before I can teach? What do my students need to know/do before I can teach this lesson?

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Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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Students will learn/practice meditation strategies before the lesson to help calm them during the milestones when there might be moments of frustration. The students can use these at their desks, or in the centrum if they need some privacy or alone time.

Students will keep time logs of the work they are completing. This is to help keep students on track and conscious of how long they spend on activities. By knowing that their time logs will be checked, they will feel more motivated to participate, thus be successful.

Students will create team contracts with their group members to help establish ground rules and consequences before they begin working. This way, students will be aware of what is expected of them and be more inclined to follow the rules since they created the consequence themselves.

Throughout the entire PBL unit, students will have checklists created by the teacher to show them what needs to be done. They will keep these with their time log. This way, students know what they need to do, how much time they have to do it, and can physically see their progress.

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Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

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Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.

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Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.

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Solve real-world problems in science and engineering using computational thinking skills.

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How can humans safely explore other planets?

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Subsequent sections are color-coded to correspond with the color of the question of each milestone.

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What makes space exploration challenging for humans?

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This video is about the stress and difficulty of landing a rover on Mars. It would introduce students to some uncontrollable difficulties faced by astronauts.

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7 Minutes of Terror: The Challenges of Getting to Mars

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What inventions have already been designed to keep humans safe in space?

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What will be challenging for humans while exploring ___________?

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How can I develop a product to minimize a challenge in the human exploration of ___________?

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Is my new product effective in minimizing my exploration challenge?

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How can I best share my product with my audience?

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Video of a female astronaut washing her hair in space. Would show students some of the personal challenges astronauts face.

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Astronaut Tips: How to Wash Your Hair in Space

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Video showing a male astronaut making a PB&J in space. Would show students some of the personal difficulties faced by astronauts in space.

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This video shows 10 disastrous space launch failures. This is to help reiterate that space travel needs to be precise, is deadly, and expensive. However, the video is longer at 10 minutes in length.

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10 INCREDIBLE Space Launch Failures! [4K]

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Hazards to Human Spaceflight Exploration Article

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Hazards to Human Spaceflight Exploration Article

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An article written by NASA explaining 5 hazards of human spaceflight: radiation, isolation and confinement, distance from Earth, gravity, and hostile/closed environments. Would be a great introductory article for the students. Could split them off into sections to break it down for students and groups present to eachother.

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NASA explores the unknown in air and space, innovates for the benefit of humanity, and inspires the world through discovery.

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An article speaking of many of the same issues to space exploration as the former. Language is much simpler. May be beneficial to use with ELLs or struggling readers. Possibly a differentiated read.

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What are the main challenges for space navigators, and how is navigation through space different from navigation in the air or at sea?

Motion

Navigators must keep in mind when planning and executing a space mission that everything is moving. Not just the spacecraft, which may be traveling many thousands of kilometers per hour, but also the destination planet or moon. The Earth is rotating and moving around the Sun.

Distances

Navigators must account for the enormous distances between destinations. If Earth were the size of a softball, the International Space Station would be orbiting just above the seams, the Moon would be a marble about 2 meters (7 feet) away, and Mars would be 1.2 to 2.4 kilometers (.75 to 1.5 miles) away. The targets are small and moving.

Communication

Deep space missions are limited in the amount of power available for radio communication to and from Earth. Because the spacecraft travel so far from the Sun, they cannot generate as much power from solar panels as Earth satellites can. The radio signals they transmit are very weak and have to be picked out of background noise. The signals may take hours to reach the Earth. So a navigator cannot expect a quick response.

Gravity

The Sun's gravity determines the basic trajectory of an interplanetary spacecraft. But for deep space missions, a navigator also has to take into account gravitational forces from planets and moons and other forces that might affect the trajectory.

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Challenges of Space Navigation | Time and Navigation

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Motion Navigators must keep in mind when planning and executing a space mission that everything is moving. Not just the spacecraft, which may be traveling many thousands of kilometers per hour, but also the destination planet or moon. The Earth is rotating and moving around the Sun.

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This is an online computer game that has the player try to successfully navigate a spacecraft to Mercury. The player has to choose the most effective course with gas and utilizing the gravity of other planets. They also get to experience the precision space exploration requires by making corrections to avoid hitting other planets. Students would understand just how difficult space exploration is. This could be a great warm-up activity.

