Students learn about the role of Texas in the history of space flight. They research the history of the Johnson Space Center. Then they explain the contributions that the JSC makes to Texas. Finally, they consider the pros and cons of a manned mission to Mars.
Students are introduced to famous NASA communications that reference Houston and read a brief overview explaining that they will study Texas’s role in space flight and the Johnson Space Center. They then search online for an image that represents the U.S. space program and its connection to Texas, upload it to a shared canvas, and add a caption. Finally, they browse the class photo gallery.
Teacher MovesPresent the lesson overview and objectives, and, if students are interested, identify the historical sources of the quoted NASA communications. Monitor students as they select and caption images that connect Texas to the space program, and facilitate a brief whole-class look at the gallery before moving on.
Students read background text on the Cold War space race, the creation of NASA, and the selection of Houston as the site of the Manned Spacecraft Center (later Johnson Space Center). They watch Fifty years of space exploration and history with Johnson Space Center's Mission Control and use the linked history resources to learn more about the Johnson Space Center, then record the original task of the center in a shared table. Students answer a multiple-select question about which activities are carried out at the Johnson Space Center.
Teacher MovesClarify that the original purpose of the Manned Space Center was to put a person on the Moon by the end of the 1960s and that human space flight activities were centered there. Review student responses about JSC activities, correcting misconceptions about what occurs at Johnson versus launch sites. Invite students who have visited the Johnson Space Center to share their experiences to make the content more concrete.
Students examine the booklet Johnson Space Center, then focus on pages 2–3 to complete a concept map showing ways the Johnson Space Center contributes to Texas. Next, they review the rest of the booklet, choose one NASA project based at JSC, research it online, and post a brief description explaining how the project benefits Texas and the United States. They read classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesGuide students in identifying specific economic, technological, educational, and tourism-related contributions of the Johnson Space Center to Texas, offering examples such as job creation, partnerships with Texas businesses, and promotion of Texas history. Support students’ research on JSC-based projects and prompt them to clearly connect each project’s impact to both Texas and the nation. Encourage constructive peer feedback on the discussion wall and highlight strong evidence-based explanations.
Students read about the shift in U.S. space exploration from Moon landings to the space shuttle and the International Space Station, and consider the financial and ethical questions surrounding a potential manned mission to Mars. They then write a persuasive letter to their U.S. senator stating whether they support or oppose a mission to Mars, explaining their reasoning and attempting to influence how the senator should vote.
Teacher MovesPrompt students to weigh both the potential benefits and costs of a Mars mission, including scientific advancement, economic impact, and trade-offs with domestic needs. Provide guidance on structuring a persuasive letter with a clear claim and supporting evidence. Invite two volunteers with opposing positions to present their letters to the class and facilitate a respectful discussion comparing their arguments.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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