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  • Tiny Trekkers-2

     Grade 2

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    Tiny Trekkers 5Tiny Trekkers 4
    Program Description
    2 hour program
    1 class (32 students)
    Imagine Being an Astronaut And Taking a Trip into Space!
    That’s what young astronauts will experience during the Tiny Trekkers Program.
    To start, students enter our Challenger Learning Center shuttle using an airlock door. Then, the astronauts-in-training get a tour of the spacecraft. The countdown begins! Students observe a simulated liftoff of a real launch! Students learn about the crew of the Challenger and what astronauts do. To commemorate a successful launch, the crew and their teacher take a picture. All students move to Space Place, where hands-on stations have been set up for students to explore. The stations vary by grade level, and meet NGSS Performance Expectations and Science and Engineering Practices.


    Pre-Visit Materials
    Lesson Plan
    Post Visit Materials

    Next Generation Science Standards

    Performance Expectation - by Station 

    Station: Puzzling Problems- 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
    Station: Microgravity Tank-2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
    Station: Microscopic World-2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
    Station: Ant Works/Ladybug Land-2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
    Station: Quick Change-2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly
    Station: Sprout and Grow-2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow
    Station: Wild Weather-2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
    Station: Tech Time-2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot
    Station: Materials Matter-2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose

    Science and Engineering Practices

    Planning and Carrying Out Investigations
    Analyzing and Interpreting Data
    Constructing Explanations and Designing Solutions
    Engaging in Argument from Evidence

     Disciplinary Core Ideas

    PS1.A: Structure and Properties of Matter
    PS1.B: Chemical Reactions
    LS2.A: Interdependent Relationships in Ecosystems
    LS4.D: Biodiversity and Humans
    ESS1.C: The History of Planet Earth
    ESS2.A: Earth Materials and Systems
    ETS1.C: Optimizing the Design Solution

     Cross Cutting Concepts

    Cause and Effect
    Energy and Matter
    Cause and Effect
    Stability and Change
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    Connections to Nature of Science
    Science Addresses Questions About the Natural and Material World

    Maryland College and Career-Ready Standards (MD-CCRS)

    W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
    .W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

    Station: Meteorite Holes- .2.NBT.B.5- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

    Computer Science
    Station: Cosmic Coding- CSTA 1A-AP-10- Develop programs with sequences and simple loops, to express ideas or address a problem