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Cancel Yes, Start Over Start Over

Plan

Test trajectory

Let's find out if you're on course

Simulation complete. Send these instructions to your spacecraft?

Transmit to spacecraft

Up Right Down Left

Use thrusters to reach the window

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Navigate in Space! Activity | Time and Navigation

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Cancel Yes, Start Over Start Over Plan Test trajectory Let's find out if you're on course Simulation complete. Send these instructions to your spacecraft? Transmit to spacecraft Up Right Down Left Use thrusters to reach the window

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I can open with the space exploration game. Students can do this on their computers. After students struggle and play this game for a while, I can shift gears. I can do a differentiated reading about the troubles of space exploration with the articles I found and show the Seven Minutes of Terror and PB&J video. Then I can have the students work in groups to find what they think is the most important hindrance to space exploration and share what they think with the class.

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PowerPoint to guide instruction

Create groups for partners read

Print off articles

Create groups for the research portion of the milestone

Create a worksheet for students to complete during the research portion of the milestone

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For students who are lower-performing readers and/or ELLs, the use of the interactive game, collaboration with peers, and differentiated partner read based on their ability level will allow them to engage in the lesson.

For ELLs, I could use subtitles on the videos that I play to help aid in comprehension of what I want the students to learn.

For students who are gifted, the interactive game and differentiated partner read based on their ability level will engage them in the lesson. They will not be bored, but interested in the content. For an additional challenge, I can have these students compare two different hindrances to space exploration.

For students who may struggle to stay focused, the different activities in this milestone will keep them engaged and focused. They will not be stuck doing one thing for long. In addition, elements like the interactive game will be great at grabbing their attention. Finally, working with their peers in groups will allow them to practice self-management and will help ground their attention to what they are supposed to be doing.

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The Characteristics of the Eight Planets Article

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The Characteristics of the Eight Planets Article

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This article provides a very brief overview of all the planets and their most defining characteristics. This would be good to give to lower-performing readers and ELLs as it is short and the language is rather simple. Students could use this article to help them determine which planet they may want to research space exploration to more.

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Our solar system is located in the Orion arm of the Milky Way galaxy. It has eight planets, each of which orbit the sun at the center of the solar system. Pluto was once thought of as the ninth planet. However, discoveries lead to a change in the definition of a planet, and, according to NASA, Pluto was reclassified as a dwarf planet in 2006.

Of all the planets in our solar system, Mercury is closest to the sun. It takes 88 Earth days for Mercury to orbit the sun and 59 Earth days to rotate fully on its axis. The surface of Mercury is subject to intense heat from the sun, but temperatures at night drop well below freezing. According to NASA scientists, ice may be present in a few craters.

Venus is similar to Earth in size and mass, but its atmosphere is mainly composed of carbon dioxide. Venus is characterized by volcanic activity and intense heat because its dense, toxic atmosphere traps heat from the sun in a runaway greenhouse effect. Temperatures on Venus are hot enough to melt lead.

Our planet, Earth, is unique in our solar system. Earth has air, water and life, creating a constantly changing world. Earth's distance from the sun makes it ideal for life to persist because temperatures are not too hot or cold.

Mars, known as the Red Planet, is half the diameter of Earth but has the same amount of dry land. Mars, like Earth, has seasons, polar ice caps, volcanoes, canyons and weather, but its atmosphere is too thin for liquid water to persist on the surface. In 2004, six-wheeled rovers sent by NASA confirmed the presence of water ice below the surface.

Jupiter is the largest planet in our solar system. NASA's website describes Jupiter, with its dozens of moons and enormous magnetic field, as having a kind of miniature solar system. The fifth planet from the sun, Jupiter is considered a gas giant because it has no solid surface. It is mainly composed of hydrogen and helium. The planet's colorful clouds are created by jet streams and huge, intense storms, such as the Great Red Spot, which has raged for hundreds of years.

Saturn, the sixth planet from the sun, is the second largest in the solar system, but it is the least dense. Saturn is recognized by its ring system of ice particles, which are common to all the gas giants. Like Jupiter, Saturn has no solid surface and is mainly composed of hydrogen and helium. Saturn's largest moon, Titan, is the only moon in our solar system to have a substantiated atmosphere, according to BBC science correspondents.

