**Classroom Teacher's Guide:**

Lesson plans, games & puzzles

and additional resources

Grades 6-8

Grades 3-5

“Above and Beyond” challenges students to learn about the new ways airplanes and spacecraft are designed and built with methods like 3D printing, creative wind shapes and lighter materials. Each one of the five interactive galleries - UP, FASTER, HIGHER, FARTHER and SMARTER - features simulations and design activities related to real-life engineering challenges in the aerospace industry.

Students race their classmates at the speed of sound, soar to orbit for a spectacular 360-degree view of Earth and climb aboard a fascinating journey to Mars. From flying cars and supersonic planes to space elevators and mega-rockets, “Above and Beyond” takes you faster, farther and higher for a once-in-a-lifetime experience.

“Above and Beyond,” produced by Evergreen Exhibitions in association with Boeing, in collaboration with NASA and the Smithsonian’s National Air and Space Museum, asks students what it takes to make the “impossible” possible in and above the sky.

#### Grades 3-5

### Curriculum Correlations

We know how important it is for you to be able to justify field trips and document how instructional time is spent outside of your classroom. With that in mind, the activities in this Study Guide and the experience your class will have during their field trip to “Above and Beyond” have been directly correlated to national curriculum requirements in Science, Math, Language Arts and Social Studies.

Below, you will find the recommended content standards for Grades 3 through 5 set forth by the Next Generation Science Standards, Common Core State Standards for both Mathematics and English Language Arts, and C3 Framework for State Social Studies Standards.

### National Content Standards

**Next Generation Science Standards**

**Engineering Design**

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.

- Science and Engineering Practices: Asking Questions and Defining Problems
- Disciplinary Core Idea: ETS1.A: Defining and Delimiting Engineering Problems
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World

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.

- Science and Engineering Practices: Constructing Explanations and Designing Solutions
- Disciplinary Core Idea: ETS1.B: Developing Possible Solutions
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World

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.

- Science and Engineering Practices: Planning and Carrying Out Investigations
- Disciplinary Core Ideas: ETS1.B: Developing Possible Solutions; ETS1.C: Optimizing the Design Solution

**Grade 3**

3-PS2-1. Motion and Stability: Forces and Interactions. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

- Science and Engineering Practices: Planning and Carrying Out Investigations
- Connections to Nature of Science: Scientific Investigations Use a Variety of Methods
- Disciplinary Core Ideas: PS2.A: Forces and Motion; PS2.B: Types of Interactions
- Crosscutting Concepts: Cause and Effect

3-PS2-2. Motion and Stability: Forces and Interactions. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

- Science and Engineering Practices: Planning and Carrying Out Investigations
- Disciplinary Core Idea: LS4.C: Adaptation
- Crosscutting Concepts: Patterns

3-LS4-3. Biological Evolution: Unity and Diversity. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

- Science and Engineering Practices: Engaging in Argument from Evidence
- Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence
- Disciplinary Core Idea: PS2.A: Forces and Motion
- Crosscutting Concepts: Cause and Effect

**Grade 4**

4-PS3-3. Energy. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

- Science and Engineering Practices: Asking Questions and Defining Problems
- Disciplinary Core Ideas: PS3.A: Definitions of Energy. PS3.B: Conservation of Energy and Energy Transfer; PS3.C: Relationship Between Energy and Forces
- Cross-Cutting Concepts: Energy and Matter

**Grade 5**

5-PS2-1. Motion and Stability: Forces and Interaction. Support an argument that the gravitational force exerted by Earth on objects is directed down.

- Science and Engineering Practices: Engaging in Argument from Evidence
- Disciplinary Core Idea: PS2.B: Types of Interactions
- Cross-Cutting Concepts: Cause and Effect

5-ESS1-1. Earth’s Place in the Universe. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.

- Science and Engineering Practices: Engaging in Argument from Evidence
- Disciplinary Core Idea: ESS1.A: The Universe and its Stars
- Crosscutting Concepts: Scale, Proportion, and Quantity

**Common Core State Standards for Mathematics**

**Standards for Mathematical Practice:**

CCSS.Math.Practice.MP1, CCSS.Math.Practice.MP2, CCSS.Math.Practice.MP4, CCSS.Math.Practice.

