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Title
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Mission 2 Lesson 1: Expedition Introduction
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Type
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Primary: Lesson Plan
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Operation
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Terminal Velocity
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Mission:
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Mission 2: A Universe of Motion
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers
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Created On
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7/14/2010
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From: Terminal Velocity Mission 2: A Universe of Motion |
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Mission 2 Lesson 1: Expedition Introduction Students will generate interest in the concepts related to Expedition 2 and gain an understanding of student readiness for the learning objectives of the Expedition. |
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Prepare |
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- 1 Class Period (45 minutes)
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- Review all activities and discussion questions in the Teacher Edition (TE) pages 36 and 37.
- Download the Expedition 2 pre-test and answer key from the JASON Expedition Center (JEC) and make enough copies of the pre-test for each student.
- Download and copy concept maps.
- Make sure all Internet connections are functional.
- Preview car crash videos from IIHS, found in the JEC, to make sure the content is appropriate for your students.
- Set up a projector for watching the video.
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View
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An overview of the foundation behind concept mapping. |
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Motivate |
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- Show students all or a segment from one of the IIHS videos described in the Teaching Tips section on page 36 to introduce the theme of crash testing. Allow students a few minutes to share their reactions. Explain that in this Expedition, they will be exploring motion with one of the scientists at IIHS, Host Researcher Matt Brumbelow.
- Have students use a concept map to explore what they know about motion. A brief overview of concept mapping is found online in the JASON Expedition Center. Graphic organizers have been provided for you to use to complete the concept maps, or just use regular paper.
- Collect the concept maps and inform the students that they will be looking at these again at the end of the Expedition.
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View
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Some examples of concept maps students can use at the beginning and end of each mission. |
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Teach |
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- Administer the Pre-test for Expedition 2, either using the PDF format found in Teacher Resources online or by using the JASON Assessments under My Tools in the JASON Expedition Center.
- If students have not already seen the Operation Overview video, set it up on a classroom computer and have students watch it individually as they finish their concept maps. They should jot any questions or thoughts they have in their JASON Journal.
- Show students the Meet the Researcher video, stopping as needed to ask or answer questions.
- Have students discuss both the Operation Overview and Meet the Researcher videos, using the “I Never Knew” strategy described on page T9 of the TE.
- Direct students to Your Expedition Goal on page 37 of the Student Edition (SE). Explain that it contains an overview of skills they will need to explore motion.
- Have students write the Expedition Statement in their JASON Journals and predict some activities that they might do during this Expedition.
- Have students read or listen to the bulleted list of skills they will need to fulfill the Expedition objectives and discuss each bullet point with a partner. Discuss any questions they have about the objectives.
- Challenge students to think critically about the Expedition using the questions in the Thinking Critically box on page 36 of the TE.
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In this lab, students will analyze the properties of minerals and use a dichotomous key to
help determine the identities of several mineral samples. Then, they will conduct research
about the geologic conditions in which these minerals may have formed. This knowledge will
help students research some current uses of each mineral, as well as possible uses.
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Reflect And Assess |
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- Have students answer the Check for Understanding questions on page 16 of the student edition.
- Have students answer the JASON Journal question on page 23 of the SE. A sample answer can be found on page 23 of the TE.
- Give students an unknown mineral and have them identify it, using the mineral testing materials used in the lab. Alternatively, have them identify a mineral using the Digital Lab: MasterMines.
- Have students explain why it is necessary to use more than one property to identify a mineral.
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What treasures hide beneath your feet? Join Dr. Mike Wise, and Argos Emily, Connor, Maria, and Cindy as they travel around the Americas to various mines. Investigate rare caverns and caves, and take your findings back to the lab, where you can identify your mysterious crystals! You can play as one of three Argonauts while Emily and Dr. Wise will guide you. |
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Follow-up |
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- Have students complete the extension activity on page 17.
- Have students bring in any interesting rocks they see over the course of the mission. Set up a station to display these rocks, along with rock and mineral identification books and testing equipment, and challenge students to try to identify these rocks and/or the minerals in them throughout the mission. You can keep a list of possible identifications and invite a mineralogist to visit the class and offer ideas about the identifications.
- Differentiate: For students who need additional practice with the properties used to identify minerals, adapt the identification station to focus on specific properties. Include some mineral samples and for each mineral, include a card with the name of the property written on one side, and a description of that property for that particular mineral on the other. Students can test and write their descriptions of each mineral’s properties and self-check immediately before trying to identify the mineral.
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