Uranus appears to glow a blue-green color in the dim sunlight because its upper atmosphere, composed of methane, absorbs red light waves. Research by NASA scientists has led to the theory that a past collision with an Earth-sized object may be the reason why Uranus is tipped on its side with its equator nearly at right angles with its orbit.

Neptune is the planet farthest away from the sun, more than 30 times as far from the sun as Earth. Neptune takes 165 Earth years to orbit the sun. The surface of Neptune is covered with icy, bright blue methane clouds that speed around the planet at around 700 miles per hour. Eleven moons orbit Neptune, the largest of which is called Triton.

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What Are the Planets in Our Solar System Held in Their Fixed Revolutions?

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Our solar system is located in the Orion arm of the Milky Way galaxy. It has eight planets, each of which orbit the sun at the center of the solar system. Pluto was once thought of as the ninth planet. However, discoveries lead to a change in the definition of a planet, and, according to NASA, Pluto was reclassified ...

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This article, much like the former, describes the characteristics of the eight planets. This article does provide a little bit more information and use some more Tier III vocabulary words, so it might be better suited for on grade level or just below grade level readers. Once again students can read this article to provide them with enough information to decide what planet they would like to study and create their prototype for.

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Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

A planet is any of the large bodies that orbit the Sun, including Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune, in order of closeness to the Sun.

Mercury

Mercury is the first of the four terrestrial planets. This means it is a planet made mostly of rock. The planets closest to the Sun-Venus, Earth, and Mars-are the other three.

Mercury is the smallest of the terrestrial planets. It has an iron core that accounts for about 3/4 of its diameter. Most of the rest of the planet is made up of a rocky crust.

Because it is so close to the Sun, it is very difficult to see Mercury. A NASA mission called Messenger is expected to begin orbiting the planet in 2011. It is expected that this will help us learn a great deal more about this rarely seen planet.

Venus

Of all the planets, Venus is the one most similar to Earth. In fact, Venus is often called Earth's "sister" planet. As similar as it is in some ways, however, it is also very different in others.

Earth and Venus are similar in size. The two planets are very close to each other as they orbit the Sun; because of this, Venus is the most visible planet in the night sky. Both planets are relatively young, judging from the lack of craters on their surfaces.

We now know that the environment on Venus couldn't support life as Earth does. Our atmosphere is a breathable mix of oxygen and other gases, but the atmosphere on Venus is mostly carbon dioxide, which is a poisonous gas. The temperature on Earth rarely goes much higher than 100° F (37.8° C), even at the equator, but the temperature on the surface of Venus can exceed 850° F (454° C)!

The Earth is mostly water, but whatever water that may have existed once on Venus has boiled away due to the intense heat.

Earth

The Earth is the only planet known where life exists. Almost 1.5 million species of animals and plants have been discovered so far, and many more have yet to be found. While other planets may have small amounts of ice or steam, the Earth is 2/3 water. Earth has perfect conditions for a breathable atmosphere.

Earth is the largest of the terrestrial planets and the fifth largest in the solar system. It is believed to be about 4.5 billion years old, which makes it very young compared to other celestial bodies!

Mars

No planet has sparked the imaginations of humans as much as Mars. It may be the reddish color of Mars, or the fact that it can often be easily seen in the night sky, that has caused people to wonder about this close neighbor of ours. Tales of "Martians" invading Earth have been around for well over fifty years. But is it likely that any kind of life really does exist on Mars?

Scientists aren't sure. Life as we know it couldn't survive there. Even so, there is evidence that there may be water on Mars. The presence of methane, which may be given off by organisms, provides another clue.

Does this all mean you need to be concerned about an alien attack from Mars? Hardly. Still, as we learn more and more about the final terrestrial planet, the more mysterious and wonderful Mars becomes.

Jupiter

The planet Jupiter is the first of the gas giant planets. Made mostly of gas, they include Jupiter, Saturn, Uranus, and Neptune.

Jupiter is first among the planets in terms of size and mass. Its diameter is 11 times bigger than Earth, and its mass is 2.5 times greater than all the other planets combined. The "Great Red Spot" on Jupiter is actually a raging storm.

