Skills Handbook 3: Scientific Inquiry Skills
Science Connections 9 website www.nelson.com/scienceconnections/9
Related Resources
William C. Robertson. “Science 101: How do we know the universe is expanding, and what exactly does that mean?” Science and Children, 2008.
Science Connections 9 ExamView® Test Bank
Science Connections 9 Teacher eSource SUITE Upgrade Science Connections 9 website
www.nelson.com/scienceconnections/9
9.9 Explore an Issue Critically: Who Owns the Moon?
OVERALL EXPECTATIONS: A1 SPECIFIC EXPECTATIONS
Scientific Investigation Skills: A1.3, A1.7, A1.9, A1.10, A1.11
The full Overall and Specific Expectations are listed on pages xx–xx.
KEY CONCEPTS
• The Solar System consists of all the objects orbiting the Sun.
EVIDENCE OF LEARNING Look for evidence that students can
• form an opinion based on evidence
• consider conflicting opinions, form their own opinion, and present the issue to the rest of the class
SCIENCE BACKGROUND
• Possible uses of the Moon in the decades to come include the generation of energy. One form this might take is the mining of helium-3 (3He). This is a type of helium that is very rare on Earth, but which may allow for the production of electricity with nuclear fusion, sooner and more easily than might be accomplished using only fuels available on Earth. The Moon also has thorium, an element that, it is thought, could be used to generate electricity by nuclear fission, yet which is safer to handle than uranium. China may be planning lunar activities with the goal of mining thorium for this purpose.
Another venture that could be accomplished with no major technological advances( though it
would require a large initial financial investment), is Lunar Solar Power (LSP).
LSP would involve the construction of solar power stations on the lunar surface.
The Moon’s surface is covered in dust that consists mostly of silicon dioxide, essentially shattered glass, which could be used to make actual glass and thus solar panels. Using a special kind of radar, it is thought that energy collected in the solar panels could be beamed to Earth and then converted to electricity.
Given that half of the Moon is in sunlight at any one time, by covering only a small fraction of the lunar surface with arrays of solar panels manufactured on-site from lunar dust, some scientists believe that all of Earth’s energy needs could be met for the foreseeable future.
TEACHING NOTES
• Students should work in pairs or small groups for this activity.
The Issue
• Explain to students that the current Outer Space Treaty and other agreements define how orbital locations for satellites are defined, but do not describe how
Goal
• Remind students that their reports must identify specific ways to determine the ownership of the land on the Moon.
Gather Information
• Distribute BLM 9.9-X Explore an Issue Critically: Who Owns the Moon? to help students organize their research.
Identify Solutions
• Lead the class in brainstorming examples of scenarios that could arise if it became possible to transport people on a more regular basis to the Moon.
Examples include the following:
– A scientist discovers a rare and valuable substance on the Moon.
– A very wealthy person wants to build a private compound on the Moon.
The person is willing to pay for the construction and transportation to the Moon.
– A country develops a way to use the Moon to generate power and transmit that power back to Earth, but the method involves destroying part of the lunar surface.
– A travel company wants to offer tourist packages to allow people to visit the Moon.
Tell students to consider scenarios like these when developing their ideas.
Remind them that any valid plan must be able to address the challenges posed by such scenarios and others.
• Remind students that combining ideas from others or using others’ ideas as a starting point is acceptable and appropriate, but copying someone else’s ideas and passing them off as your own is not acceptable.
Make a Decision
• Remind students that their recommendation must clearly describe how property rights will be decided.
• If members of a group disagree about the best plan, remind them that compromise is an important part of developing international treaties. Direct them to work together to calmly identify possible alternatives that all members can agree on.
Communicate
• Dedicate part of a class period to holding a mock National Research Council meeting. Have each group present its recommendations to the other groups. If possible, have students from another class observe the presentations and vote on the most appropriate plan.
DIFFERENTIATED INSTRUCTION
• Allow students to contribute to their groups’ presentations in a variety of ways. For example, logical/mathematical learners might create any charts, graphs, or diagrams used in the presentation; and visual learners might help
LITERACY TIPS AND ENGLISH LANGUAGE LEARNERS
• If English language learners are uncomfortable speaking in front of the group, allow them to contribute to the presentations in other ways. For example, they could help write any written portions of the presentation.
Time 45–60 min Skills Researching
Identifying Alternatives Analyzing the Issue Defending a Decision Communicating Evaluating
Assessment Resources
Assessment Rubric 7: Explore an Issue Critically Assessment Summary 7: Explore an Issue Critically Self-Assessment Checklist 3: Explore an Issue Critically Other Program Resources
BLM 9.9-X Explore an Issue Critically: Who Owns the Moon?
Skills Handbook 4: Research Skills
Science Connections 9 website www.nelson.com/scienceconnections/9
Related Resources
United Nations. Celebrating the Space Age: 50 Years of Space Technology, 40 Years of the Outer Space Treaty - Conference Report, 23 April 2007.
Science Connections 9 ExamView® Test Bank
Science Connections 9 Teacher eSource SUITE Upgrade Science Connections 9 website
www.nelson.com/scienceconnections/9