CLEVELAND AVENUE ELEMENTARY SCHOOL  

Project Based Learning  

Design Guide 
Unit 1/Project Title: ​Final Frontier  Duration: ​9 weeks 
Content Focus: ​Astronomy  Teacher(s): ​R. Bolden, Woodfork, Price, A. Watkins  Grade Level: ​4th 
Other subject areas to be included: ​Mathematics, English/Language Arts 
KEY KNOWLEDGE: 
Significant Content  NGSS: 
  ● S4E1a.​ Ask questions to compare and contrast technological advances that have changed the amount 
and type of information on distant objects in the sky. 
● S4E1d.​ Evaluate strengths and limitations of models of our solar system in describing relative size, 
order, appearance, and composition of planets and the sun. 
 
Writing/ ELA:  
● ELAGSE4RI9. ​ Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.
● ELAGSE4RI7.​ Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
 
Social Studies: 
● N/A 
 
Math:  
● MGSE4.NBT.1 - ​Recognize that in a multi-digit whole number, a digit in any one place represents ten 
times what it represents in the place to its right. 
● MGSE4.NBT.2 - ​Read and write multi-digit whole numbers using base-ten numerals, number names, 
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, 
using >, =, and < symbols to record the results of comparisons. 
● MGSE4.NBT.3 - ​Use place value understanding to round multi-digit whole numbers to any place. 
● MGSE4.NBT.4​ ​-​ Fluently add and subtract multi-digit whole numbers using the standard algorithm. 
● MGSE4.OA.3 - ​Solve multistep word problems with whole numbers and having whole number answers 
using the four operations, including problems in which remainders must be interpreted. Represent these 
 problems using equations with a symbol or letter standing for the unknown quantity. Assess the 
reasonableness of answers using mental computation and estimation strategies including rounding. 
● MGSE4.MD.2 - ​Use the four operations to solve word problems involving distances, intervals of time, 
liquid volumes, masses of objects, and money, including problems involving simple fractions or 
decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller 
unit. Represent measurement quantities using diagrams such as number line diagrams that feature a 
measurement scale. 
 
Technology: 
ISTE Standards for Students:
● 3. Knowledge Constructor 
Students critically curate a variety of resources using digital tools to construct knowledge, produce 
creative artifacts and make meaningful learning experiences for themselves and others. 
● 7. Global Collaborator 
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with 
others and working effectively in teams locally and globally. 
 
Engineering: 
● 3-5-ETS1-1​. Define a simple design problem reflecting a need or a want that includes specified criteria 
for success and constraints on materials, time, or cost. 
● 3-5-ETS1-2​. Generate and compare multiple possible solutions to a problem based on how well each is 
likely to meet the criteria and constraints of the problem. 
● 3-5-ETS1-3​. Plan and carry out fair tests in which variables are controlled and failure points are 
considered to identify aspects of a model or prototype that can be improved. 

21​st​ Century Competencies  Collaboration  X  Creativity and Innovation  X

(to be taught and assessed)  Communication  X  Other: 
Critical Thinking  X   
Project Summary  Students will assume two roles in the Final Frontier. All students will complete the role of Scientist and will
(include student role, issue,  have the opportunity to select their second role as either an Engineer or an Architect and work in groups of two
problem or challenge, action taken,  to three students.
and purpose/beneficiary)  ● The objective of the ​Scientist​ is to learn about the planets in the solar system and identify the best place
  humans could create a colony.
  ● The objective of the ​Engineer​ is to design and create a three-dimensional spaceship using nets,
  symmetry, and geometry.
  ● The objective of the ​Architect​ is to create a fully functional space station building on a new planet. The
  building will be used by the colony, as they build and grow as a community. The space station building
  must be habitable and self-sustaining.
 