This giant planet comes in first again when it comes to giving off heat. The core of Jupiter may be made of liquid rock that reaches temperatures of 43,000° F (23,870° C).

There are at least 63 moons of different sizes orbiting Jupiter. That's the most of any planet. Its largest moon is called Ganymede. It has a diameter of 3,400 miles (5,472 km)-larger than Mercury!

Facts about Jupiter
Astronomical Symbol:

Origin of name:
Named after Jupiter, the principal god in Roman mythology.
Diameter:
88,732 miles (142,800 km).
Distance from Sun:
484 million miles (779 million km).
Length of year:
Almost 12 Earth years.
Number of Moons:
63.

Saturn

Most people know about the rings around Saturn, because they are the brightest and most colorful. These rings are made mainly out of ice particles orbiting the planet. While the rings themselves seem big, the particles are very small, usually no more than 10 feet (3 meters) wide.

Saturn is the second largest planet. It is the farthest planet from the Earth that can be seen without a telescope. It appears flat at the poles because its great rotational speed makes the middle of the planet bulge.

Uranus

Uranus is the first planet so far away from the Earth that it can only be seen with the use of a telescope. When it was first discovered in 1781, scientists didn't know what they had found. As astronomers studied the object more closely, they discovered that it had a circular orbit around the Sun. They had found the seventh planet.

Uranus is so far from the Sun that it takes 84 years to complete an orbit of the Sun. It is the only planet that spins on its side, so each pole is tilted away from the Sun for half its orbit. That means each night and day lasts an amazing 42 years. Imagine staying awake that long! Of course, you'd also get a lot of time to catch up on your sleep!

Facts about Uranus
Astronomical Symbol:

Origin of name:
Comes from Ouranos, the Greek word for "sky."
Diameter:
About 32,200 miles (51,819 km).
Distance from Sun:
1,783,940,000 miles (2,870,894,600 km).
Length of year:
84 Earth years.
Number of Moons:
21.

Neptune

Imagine being so good at math that you could figure out the location of a planet you had never even seen! That is what John C. Adams did in 1843 when he discovered Neptune.

Neptune was named after the Roman god of the sea because it is so far out in the deep "sea" of space. The name also fits because Neptune appears to be a beautiful bright blue because of the methane clouds that surround it.

It is the most distant planet from the Sun. It takes a very long time-165 years-to orbit the Sun. Neptune has made only one trip around the Sun since it was discovered.

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THE EIGHT PLANETS - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

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A planet is any of the large bodies that orbit the Sun, including Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune, in order of closeness to the Sun.

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This video is a link to a song describing each of the eight planets and their characteristics. The song is meant for younger students, however, it would be a great starting point for students to learn the basics of each of the other planets. The song is very catchy and would stick with the students. I would also be a great tool for those who may not enjoy reading.

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The Planet Song - 8 Planets of the Solar System Song for Kids | KidsLearningTube

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I would start this milestone by completing the KW sections of a KWL chart with the students about what they know about the different planets in the solar system. I would then play the Planet Song video to the students twice. The first time they would just watch, the second time they would sing along. After, I would split the students up into the groups that they will be in for the rest of the project. I would tell them that they will be in this group for the rest of the project. I would also have them create a group contract so that they will set clear boundaries, rules, and consequences. This is to ensure that everyone participates. I would then give instruct the students that they are going to pick what planet they would like to invent a prototype to help explore. I would give them access to the articles that I found and give them about 15-20 minutes to choose their planet. After the groups have all selected different planets, they would spend the rest of the class researching their planet, what would make space exploration difficult on that planet, and brainstorm what prototype they would like to create. After some time to research, I would have each group finish the L section of the KWL chart together. The groups would then present their L section of the chart to the class so that everyone gets the opportunity to learn about each planet.

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Create a student checklist that includes work/deadlines for milestones 3-5

Create PowerPoint to guide instruction

Create groups for the rest of the project

Create group contract outline and example

Print off articles for the students OR upload them into Google Classroom

Create a worksheet to guide the student research portion of the activity

Create a spreadsheet to document each group's planet and progress

Create an L section of the KWL chart for the one planet that is not chosen (if there are 6 groups, nobody has Earth, one planet left that the students still need to learn about)

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For lower-performing readers, by using a video, giving them access to easy-to-read articles, and having them collaborate with a group, I am giving them the tools they need to grasp the content needed to understand this PBL and the tools to succeed in this milestone. They will also have their peers as support.

