The Amazing Race
Through Space
www.spaceref.com
The "Amazing Race" is a registered trademark of CBS, Inc.
and
Jerry Bruckheimer Productions.
Before you begin, if you have never watched the "Amazing Race"
on CBS, it really would be beneficial to do so. This lesson plan is based on
the same format used on this popular television show. The show normally airs
on Sunday nights at 8:00 p.m. on CBS affiliate stations.
Included is a set of rules you may choose to review with students before
beginning your race. Modify them to fit your needs. It is highly
recommended that you do not attempt this lesson plan until the end of the first
semester or sometime in the second semester. This is an independent study
which requires extensive maturity and focus on the student's part. Knowing
your students, which ones will match up the best, and trusting their self
management skills in the library and when they are traveling throughout the
school is critical.
Coordination with school personnel and peers is also essential. As long
as everyone is informed in advance, understands the roles they will play,
realizes that students will be moving throughout the building, there won't be
any confusion.
This lesson plan may sound ambitious but it really isn't. We have used
it several times with enormous success in different disciplines. The students love
it because they are entirely in control of their learning. We are always
extremely surprised at how much more they learn on their own and WHAT
they choose to learn versus what we would have chosen for them. The key is
careful planning, coordination, student preparation and maturity, and the
ability to let go and have fun! Enjoy...
Lesson Title: The Amazing Solar Race in
Space
Grade Span: 6th-8th Grade
Content Emphasis: Science
Targeted Benchmarks: SC.6.P.13.1,
SC.6.P.13.2, SC.6.P.13.3,
Authors: J.Marie Sheppard and Elayne
Ferris
School: Odyssey Charter School, Palm
Bay
District: Brevard County School District
Email Address:
sheppardjm@odysseycharterschool.com
Phone Number: 321-733-0442
Lesson Preparation
Learning Goals: What will students be able to do as a result of this lesson?
1) Students will understand that space exploration is not a
dream or an "idea" but a continuous, ongoing journey with
specific goals and objectives.
2) Students will understand that space exploration is not one,
specific, but many different career fields encompassing
technology, math, science as well as language arts, history,
design and drawing, etc.
3) Students will understand that space exploration takes time,
planning, critical thinking skills, enormous revenue and patience
since most projects take years to complete.
Estimated time: Please indicate whether this is a stand-alone lesson or a series of
lessons.
This is a series of lessons that can be modified to fit the period
of time that the instructor has to invest. Because of the
versatility of the individual components, they can be taught in
inquiry based, student driven version, or isolated into individual
teacher centered lessons. Our recommendation is the student
inquiry approach of a 4-6 week period allowing sufficient time for
student exploration and growth. Completion time varies on
class time.
Lesson Preparation
Materials/Resources: Please list any materials or resources related to this lesson.
Copy paper
Sufficient Envelopes for the Clues
Worksheets
plastic bowl
dehydrated food items (i.e. beef jerky)
water
alum
hard bound student journal
glass
pyrex beakers
thread
microscopes or magnifying glasses
hot
plate
**Optional-Dollar store type "prizes" to use for teams completing
pit stop clues first.
Teacher Preparation: What do you need to prepare for this lesson?
This lesson is best taught the second semester when students
are familiar with teacher expectations as well as school rules.
Plus, teams can be built for maximum efficiency since the
teacher is familiar with individual student personalities,
including ESE students within the group. These lessons are
then easily modified or accommodated for differential teaching.
The best part of this lesson is the inclusion of staff and teaching
peers. Surprisingly, everyone will want to participate providing a
true "race" atmosphere. Students have the independence of
working all around the campus yet remain under the watchful
eye of many, a true "village" environment.
Instruction: Describe how you will make connections to prior knowledge and
experiences and how you will uncover misconceptions.
This is a student driven, inquiry-based format. Students rely on
themselves for prior knowledge; each other for peer support and
discover their own misconceptions. The worksheets, Internet
sites, and self paced activities, as well as oral assessments with
instructor all combine to uncover and redirect any
inconsistencies.
Exploration: Describe in detail the activity or investigation the students will be
engaged in and how you will facilitate the inquiry process to lead to student-developed
conclusions.
The lesson is based upon the popular, trademark registered CBS
television series "The Amazing Race". Using the same rules and
clue system, students race (hypothetically) around the school
following a list of clues to solve their mystery. While racing, they
are viewing and exploring internet based websites created by
NASA and the NASA Jet Propulsion Labs especially for their age
group which will include some worksheet and vocabulary
requirements. A multitude of projects are included such as
creating their own puzzles, crosswords, deck of cards and word
searches. A narrative paper is included to allow students to
share their imagination in flight. Two hands on, inquiry based
labs are included to round out the student's experience.
