Lost in Space Rules & Strategies (pg517)

Grade Levels
6th - 9th
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  • Word Document File
2 pages
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  1. his is a bundle of all of the lessons, labs, PowerPoints, and worksheets for Unit 5: Astronomy. The bundle also includes the Unit 5 Test and its answer key. For a walkthrough of the unit, including pictures and videos, please click here.
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  2. This bundle includes an entire year's worth of material. It includes lessons, labs, projects, tests and more. The seven units include are as follows:Unit 1 - Forces and MotionUnit 2 - ChemistryUnit 3 - GeneticsUnit 4 - EvolutionUnit 5- AstronomyUnit 6 - Earth's SystemsUnit 7 - Environmental ScienceT
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Today was the second day of the Lost in Space project. We spent the first half of class going over the rules and students spent the second half of class strategizing with their teammates. The rules are fairly simple:

Goal: Find a new home-planet in this faraway solar system.

Turns: Each turn in the game will last 1:00.

Turn Options:
TRAVEL: Ships can move as many spaces as they want, up to their “Speed Rating.”
ATTACK: You can attack other nearby ships by rolling dice.
PROBE: You can use probes to research nearby planets.

Order of Turns: Groups that are attacking go first, followed by groups that are probing, followed by groups that are traveling.

End of Game: With roughly three rounds remaining, your group must decide which planet it wants to land on, fly to that planet, and land on its surface. If you choose correctly, you will win a prize.

For a full description of the rules, see the handout posted above (pg517). After demonstrating and discussing the rules, students worked with their teammates. They reviewed the four requirements for a habitable planet. Then they developed strategies to determine whether a planet meets those requirements. Tomorrow, each group should be ready to rock. Let the games begin.

Total Pages
2 pages
Answer Key
Teaching Duration
45 minutes
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to see state-specific standards (only available in the US).
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state). Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.
Analyze and interpret data to determine scale properties of objects in the solar system. Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models. Assessment does not include recalling facts about properties of the planets and other solar system bodies.
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Examples of models can be physical, graphical, or conceptual.


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