Just for Teachers
This lesson was designed for fourth grade students who are looking forward to being actively engaged in their learning. The topic to be covered through the multimedia activity will be: Should the Space Research and Exploration Program in Florida Continue?
Students will know about the economy and culture of the state of Florida; the Space Research and Exploration program in Florida, and the impact the space program has had in the economy and culture of Florida.
The WebQuest is intended for fourth grade students between an age range from 9-11 years old.The multimedia activity is geared towards fourth grade students based on the current Palm Beach School District New Generation Content Science Standards and the NETS. Students will be able to use research skills to locate, describe, organize, analyze, evaluate, synthesize, and comprehend Florida’s economy and culture in connection to the space research and exploration conducted in Florida.Learners will also be able to analyze the data and make informed decisions based on researched information and evidence on whether to continue or discontinue the Space Research and Exploration Program in Florida. Each student will utilize the WebQuest at thier own pace. Each student may select to work inedpendently, or with a partner to assist each other with a particular section or activity. Peer tutoring can be offered for students with novice or limited technological skills.
The multimedia activity is geared towards fourth grade students based on the current Palm Beach School District New Generation Content Science Standards and the NETS.
Content Standard: SC.4.E.5.5-The student will investigate and report the effects of space research and exploration on the economy and culture of Florida.
Technology Standards: NETS for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
d. identify trends and forecast possibilities
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact and collaborate with peers employing a variety of digital environments
b. communicate information and ideas effectively to peers and teacher
c. develop cultural understanding and global awareness
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
d. transfer current knowledge to learning of new tech
Technology Standards: NETS for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
c. communicate relevant information and ideas effectively to students and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Notes for Teaching the Unit
Students will understand ...
• The impact that space research and exploration has had on the economy and culture of the state of Florida.
• The economy and culture of Florida.
• The space research and exploration program (NASA) at Cape Canaveral and their relationship.
• They will analyze the information gathered and determine whether or not to continue federal funding of the program
• How can you describe the economy of Florida?
• How can you describe the culture of Florida?
• What is meant by space research and exploration?
• How has space research and exploration affected the economy and culture of the state of Florida?
• How much money is spent to fund the space research and exploration program?
• Is the space research and exploration program worth the money?
• How will the discontinuation of the space research and exploration program affect Florida’s economy and culture?
• Through a WebQuest, the students will gather information and subsequently analyze the information to determine the advantages and disadvantages of continuing the space research and exploration program in Florida.
• The students will conduct a debate to discuss, providing evidence, the continuation or discontinuation of the space research and exploration program in Florida.
• The discussion throughout the debate will focus around learners demonstrating their achieved knowledge about Florida’s culture, Florida’s economy, and the effects of space research and exploration on the economy and culture of Florida.
• The student’s written work and debate will be evaluated using a teacher made rubric that is posted on the WebQuest.
• Through teacher observation and mid-project check points worksheets.
• Oral and written responses to Essential Questions using worksheets as a guide.
• Homework where students can continue working on the WebQuest and answering the Essential Questions.
• The students will work on the WebQuest to gather information on both Florida’s economy and culture, and also on the space research and exploration program; then analyze the information to conclude whether or not to continue funding the program.
*Students will have a hard copy worksheet with the essential questions which they need to answer while working on the WebQuest.
*Students will be prompted to visit these sites to answer the essential questions appropriately.
A. About Florida’s Culture and Economy:
1. How can you describe the economy of Florida?
2. How can you describe the culture of Florida?
B. About the Space Research and Exploration Program (NASA):
3. What is meant by space research and exploration?
4. How has space research and exploration affected the economy
and culture of the state of Florida?
5. How much money is spent to fund the space research and exploration
Also watch this video:
(Video also available in the Resources section of this page)
C. About whether or not to continue the NASA program, and the
impact the space program has had in the economy and culture of Florida .
6. Is the space research and exploration program worth the
7. How will the discontinuation of the space research and
exploration program affect Florida’s economy and culture?
• Learners will research, analyze, and evaluate the impact the space research and exploration program has had on Florida’s economy and culture throughout prompts and the essential questions.
• They will comprise a written report and conclude with a debate to discuss both sides of the argument.
*Suggested Web sites such as:
Actual Lesson plans that have been written about NASA:
* Other suggested videos such as:
Space Exploration Project Introduction
*Florida Content Standard
technology standards: NETS for students 2007(http://www.iste.org/standards/nets-for-
students/nets-student-standards-2007.aspx) and NETS for teachers 2008