Grade 6: Space and Us

Rationale: Throughout this unit, we have been exploring the progress of human exploration of
space, including the development of technologies to help us living and work more effectively
in space. In the unit we have also explored the impact of space travel on humans in terms of
economics, the environment, and culturally. Through working through this reflection activity
students will be able to think about what they have learned and apply it to a medium of their
choosing. Students will take on one of the many roles associated with the discussion of
space. sing information both from the lessons and from their own research, students will
present the opinion they feel is appropriate for their chosen role.
Through this process, students will begin to understand the critical thinking process, which
comes with forming an opinion about the costs and benefits of space exploration. !hile
forming this opinion, students will understand what the contributions of many "anadians and
other individuals, from around the world, have had on space exploration.
Time line: # $ays
$ay %: &verview of assignment '(ppendix %) and rubric creation by students and teacher.
Rubric creation is to be a guided experience where students reflect on the task and the
process, as well as the examples presented by the teacher in order to describe the
achievement levels. '(ppendix *).
$ay *: Students reflect on their initial thoughts and understanding. +rainstorm with other
students who chose the same role option possible topics to discuss in their assignment.
$ay ,: -athering Information. Students will work with the Supporting .y &pinion organi/er
'(ppendix ,).
$ay 012: "reating the 3roduct. Students will work with the materials provided, and those
brought from home, to create their product.

$ay 4: 3eer 5valuation. Students will work with their role group, switching and sharing their
work. 3eers will fill out 3eer 5valuation form.
$ay #: 3resentation of !ork. Students will take turn, showing their product and discussing
how they came to their opinion.
3ossible (ccommodations
%. 6onger time may be needed for some students with learning needs, due date is a
suggestion which can be extended for students who re7uire the extra time.
*. 5ncourage students to select formats which suit them the best 'students should have
experience reflecting on their preferences and needs)
,. Students may suggest alternative options to those presented in the R(8T. Teacher
approval is re7uired for any option to be used.
(ppendix %
Is It !orth 9eeping:
Throughout this unit we have explored how humans have explored space and that
exploration;s impact on our world economically, environmentally, and culturally. 5ver since
humans began exploring space there has been a conflict about whether we should be using
our resources for this cause.
Task: sing your knowledge of the technology and needs for human;s to explore space, take
on a role of someone who would be interested in the future of the space program, either for or
against. <ou will then create a product which will try to persuade another group to support
your opinion.
Role Audience Format Theme
=(S( Scientist The 3ublic 3rofessional 6etter "ontinuing the
support of the Space
3rogram
5nvironmentalist The 3resident of
nited States
Television (d The Importance of
the Space 3rogram
( .ember of (nti
Space 5xploration
6eague
School "hildren 3oster "ampaign ',
3osters)
5nding of the Space
3rogram
(n (mateur
(stronomer
Scientists =ewspaper (rticle The Impact of the
Space 3rogram.
> &ther options for Role, (udience, 8ormat, and Theme may be submitted to the teacher for
approval.
Time- Line
$ay %: -oing over the assignment and creating our rubric
$ay *: +rainstorming and planning out your pro?ect with your role group.
$ay ,: -ather Information. se the handout @Supporting .y &pinionA to help.
$ay 012: "reating the 3roduct.

$ay 4: 3eer 5valuation. -ive your assignment to someone and fill out the peer feedback
form.
$ay #: 3resentation of !ork. Show off your product and talk about how you came to your
ideas.
(ppendix *
6evel % * , 0
9nowledge
Did I show an
understanding of
my learning?
StudentBTeacher
$eveloped
Thinking
Did I show my
thoughts and
ideas clearly?
"ommunication
Did I make a
product that
demonstrates my
learning?
=ame:
Supporting .y &pinion
se this template while planning out your finished product. <our finished product should have
at least , opinions supported with fact. 5very opinion should be backed up with facts. &nce
you think about an opinion you would like to present, find information which supports that
opinion, either from our learning or from your own research.
&pinion Supporting 8acts
(ppendix ,
Student =ame: CCCCCCCCCCCCCCCCCCCCCCCCCC
Reviewer =ame: CCCCCCCCCCCCCCCCCCCCCCCCC
%. Read over the assigned work, then turn it over. !hat part of the work do you remember the
most: !hy:
*. =ame , specific ways you can tell who this work is directed to 'the audience):
,. !hat is the main focus of the piece: $oes the author ever stray from that topic: In what
ways is the author effective at making their point:
0. !hat is one thing the author did well:
2. !hat is one thing they should work on before turning this in: