Introductory Activity : Distribute folders, sticky notes/flags and novels. Explain that as we read This Place Has No Atmosphere we are going to prepare a community on the moon for Aurora and her friends.
Introduce Aurora. Create a Personal Profile as chapters 1-3 are read. Demonstrate descriptive writing in a paragraph about aurora. Also review paragraph structure.
Distribute discussion questions for each chapter. Students are to keep these in their folders. A weekly quiz will also be given. This should also be kept in the folders. Any other supplements (worksheets, diagrams, notes, clippings) will also be kept in folders.
|
Body : Instruct the students to use sticky notes and flags to write questions or comments about the story as it is read. These can be excluded if student copies of the novel are unavailable.
As the book is read, make a list of futuristic details or inventions that Paula Danziger "imagined" in 1986. Compare these to reality. Next to each, use symbols to indicate whether her ideas were visionary ideas that became a reality (+) or whether her ideas were outlandish and impossible (-). Students may even want to indicate which ideas were inspired by actual inventions or have become actual endaevors of scientists today(O).
Explain the importance of prediction as a reading skill. After each chapter, instruct students to write a three paragraph review of the chapter. The first paragraph will summarize the chapter, the second paragraph will critique the author, and the last paragraph will predict the events in the next chapter. Students are to keep these in the journals they have been given. Students will write five sentences for each paragraph, and will date each entry. Students will also include titles on each journal entry "Chapter #". This teaches students discipline and organization. On the last page of the spiral, students are to keep track of new words.
When Aurora and her family go to C.A.M.P. for training, (End Chapter 11) visit the computer lab, or schedule time for students to visit the website "The First Lunar Landing: As Told By The Astronauts". Discuss the astronauts observations and note important details about necessities and adaptation to life on the moon. "Bear in mind the astronauts were on the moon for less than 24 hours. Aurora and her family will be on the moon for five years." Using the transcript from the astronauts compile a list of questions or requrements for life on the moon.
Before reading further (Chapters 12-33) city planning materials. Students will plan life on the moon and the needs of a community must be met. Divide students up into groups for meeting different needs of society. (Safety/Emergency Management, Housing, Education/Community, Technology and Research, Communications/Media, Agriculture/Food, Commerce/Business/Finance, Politics/Law/Order, Travel/Transportation, etc.)Give the students the assignment of designing a community for the first Lunar Colony. Each team will design the buildings, floor plans and illustrate everything colonists will need for life on the moon. Students are to also to place these on a map through a zoning committee with 1 representative from each group. The zoning committee will meet weekly and provide a liason between teacher and teams for daily instructions. To make this more complex, students could establish a budget, write up materials requisitions and determine man-power etcetera. I prefer to keep it simple with just the floor designs and illustrations.
Encourage students to use magazines for ideas. Allow time after reading each day to work in groups, write in journals, and clip materials or design projects.
Continue predictions, summaries, vocabulary and descriptive writing instruction/discussions. Read the rest of the book.
|
Conclusion Activity : Presentations. Students will present their illustrations, floor plans, and map locations of all the attractions their team was responsible for. Team members will be required to answer questions and address needs of the first colony (non team members). Encourage non team members to point out flaws, ask questions and make suggestions but make it very clear that the teams efforts are appreciated and important. Grade students on overall understanding, completion, and thoroughness of the project.
Conclude the novel with a AR Test and discussion of Danziger's foresight.
|
Evaluation Activity : AR Test
Class Discussion
Group Presentations
Presentations. Students will present their illustrations, floor plans, and map locations of all the attractions their team was responsible for. Team members will be required to answer questions and address needs of the first colony (non team members). Encourage non team members to point out flaws, ask questions and make suggestions but make it very clear that the teams efforts are appreciated and important. Grade students on overall understanding, completion, and thoroughness of the project.
|