 CHALLENGING PROBLEM OR QUESTION: 
Driving Question: ​Updated  How can life be sustained on ​other planets? What type of technologies could be developed to colonize other planets?
9/17/2018 
 
SUSTAINED INQUIRY: 
Need to Know:  What is space? What is a planet? What is space exploration? What is a human? What do humans need in
(​Remember to create a list of  order to survive? What is a colony? What is a community? What is technology? How has technology
“​Anticipated”​ ​Need to Know  influenced space exploration? What is STEM (Science, Technology, Engineering, and Mathematics)? What is
questions prior to Entry Event.  the Engineering Design Process?

AUTHENTICITY: 
Project Problem  Research suggest that the world’s population is increasing exponentially; therefore,
(How does this relate to the real  the world’s resources are being exhausted rapidly and land is becoming scarce. As a
world? What problem exists in  result, scientists are looking into making other planets, like Mars, liveable for
their lives, school, community, or 
humans.
world? ) 

Welcome young NASA apprentice! It is time to plan your future! As NASA

apprentices, you will research the galaxy to determine the best planet for human
habitation outside of Earth. After completing your research, you are charged with
designing and creating either a spaceship for travel or a space station for humans to
live on that particular planet. Our future is up to you!

Entry Event:  Students will participate in an planetarium experience in a teacher-made 

planetarium. 
 
STUDENT VOICE & CHOICE: 
Products: Products are tasks that  Individual:  Specific content and competencies to be assessed: 
solve your problem in the unit.     
These are not experiments that  ● Solar System Models (Science)  Solar System Models: 
use the scientific method, labs or    ● SCIENCE - S4E1d.​ Evaluate strengths and 
investigations. They are the    limitations of models of our solar system in describing 
solutions to your problem.    relative size, order, appearance, and composition of 
    planets and the sun. 
Must include ED Process in at least    ● ELA - ELAGSE4RI9. ​ Integrate information from two
one of the products.    texts on the same topic in order to write or speak about
    the subject knowledgeably. ​ELAGSE4RI7.​ Interpret
   
Engineering Design Process:    information presented visually, orally, or quantitatively
● ASK ​questions- Introducing    (e.g., in charts, graphs, diagrams, time lines,
the project (30 minutes)    animations, or interactive elements on Web pages) and
● Conduct ​RESEARCH​ ​(1 or    explain how the information contributes to an
more class periods)   
understanding of the text in which it appears.
● Draft a ​PLAN​ (​3 class   
periods)  ● Planet Place Value Layered Books 
● CREATE​ a  (Mathematics)  Planet Place Value Layered Books: 
model/prototype (5 class    ● MGSE4.NBT.1 - ​Recognize that in a multi-digit whole 
periods)  number, a digit in any one place represents ten times 
● TEST/EVALUATE​ ​the  what it represents in the place to its right. 
model (1 class period)  ● MGSE4.NBT.2 - ​Read and write multi-digit whole 
● IMPROVE​ the design (2  numbers using base-ten numerals, number names, and 
class periods)  expanded form. Compare two multi-digit numbers 
● COMMUNICATE​ project  based on meanings of the digits in each place, using >, 
to a public audience (peers,  =, and < symbols to record the results of comparisons. 
other grade levels, parents,  ● MGSE4.NBT.3 - ​Use place value understanding to 
experts, etc. This part is  round multi-digit whole numbers to any place. 
crucial and extremely  ● MGSE4.NBT.4​ ​-​ Fluently add and subtract multi-digit 
important)  whole numbers using the standard algorithm. 
  ● MGSE4.OA.3 - ​Solve multistep word problems with 
whole numbers and having whole number answers 
using the four operations, including problems in which 
remainders must be interpreted. Represent these 
problems using equations with a symbol or letter 
standing for the unknown quantity. Assess the 
reasonableness of answers using mental computation 
and estimation strategies including rounding. 
● MGSE4.MD.2 - ​Use the four operations to solve word 
problems involving distances, intervals of time, liquid 
volumes, masses of objects, and money, including 
problems involving simple fractions or decimals, and 
problems that require expressing measurements given 
in a larger unit in terms of a smaller unit. Represent 
measurement quantities using diagrams such as number 
line diagrams that feature a measurement scale. 
 
