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6th, 7th, 8th Grades  Project 6 weeks

The Laws of Gravity

Amanda B
Updated
MS-ESS1-1
MS-ESS1-2
MS-ESS1-3
MS-PS1-1
MS-PS1-2
+ 29 more
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Purpose

Learners investigate the essential question, “When science moves faster than the law, who decides what’s fair?” by connecting Earth–Sun–Moon systems, matter, forces, energy, data, literature, and source-based argument to current debates over lunar resources, heritage, and governance. Working with peers, families, elders, law and high school students, For All Moonkind, and real decision-makers, they develop and revise a research poster, Civic Advocacy Letter, Model COPUOS resolution, and 2061 time capsule. Checkpoints, weekly audio mission logs and journals, peer critique, and expert feedback guide revisions and document growth from learners’ initial thinking. The experience culminates in a public scientific poster session, time-capsule sealing, and simulated UN vote by families.

Learning goals

Learners will develop and use models of the Earth–Sun–Moon system, gravity, forces, energy, matter, and chemical change, then collect, graph, and interpret experimental data about lunar exploration challenges. They will evaluate space agreements, decision-making processes, scientific benefits and risks, heritage, colonization, and whose perspectives shape fair use of Moon resources. Learners will research credible sources, cite evidence, interview elders or experts, and craft clear arguments for a research poster, Civic Advocacy Letter, and Model COPUOS resolution. Through shared decision-making, weekly reflection, critique, and expert feedback, learners will revise their work and defend evidence-based responses to the question, “When science moves faster than the law, who decides what’s fair?”

Standards
  • [Next Generation Science Standards] MS-ESS1-1 - Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
  • [Next Generation Science Standards] MS-ESS1-2 - Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
  • [Next Generation Science Standards] MS-ESS1-3 - Analyze and interpret data to determine scale properties of objects in the solar system.
  • [Next Generation Science Standards] MS-PS1-1 - Develop models to describe the atomic composition of simple molecules and extended structures.
  • [Next Generation Science Standards] MS-PS1-2 - Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
  • [Next Generation Science Standards] MS-PS1-4 - Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
  • [Next Generation Science Standards] MS-PS1-5 - Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
  • [Next Generation Science Standards] MS-PS2-1 - Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
  • [Next Generation Science Standards] MS-PS2-2 - Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
  • [Next Generation Science Standards] MS-PS3-1 - Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
  • [Next Generation Science Standards] MS-PS3-2 - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
  • [Next Generation Science Standards] MS-ESS1-1 - Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
  • [Next Generation Science Standards] MS-ESS1-2 - Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
  • [Next Generation Science Standards] MS-ESS1-3 - Analyze and interpret data to determine scale properties of objects in the solar system.
  • [Next Generation Science Standards] MS-PS1-1 - Develop models to describe the atomic composition of simple molecules and extended structures.
  • [Next Generation Science Standards] MS-PS1-2 - Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
  • [Next Generation Science Standards] MS-PS1-4 - Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
  • [Next Generation Science Standards] MS-PS1-5 - Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
  • [Next Generation Science Standards] MS-PS2-1 - Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
  • [Next Generation Science Standards] MS-PS2-2 - Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
  • [Next Generation Science Standards] MS-PS3-1 - Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
  • [Next Generation Science Standards] MS-PS3-2 - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
  • [Common Core] CCSS.ELA-Literacy.RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • [Common Core] CCSS.ELA-Literacy.RL.7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • [Common Core] CCSS.ELA-Literacy.W.7.1 - Write arguments to support claims with clear reasons and relevant evidence.
  • [Common Core] CCSS.ELA-Literacy.W.7.7 - Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • [Common Core] CCSS.ELA-Literacy.CCRA.W.8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • [Common Core] CCSS.ELA-Literacy.WHST.6-8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • [Common Core] CCSS.ELA-Literacy.SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Competencies
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Teams build a shared body of research through experiment plans, data tables, graphs, scientific models, source notes, and weekly Moon journals with short audio mission logs. Each team creates a research poster that presents its methods, data, findings, and evidence-based conclusions for a public scientific poster session. Each learner writes and sends a Civic Advocacy Letter to a real regional or national leader and creates a time capsule containing an elder interview, personal objects, and a letter to their 2061 self. Co-Lab delegations draft, challenge, revise, and present a Model COPUOS Moon resolution for families to consider and vote on as a simulated UN General Assembly.

Launch

Open with a live “Moon land shopping” simulation in which the teacher compares online listings and learners decide whether anyone can legally sell or own lunar property—without making a purchase. Teams then investigate one science-and-law pairing, such as Sputnik and the Outer Space Treaty or lunar ice and the Artemis Accords, using short source sets to build a visual timeline. Teams share what happened first, whose voices shaped the response, and who was left out, then record an initial answer to: “When science moves faster than the law, who decides what’s fair?” Conclude by introducing the challenge of developing scientific evidence and a fair Moon resolution for real audiences.

Exhibition

Host a public Moon Futures Summit for families, elders, high school students, law students, and real decision-makers. Teams lead a scientific poster session, explain their experiment data, and answer visitors’ questions before sharing their Civic Advocacy Letters. Each learner presents the contents and significance of their time capsule, then the community seals the capsules to be opened on July 28, 2061, when Halley’s Comet returns. Delegations present and defend their Model COPUOS Moon resolutions, and families vote as a simulated UN General Assembly.