For ELLs, by using subtitles in the video, I can ensure that they are understanding what is being sung so that they can receive the same information as their peers.

For gifted students, I can have them work with other students who are going to challenge them and share the same level of inquiry as them. I can also challenge them to choose a more difficult and mysterious planet to make it more challenging.

For students who struggle to pay attention, I can create a checklist that shows what they need to do and the deadlines to do it by for the rest of the project. This will help them stay on track. In addition, by working with their peers, they will have "accountability partners" to make sure they are doing what they are supposed to. Finally, by having a video and the students sing along, they will be more likely to be engaged as it is interactive and fun.

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The final student product in this PBL is a prototype designed by each group to combat an issue of space exploration humans face on their planet. This final product can be anything they think of, as long it is theoretically works to solve a real problem on their planet. The students will only be able to use materials that are provided by the teacher to ensure fairness. Their product must be neat. The final student product will undergo a round of critique and changes before it is presented by each group to the principal and their peers.

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This article shows students step-by-step how to make a Mars rover. While the students won't be able to copy this directly, it could give them ideas about their invention and what materials they need.

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Yes we're still slightly space made - after last week's Solar System Poetry and the DIY Puffy Paint and Moon art we're creating our own DIY Mars Rover and welcoming Heather from Books and Giggles to Rainy Day Mum to share this fun and fantastic space-based craft for kids. Right away, I knew my kids would love Max Goes to Mars. It's a vividly illustrated picture book about an astronaut dog who explores Mars.

My 5-year old daughter is almost as excited about space and puppies as she is about macaroni and cheese. Her twin sister has her own interests, but is also interested in learning about the different planets. My 9-year old son likes hearing about the latest achievements in space exploration.

About Max Goes to Mars

The storyline in Max Goes to Mars is well developed, with a few exciting twists and turns. It's perfect for kids, like my girls, who're ready for longer picture books. It's also appropriate for older children seeking a break from chapter books.

Interestingly, author Jeffrey Bennett is an astrophysicist. You'd never believe it reading his engaging storybooks, but he's also written college textbooks on astronomy and astrobiology. In Max Goes to Mars Bennett has taken great care to depict a research-based, plausible future of space travel.

As a former middle school reading teacher, I'm always on the lookout for good fiction-nonfiction book pairings. Each genre supports comprehension in the other, helping kids get a little deeper in their understanding.

So I was excited to find that Dr. Bennett has woven fiction and nonfiction into one book. Each page has a sidebar with factual information related to the unfolding story. My 9 year old son went back and read them all after he enjoyed the fictional tale. The sidebars were too advanced for my 5-year-olds, but they did teach me a thing or two!

The Story

The story opens with Max and his teenage owner on earth. They learn that Max has been selected to accompany the first human spaceflight to Mars. He'll help keep the astronauts' spirits up on the long journey.

After preparations on Earth, during which we learn a bit more about Mars, Max and the crew launch. On Mars, they begin exploring the red planet. We learn that our space dog has another role there. He has a special spacesuit that allows him to sniff for signs of life.

My kids loved following along with the excitement of exploring a new planet, and the suspense of wondering what Max might find.
We have included links to the products and books used in this activity. If you buy from these links we may earn a small commission.
DIY Mars Rover

Once the idea of space travel to Mars has captivated your child's imagination, you may like to craft a scene for imaginary play. The detailed illustrations in the book are a big help.

The Mars rover imagined for Max goes to Mars is cylindrical with a bubble of a window at the front. A tube! That's easy to craft. The window, though, stumped me until I ran across one of these:

I bet you have one at the bottom of your toy box. If not, you have a good reason to say "yes" the next time your child begs for a cheap vending machine toy.

Instructions for DIY Mars Rover

Get a toilet paper tube and cut the side hatch doors out carefully with a craft knife.

The kids can do this next step: paint the tube inside and out. Let dry. Meanwhile, find Lego wheels and a base for them. They don't have to match perfectly.

