Students read some actual quotations from astronauts in space and try to explain why they all begin with “Houston.” Then they learn why the Johnson Space Center is located in Houston and they watch a video to learn about the JSC. Then they use a brochure published by the JSC to analyze how it contributes to Texas. Finally they examine everyday items that were originally invented for the space program.
Students read a brief introduction to NASA and the Johnson Space Center (JSC) in Houston and review the lesson objectives. They examine famous astronaut quotations that all begin with “Houston” and respond to a collaborative wall prompt explaining why they think the astronauts are addressing “Houston,” using prior knowledge or imagination.
Teacher MovesIntroduce the overall purpose and vocabulary for the lesson, highlighting Houston’s role in the U.S. space program. Clarify that the Johnson Space Center houses Mission Control, which is why astronauts address “Houston” in their communications, and, if desired, share the historical context and speakers for each quotation.
Students view an image of the Space Shuttle at the Johnson Space Center and read background text describing why Houston was selected as the JSC site, including key geographic and economic factors. They read an excerpt from President John F. Kennedy’s 1961 “We choose to go to the moon” speech and complete a table identifying its main idea. Students watch the video Fifty years of space exploration and history with Johnson Space Center's Mission Control to see examples of JSC activities, then answer a multiple-choice question about which features of Houston contributed to its selection as the JSC location.
Teacher MovesInvite students who have visited the Johnson Space Center to share their experiences. Guide students in identifying the main idea of Kennedy’s speech and in connecting Houston’s geographic, economic, and cultural features to its selection for the JSC. Summarize the historical background and significance of the Johnson Space Center in Houston.
Students examine the booklet Johnson Space Center, then focus on pages 2–4 to identify ways the JSC contributes to Texas. Working in a concept-map organizer, they record specific economic and social contributions of the JSC to the state.
Teacher MovesSupport students in locating relevant information in the booklet and in translating details into broader contributions, such as attracting aerospace industries, providing jobs, bringing NASA funding into Texas businesses, partnering with local organizations, drawing tourists, and promoting Texas history and education.
Students explore several resources listing everyday items that originated in the space program, including Technology, Thank NASA For These Inventions We Use Everyday, 20 Things We Wouldn’t Have Without Space Travel, and Trace Space Back to You. They choose one item and post to a collaborative wall explaining how it has improved people’s lives, optionally adding an image. Students then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesEnsure students can access and read the resources, including zooming in on the infographic as needed. Prompt students to connect each selected invention to concrete benefits for individuals or society, and encourage thoughtful peer feedback that deepens understanding of how space-related technologies affect everyday life.
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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