MP5, CCSS.Math.Practice.MP6

**Grade 3:**

CCSS.Math.Content.3.OA.A.3, CCSS.Math.Content.3.OA.C.7; CCSS.Math.Content.3.NBT.A.2; CCSS.Math.Content.3.NF.A.1; CCSS.Math.

Content.3.MD.A.1, CCSS.Math.Content.3.MD.A.2, CCSS.Math.Content.3.MD.B.3, CCSS.Math.Content.3.MD.B.4, CCSS.Math.Content.3.MD.C.5,

CCSS.Math.Content.3.MD.C.6, CCSS.Math.Content.3.MD.C.7

**Grade 4:**

CCSS.Math.Content.4.OA.A.2, CCSS.Math.Content.4.OA.A.3; CCSS.Math.Content.4.NBT.B.4, CCSS.Math.Content.4.MD.A.1, CCSS.Math.

Content.4.MD.A.2, CCSS.Math.Content.4.MD.A.3

**Grade 5:**

CCSS.Math.Content.5.NBT.B.5; CCSS.Math.Content.5.MD.A.1; CCSS.Math.Content.5.G.B.3

**Common Core State Standards for English Language Arts**

**Anchor Standards:**

CCSS.ELA-Literacy.CCRA.R.1, CCSS.ELA-Literacy.CCRA.R.4, CCSS.ELA-Literacy.CCRA.R.7, CCSS.ELA-Literacy.CCRA.R.10

**Grade 3:**

CCSS.ELA-Literacy.RI.3.1, CCSS.ELA-Literacy.RI.3.3, CCSS.ELA-Literacy.RI.3.4, CCSS.ELA-Literacy.RI.3.7, CCSS.ELA-Literacy.RI.3.10;

CCSS.ELA-Literacy.W.3.2; CCSS.ELA-Literacy.SL.3.1

**Grade 4:**

CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RI.4.3, CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.RI.4.7, CCSS.ELA-Literacy.RI.4.10;

CCSS.ELA-Literacy.W.4.2; CCSS.ELA-Literacy.SL.4.1Grade 5:

CCSS.ELA-Literacy.RI.5.1, CCSS.ELA-Literacy.RI.5.3, CCSS.ELA-Literacy.RI.5.4, CCSS.ELA-Literacy.RI.5.7, CCSS.ELA-Literacy.RI.5.9,

CCSS.ELA-Literacy.RI.5.10; CCSS.ELA-Literacy.W.5.2; CCSS.ELA-Literacy.SL.5.1

C3 Framework for Social Studies State Standards, Grades 3 – 5

D1.4.3-5., D2.Civ.9.3-5., D2.Eco.14.3-5., D2.Eco.15.3-5., D2.Geo.1.3-5., D2.Geo.3.3-5.D2.Geo.7.3-5., D2.Geo.11.3-5., D2.His.1.3-5., D2.His.3.3-5., D2. His.14.3-5.

#### Grades 6-8

### Curriculum Correlations

We know how important it is for you to be able to justify field trips and document how instructional time is spent outside of your classroom. With that in mind, the activities in this Teacher’s Guide and the experience your class will have during their field trip to “Above and Beyond” have been directly correlated to national curriculum requirements.

Below, you will find the recommended content standards for Grades 6 through 8 set forth by the Next Generation Science Standards, Common Core State Standards for both Mathematics and English Language Arts, and C3 Framework for State Social Studies Standards.

### National Content Standards

Next Generation Science Standards, Grades 6 – 8

**Physical Sciences**

MS-PS2-4. Motion and Stability: Forces and Interactions. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

- Science and Engineering Practices: Engaging in Argument from Evidence
- Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence
- Disciplinary Core Idea: PS2.B: Types of Interactions
- Crosscutting Concepts: Systems and System Models

MS-PS4-2. Waves and Their Applications in Technologies for Information Transfer. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

- Science and Engineering Practices: Developing and Using Models
- Disciplinary Core Ideas: PS4.A: Wave Properties; PS4.B: Electromagnetic Radiation
- Crosscutting Concepts: Structure and Function

**Life Sciences**

MS-LS2-5. Ecosystems: Interactions, Energy, and Dynamics. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

- Science and Engineering Practices: Engaging in Argument from Evidence
- Disciplinary Core Ideas: LS2.C: Ecosystem Dynamics, Functioning, and Resilience; LS4.D: Biodiversity and Humans; PS4.B: ETS1.B: Developing Possible Solutions
- Crosscutting Concepts: Stability and Change
- Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World
- Connections to Nature of Science: Science Addresses Questions About the Natural and Material World

**Earth and Space Sciences**

MS-ESS1-2. Earth’s Place in the Universe. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

- Science and Engineering Practices: Developing and Using Models
- Disciplinary Core Ideas: ESS1.A: The Universe and Its Stars; ESS1.B: Earth and the Solar System

MS-ESS1-3. Earth’s Place in the Universe. Analyze and interpret data to determine scale properties of objects in the solar system.