Lesson Preparation
Application: Describe how students will be able to apply what they have learned to
other situations.
Students will learn problem solving skills while sharpening
critical thinking skills. They will be learning to follow step by
step instructions and working within a duo or group
environment, a much needed skill as they continue their
educational path and one day join the work force. Hopefully,
they will also become ignited about space and find their way into
this exciting and very necessary career field.
Assessment: Describe how student knowledge is being assessed at the appropriate
cognitive level for the targeted benchmarks.
Students will maintain all notes and work completed, including
worksheets in a bound journal notebook which will be graded
and assessed in the standard fashion with a percentage grade
assigned. Mini quizzes will be taken by the students periodically
as a part of completing one clue and before retrieving the next.
Much of the testing will be oral, one on one with the teacher to
assess how much the student is learning as they progress along
their journey. This is especially important for the ESE students.
Teacher Self -Reflection: Record your thoughts on the lesson and describe any
modifications you would recommend based on the outcomes.
Most important you have to be very patient with this lesson since
it is entirely student driven inquiry based. The students will
come back with results but they may not be what you expect.
They will follow their passion, not yours. This does not mean
they have done anything wrong, it means you, the instructor, get
a true vision into what the student wants to learn, not what you
want to teach.
You must be extremely organized and have the full support of
your peers otherwise you will get nothing but complaints.
Ensure that all are included and know when you are beginning
and ending, when students will be out and about in the building.
Always emphasize safety with your students.
A good suggestion for the first time out is to co-teach with
another team member, perhaps Math. Instructors can take turns
with one remaining in the classroom as the base while the other
travels and keeps an eye on the students. Frequent swapping is
recommended.
KNOW YOUR STUDENTS! I cannot emphasize this enough.
Students must be trustworthy and mature enough that they can
move around the building with confidence and reliability. You
have to know that they will go where they should and behave
properly.
To begin, pair off students in groups. How many and how your group is
composed is entirely up to you. Ensure that each student has their composition
notebook to maintain all of their clues, worksheets, notes, etc. Maintaining
the journal is critical since it will be your primary assessment tool at the end.
Following are the rules for the students.
Rules for the Amazing Race Through Space
www.natureand science.org
Jacques L'Heureux
Today, I will be explaining the rules of the race
to you. Retrieve your journals and open to the
next blank page. Title your page "Rules for the
Amazing Race through Space." In this portion of
the race, both team members will receive the
following list of instructions. Listen carefully
as I explain the rules to you. Read carefully and
be thorough. Not following instructions or
incomplete answers will result in starting over.
NEATNESS COUNTS!
1) To begin the race, you will receive an
envelope with clues that will look identical
to this clue.
You will race in teams of two. Your team will only receive one clue.
Make sure you don't lose it; you will not receive a second clue.
Open ended question - "What could you do to prevent your team
apollo13ea
from losing their clue?" Glue in journal, it will be part of your grade,
"following instructions".
Your clue will look exactly like this sheet. Read it thoroughly from
top to bottom, before you begin. Understand the entire assignment
so you don't waste time doing unnecessary work. All the rules of
English apply! In other words, GRAMMAR COUNTS!
All questions must be answered in complete sentences, spelled
correctly, with proper punctuation. You are scholars, write like
them! Grammar is part of your final grade, writing and presentation
skills.
2) General rules for the race will apply to
everyone. Rule infractions will result in
turning back, slowing down the race, or
removal from the race.
You may use any of the reference books in the classroom. Each
team is allowed no more than two books at a time. If there is a line
waiting for a particular book, time will be limited to 15 minutes.
You may bring any material from home that you feel could be
helpful. Ensure that they are scholarly and appropriate.
With permission, you may use the computers and the Internet. You
must follow all school rules, may not be disruptive, and must have
your student I.D. As long as one team member has an I.D., the
team may work. Only the team member with the I.D. may use the
computer, the other team member can only watch. Teams with
both I.D.s take priority over teams with one or none.
Cheating or stealing work will result in expulsion
from the race.
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3) Your behavior and what is expected from
your team.
You and your teammate will display appropriate behavior at all
times.
You will be working independently. Ensure that you stay on task
and focused on the objective. This will require self-management
skills and self-control for your part. Inappropriate or out of control
behavior will result in removal from the race.