Toys In Space |
| Grades 3-4 |
Lesson #24 |
| Modifications to Video |
There have been several changes to the lesson plan since
the video was made. This lesson plan reflects the latest changes made as a result of suggestions
from teachers who have presented the lesson during the daytime program. Please continue to send
us your ideas! |
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Click here to view Teacher training for Toys in Space Video |
| IMPORTANT! |
The teacher training video you download will have some different toys
than what are in your kits. The instruction to the students is the same, just substitute the new toys
for the old toys. This lesson plan includes the new toys. Also, the video in your blue box does have the new toys shown. |
| Educational Objective |
Students will explain how gravity affects the operation of toys and simple machines.
Associated Standard and CORE Objective:
- 3030-04 Students will use simple machines.
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| Materials List |
- 1 - Toys in Space classroom video: This video stays in the blue box at the end of the day. (This video contains a brief introduction to the toys in space project and to microgravity.
Following the introduction there are short segments demonstrating how each toy works both on
earth and in space. The order of the toys shown on the video is as follows: Spring Jumper,
Horse Shoes, Basketball, Magnetic Rings, Racquetball and Pool Ball, Ball and Cup.)
- "Click here to view classroom Video."
- 15 - Storage boxes with assorted toys:
- 2 - Spring Jumpers
- 1 - Horseshoe and Stand
- 1 - Basketball & Hoop
- 2 - Sets of 4 magnetic rings on pencils
- 1 - Pool ball and Racquetball
- 2 - Ball and Cup
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View lesson on separate page |
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Lesson |
| Have students watch the video |
Have students watch the video sequence on micro-gravity. Gravity is the
force that pulls on us and keeps us on the earth. A place that experiences
micro-gravity has less gravity than earth. Discuss the differences between
the way gravity affects us on earth and how micro-gravity affects astronauts in space.
(On earth:
keeps us on the earth, makes things fall, etc. In space: things float, everyday
tasks must be done differently (drink with a straw, using the restroom, sleeping).
For example, if (on earth) you fell off a roof 15 feet above the ground,
it would take you one second to reach the ground. If you fell the same distance
in a micro-gravity environment, it would take 10 seconds for you to reach
the ground.)
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| Distribute a set |
Distribute a set of toys to each pair of students.
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| Give the students
about 3 minutes |
Give the students
about 3 minutes to try the first toy. Then ask the students to predict how
the toy will act in space where there is very little gravity. Now show the
astronauts playing with that toy. Ask the students to describe how the toy
acted differently
or the same on earth as it did in space. Repeat this process with all of
the toys. |
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| The basket-ball hoops break easily |
The basket-ball hoops break easily. Have one student hold the basketball
hoop while another shoots the basket, or attach only 5-6 hoops very carefully
to the wall and organize groups to take turns shooting the basket.
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| End with the students |
End with the students coming up with reasons about why the toys act differently
or the same in the micro-gravity condition than they do here on earth.
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End of Lesson |
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| Facts |
The STS-54 shuttle crew took different toys with them to demonstrate how mechanical objects
perform differently in a
micro-gravity condition. The students will see six demonstrated. They will discover
that gravity forces are critical for the
operation of some devices, yet the laws of motion still apply in space:
- An object at rest or in motion will remain at rest or in motion unless acted on by a force.
- An object will change what it’s doing just as much as it is pushed or pulled,
and it will change in the direction of the push or pull.
- When an object gets pushed, it pushes back just as hard.
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| Safety Precautions |
Students should be warned not to over wind or
drop the toys. Toys with moving parts should be
kept away from the faces of the operators and
their neighbors. Seating may need to be adjusted to provide adequate spacing.
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| Teacher Tips |
Have the children keep all the toys in the box. Only have them remove one toy at a time.
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| Extensions |
Students could make drawings or 3-D models of the space shuttle. Have students develop their own toys
and decide how they would act if they were in space. |
| Recommended Readings and Activities |
There are numerous books,
articles, videos, and web sites on space exploration. The Children’s First
Library of Learning has an excellent book entitled, How Things Work. It
describes many of the toys and how they work.
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| This lesson relates to the following |
Career Fields:
Science, Technical
Occupations:
- Astronaut: Working with the National Aeronautics & Space Administration
(NASA), astronauts man the various space projects. NASA primarily seeks candidates
with a military background, jet aircraft flight experience, and
engineering training.
Several Requirements:
- Have at least a bachelor’s degree from an accredited institution in engineering,
biological science, physical science, or mathematics.
- Have three years of related professional experience following the degree.
- An advanced degree is recommended but could be substituted with additional
years of work.
- Must be between 5’4’’ and 6’4’’.
- Have at least 1000 hours pilot-in-command time in a jet aircraft.
- Be able to pass a NASA Class I Space physical or an equivalent exam.
- Electrical Engineer: Design, develop, test, and supervise the manufacture of electrical and electronic equipment.
Electronic equipment includes power generating and transmission equipment used by electric utilities, electric motors,
machinery controls, and lighting and wiring in buildings, automobiles, and aircraft. Electronic equipment includes radar,
computer hardware, and communications and video equipment. Education: Bachelor’s Degree
- Mechanical Engineer: Plan and design tools, engines, machines, and
other mechanical equipment. They design and develop power-producing machines
such as internal combustion engines, steam and gas turbines, and jet and
rocket engines.
They also design and develop power-using machines such as refrigeration
and air-conditioning equipment, robots, machine tools, materials handling
systems, and industrial production equipment. Some also design toys. Education: Bachelor’s Degree
- Physicist: Explore and identify basic principles governing the structure
and behavior of matter, the generation and transfer of energy, and the interaction
of matter and energy. Some use these principles in theoretical areas, such
as the
nature of time and the origin of the universe; others apply their physics
knowledge to practical areas such as the development of advanced materials,
electronic and optical devices, and medical equipment. They design and perform
experiments
with lasers, cyclotrons, telescopes, mass spectrometers, and other equipment.
They attempt to discover laws that describe the forces of nature, such as
gravity, electromagnetism, and nuclear interactions. They also find ways
to apply physical laws
and theories to problems in nuclear energy, electronics, optics, materials,
communications, aerospace technology, navigation equipment, and medical instrumentation. Education: Doctor of Philosophy
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| Review Questions |
- Do the laws of motion still apply in space?
- How did micro-gravity affect the toys?
- What would spilt milk look like in space?
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