Team:  Specific content and competencies to be assessed: 
   
Space Station Models/Spaceship Models: 
 ● Space Station Models OR Spaceship  ● SCIENCE - S4E1a.​ Ask questions to compare and 
Models  contrast technological advances that have changed the 
  amount and type of information on distant objects in 
the sky. 
● TECHNOLOGY -​ ​3. Knowledge Constructor 
Students critically curate a variety of resources using 
digital tools to construct knowledge, produce creative 
artifacts and make meaningful learning experiences for 
themselves and others. ​7. Global Collaborator 
Students use digital tools to broaden their perspectives 
and enrich their learning by collaborating with others 
and working effectively in teams locally and globally. 
● ENGINEERING -​ ​3-5-ETS1-1​. Define a simple 
design problem reflecting a need or a want that 
includes specified criteria for success and constraints 
on materials, time, or cost. ​3-5-ETS1-2​. Generate and 
compare multiple possible solutions to a problem based 
on how well each is likely to meet the criteria and 
constraints of the problem. ​3-5-ETS1-3​. Plan and 
carry out fair tests in which variables are controlled and 
failure points are considered to identify aspects of a 
model or prototype that can be improved. 
● MATHEMATICS - MGSE4.MD.2 - ​Use the four 
operations to solve word problems involving distances, 
intervals of time, liquid volumes, masses of objects, 
and money, including problems involving simple 
fractions or decimals, and problems that require 
expressing measurements given in a larger unit in 
terms of a smaller unit. Represent measurement 
quantities using diagrams such as number line 
diagrams that feature a measurement scale. 
 
ENGINEERING DESIGN PROCESS: 
● Ask: 
Students will ask questions about space station design 
and/or spaceship design, how to create 
two-dimensional models, how to create 
three-dimensional models using nets, and the 
constraints of the assignment. 
● Research: 
 Students will research current and past space stations 
and spaceships - how these objects were designed, 
what materials were used, how these objects are used 
in space exploration, and how far these objects have 
traveled in space. 
● Plan: 
Students will create two-dimensional models of their 
space stations or spaceships using graph paper. 
● Create: 
Students will create three-dimensional models of their 
space stations or spaceships using nets and/or other 
consumable or household items. 
● Test: 
Students will test to see if they can make an even more 
cost effective model of their spaceships or space 
stations. 
● Improve: 
Students will improve their models by making their 
spaceships or space stations more cost effective. 
● Communicate: 
Students will explain the design of their spaceships or 
space stations, the projected cost of their spaceships or 
space stations, and how they could be used in live in 
space to their peers, their teachers, their 
parents/guardians, Cleveland Avenue staff members, 
and community members. 
 
PUBLIC PRODUCT: 
Public Audience  Students will share their project products with peers, other grade-level students, school personnel, family 
(​Experts, audiences, or product  members, and community members. 
users students will engage with 
during/at end of project) 
 
Resources Needed  On-Site Experts:  Off/Site Field Experience: 
    Fernbank Science Center Planetarium  
   
  Equipment: 
  Chromebooks, iPads, and/or Desktop Computers with Internet Access 
   
  Materials: 
  Final Frontier PBL Unit Handouts, Graph Paper, Nets, Teacher-Made Planetarium, Fan, Informational Texts, 
  Writing Utensils, Coloring Utensils, Glue, String, Stapler with Staples, Tape, Scissors, Clay (optional) 
   
Community Resources: 
Donations to attend field trip to Fernbank Science Center 
 
CRITIQUE, REVISION, REFLECTION 
Reflection:  Journal/Learning Log  X  Focus Group   
(Individual, Team, and/or Whole  Whole Class Discussion  X  Rubric  X 
Class)  Survey