- Science and Engineering Practices: Analyzing and Interpreting Data
- Disciplinary Core Idea: ESS1.B: Earth and the Solar System· Crosscutting Concepts: Scale, Proportion, and Quantity
- Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology

MS-ESS3-3. Earth and Human Activity. Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.

- Science and Engineering Practices: Constructing Explanations and Designing Solutions
- Disciplinary Core Idea: ESS3.C: Human Impacts on Earth Systems
- Crosscutting Concepts: Cause and Effect
- Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World

**Engineering Design**

MS-ETS1-1. Define the criteria and constraint of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

- Science and Engineering Practices: Asking Questions and Defining Problems
- Disciplinary Core Idea: ETS1.A: Defining and Delimiting Engineering Problems
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

- Science and Engineering Practices: Engaging in Argument from Evidence
- Disciplinary Core Idea: Developing Possible Solutions

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

- Science and Engineering Practices: Analyzing and Interpreting Data
- Disciplinary Core Ideas: ETS1.B: Developing Possible Solutions; ETS1.C: Optimizing the Design Solution

Common Core State Standards for Mathematics

**Grade 6:**

CCSS.Math.Content.6.RP.A.1, CCSS.Math.Content.6.RP.A.3;

CCSS.Math.Content.6.NS.B.3; CCSS.Math.Content.6.EE.A.2, CCSS.Math.

Content.6.EE.A.4, CCSS.Math.Content.6.EE.B.6

**Grade 7:**

CCSS.Math.Content.7.RP.A.2, CCSS.Math.Content.7.RP.A.3;

CCSS.Math.Content.7.NS.A.3; CCSS.Math.Content.7.EE.A.2, CCSS.Math.Content.7.EE.B.4; CCSS.Math.Content.7.G.A.1, CCSS.Math.Content.7.G.A.2,

CCSS.Math.Content.7.G.B.5

**Grade 8:**

CCSS.Math.Content.8.EE.C.7, CCSS.Math.Content.8.G.A.5

Standards for Mathematical Practice:

CCSS.Math.Practice.MP1, CCSS.Math.Practice.MP2, CCSS.Math.Practice.MP4, CCSS.Math.Practice.

MP5, CCSS.Math.Practice.MP6

**Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, Grades 6 - 8**

**Anchor Standards:**

CCSS.ELA-Literacy.CCRA.R.1, CCSS.ELA-Literacy.CCRA.R.4, CCSS.ELA-Literacy.CCRA.R.7, CCSS.ELA-Literacy.CCRA.R.10

**History/Social Studies:**

CCSS.ELA-Literacy.RH.6-8.1, CCSS.ELA-Literacy.

RH.6-8.2, CCSS.ELA-Literacy.RH.6-8.4, CCSS.ELA-Literacy.RH.6-8.7

**Science and Technical Subjects:**

CCSS.ELA-Literacy.RST.6-8.1, CCSS.

ELA-Literacy.RST.6-8.3, CCSS.ELA-Literacy.RST.6-8.4, CCSS.ELA-Literacy.RST.6-8.7, CCSS.ELA-Literacy.RST.6-8.9, CCSS.ELA-Literacy.RST.6-

8.10

**Writing:**

CCSS.ELA-Literacy.WHST.6-8.1, CCSS.ELA-Literacy.WHST.6-8.2, CCSS.ELA-Literacy.WHST.6-8.7, CCSS.ELA-Literacy.WHST.6-8.9

C3 Framework for Social Studies State Standards, Grades 6 - 8

D1.2.6-8., D2.Civ.14.6-8., D2.Eco.2.6-8., D2.Geo.7.6-8., D2.His.1.6-8., D2.His.3.6-8., D2.His.14.6-8.