Finally, with kids at a safe distance, hot glue the Lego base to the cardboard tube. You can glue the clear vending capsule on, or leave it unglued for your kids to take on and off as they play.

Making Mars

If your children want to pretend they're going to Mars, they'll also want something to stand in for the Red Planet.

It should be sturdy enough for play, and small enough to store easily. I settled on a piece of corrugated cardboard. For more longevity, you could use a scrap of plywood. Consider where you'll store it, and cut your cardboard or plywood to fit. Then, paint it a reddish brown.

Next, give your board a dimensional rocky appearance. The secret ingredient? Lava sand. Make sure you get the reddish kind, not the black. I found mine at a local garden supply shop, but you can also get it online.

Pour out the desired amount of lava sand and mix it with white glue (I just used school glue) so that it is well coated. It will look terrible, but remember that the glue will dry clear. It will also soak into the porous rocks. Spread the mixture out onto your board, and then let it dry thoroughly.

Playing

My kids couldn't wait for me to finish this project. They were dying to drive the Lego wheels over that rough Martian surface. They loved putting the astronauts in the rover and exploring the planet.

It was a good day for a "spacewalk" too.

Later, back on Earth, my girls were happy to snuggle up for another reading of their favorite space book. I hope your kids enjoy it as much as mine do.

Read more from Heather

Heather is a reading and social studies teacher turned stay-at-home-mom of three children. She writes Books and Giggles, a blog about parenting and literacy, picture books, and kids' activities.

Follow Heather on Facebook, Twitter and Pinterest

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Yes we're still slightly space made - after last week's Solar System Poetry and the DIY Puffy Paint and Moon art we're creating our own DIY Mars Rover and welcoming Heather from Books and Giggles to Rainy Day Mum to share this fun and fantastic space-based craft for kids.

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This video shows students how to make a different rover, using more inexpensive materials. Once again, students can't copy this directly, but adapt it to meet their needs.

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This video shows students how to create a space suit. This could inspire students for their own designs. In addition, they could adapt this to meet their own planet's needs.

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I could display this diagram and have students see how they are engaging in the engineering design process. In addition, I could have them put their group names as to where they are in the process to see the progress of everyone.

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A series of steps that engineers follow to come up with a solution to a problem.

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During this milestone, students will begin working on their final student product. I will open the lesson by having students get with their groups that they were with in Milestone III. Then, I will instruct to the students what their goal is. I will tell them that they are going to design a prototype that will help combat some of the problems humans have exploring their planet. I will also review or introduce the engineering design process to them if they are not already familiar. I will show them where they are at, what we have done, and where they are going to go. I will give them a materials list of all of the materials I will supply. I will also review the rubric and grading criteria. I will also tell the students that some starting ideas on Google Classroom. After that, I will leave the students to work on their prototypes.

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PowerPoint to guide instruction

Create rubric/grading criteria for prototype

Publish examples on Google Classroom

Create/Print Engineering Design Process poster to display on wall

Create clips with each group's planet for students to place where they are on the Engineering Design Process Chart

Create Materials list for the groups

Obtain materials from the list

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For ELLs, they will be working in groups which will help aide them in understanding what is expected. I could also provide them with a translated rubric and materials list, that way there are no misconceptions/understandings.

For gifted students, I could challenge them to address a more difficult problems that their planet has. In addition, I could challenge them to take their creativity to the next level. However, this project already is very independent and geared to the students' levels.

For students who struggle to pay attention, having them work on this prototype with a group will keep their attention grounded. In addition, the group contracts from Milestone III will encourage them or force them to face the consequences them and their group created.

For students impacted by poverty or latchkey children, they will be working on this project in class only. Therefore, they won't have to worry about not having time to do this outside of school. In addition, I will be providing all of the materials, so students cannot go above and beyond with what they use, causing students to feel embarrassed. They will all be on the same playing field. This also allows everyone to participate equally.

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Learn about the characteristic of planets, the inner/outer planets, and individual characteristics of planets

Learn about issues with space exploration and ways to combat it

Practice presenting in front of an audience

Practice conducting and applying research

Learn about the engineering design process and how to engage in it

Learn and practice self-regulation and strategies for it

Practice and develop computational thinking skills

Practice using CT to solve real-world problems