LESSON OVERVIEW ASSESSMENT RUBRIC SPACE SCIENCE

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SPACE SCIENCEADVENTURE IS WAITINGA Cross-Curricular Science and Language Arts Program

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The children’s book Zathura, by Chris VanAllsburg, is published by

Comet Facts, Myths, and LegendsGoal/PurposeStudents will explore some facts, myths, and legends linked to comets.Desired Learning Outcomes1. Identify one fact, legend, and/or myth associated with comets.2. Identify a property of comets and explain how that property makes

comets visible.3. Describe the path of a comet and explain how this affects its reappearance.PrerequisitesBefore attempting to complete this lesson, students should:* Understand that the Solar System consists of planets, moons, asteroids,

comets, and the Sun.* Understand the differences among a fact, a legend, and a myth.Preparation1. Provide time to download computer software to support the lesson.2. Allow time to preview the activity and to read the science background

pages. (http://amazing-space.stsci.edu/resources/explorations/cometmyth/teacher/lessonplan.html)

3. Background: Distribute Reproducible 1, “General CometMisconceptions,” and Reproducible 2, “Vocabulary.”

4. Students may work in groups of two or three, or individually. Ifcomputer access is limited, use an overhead projector with an LCD toproject the computer image onto a screen, or hook up a computer to atelevision monitor. Some software programs provide off-line access tothe Internet, allowing you to save Web pages to your local hard drive.Consider bookmarking the activity (such as one of the pages you wishto use) and downloading it onto your hard disk. This will eliminate theinconvenience of unexpectedly losing your connection to the Internet.

Classrooms Without ComputersHere are some suggestions:1. If you have access to a computer with Internet capabilities at home or

in the school library, you may print selected parts of the activity aspaper copies or transparencies.

2. If your school has one or more computers located outside yourclassroom, students may experience the activity individually or in smallgroups as a learning station.

3. Some students might have computers at home with access to theInternet. If that's the case, you might consider assigning “Comet Facts,Myths, and Legends” as homework or extra credit.

4. Through the Educator Resource Center Network, NASA provides theexpertise and necessary facilities to help educators access and utilizescience, mathematics, technology, and geography instructional products(www.nasa.gov/education/ercn).

Execution Time The amount of time needed to complete this activity will vary, dependingon the length of available teaching time, the ratio of computers to studentsin the class, and what you have your students do. Estimated 20 minutes forstudents to read “Comet Facts, Myths, and Legends” (http://amazing-space.stsci.edu/resources/explorations/cometmyth) and 40 minutes tocomplete activities.MaterialsThis activity requires a computer with a color monitor and Internetconnection. The Web browser must be capable of running Netscape'sNavigator 3.0 (or better) or Internet Explorer 4.0 (or better).Procedure/DirectionsThis is a self-directed computer activity. Suggested enhancements:1. Project images of comets from the Space Telescope Science Institute's

Web site, www.stsci.edu, onto a screen or television monitor. In a classdiscussion, ask students to describe what they already know aboutcomets and planets, and what they can learn from the images.

2. Organize an informal debate or discussion on the topic “CometCollisions with Earth: Fact or Myth?”

Evaluation/AssessmentShare the learning outcomes with your students ahead of time. Then,following the reading, distribute Reproducible 3, “Identifying Comets,” andReproducible 4, “Truth or Fiction?”

Answer KeyReproducible 3:1. Some possible answers include: Cometstravel far beyond the orbit of the Moon. Comets move inelliptical orbits around the Sun. Comets return to the inner SolarSystem at predictable times. Edmund Halley correctly predicted the returnof the comet named for him. Comets leave a trail of debris behind them.For a long time afterward, whenever the Earth passes through the left-behind trails, the debris strikes our atmosphere and causes meteorshowers. 2. Some possible answers include: Some people in ancient timesthought that a comet was a curse. To save himself from the “curse of thecomet,” Emperor Nero of Rome had all possible successors to his throneexecuted. The famous Bayeux Tapestry, which commemorates the NormanConquest of England in 1066, depicts an image of Halley's Comet bright inthe sky before the Battle of Hastings. Some people thought this meant thatKing Harold would lose his throne to William, the Duke of Normandy. Hedid. 3. Some possible answers include: Most astronomers in the 1500'sand early 1600's thought that a comet appeared once and was never seenagain. They believed that a comet approached the Sun in a straight line,spun around it, and then disappeared into space in a straight path. Anothermyth claims that the gas from a comet tail is poisonous and can affectpeople on Earth if its path crosses the planet. 4. Students will probablyidentify the tail as the primary feature that makes comets visible. Cometshave bright tails when near the Sun—this makes them visible. Comets arecomposed of ice and dust, which changes to gas when their elliptical orbitsbring them close to the Sun. The gas creates a coma and flowing tail(s).5. Comets move in orbits around the Sun. Since the path is a completeoval, comets return to the inner Solar System at predictable times. 6.Comets from the Kuiper Belt tend to have short periods—like Halley'sComet, which reappears every 76 years, or comet Swift-Tuttle, whichreappears every 120 years. Comets from the Oort Cloud tend to have longperiods, like Comet Hale-Bopp with its 2,400-year period, or Hyakutake,which will not appear again for another 14,000 years.

Teaching with the PosterThere are all kinds of objects that orbit the Earth, the Sun, and otherplanets. Could a house launch into orbit, as the poster depicts? Could ittravel through space? Show students the poster, and encourage themto come up with questions the image raises. (How much force isrequired to lift a house that far into space? How fast would the houseneed to be traveling, and in what direction? What would prevent thehouse from burning up in our atmosphere?)

While you discuss these questions, keep track of science topics raisedin the discussion. Keep a list on the board. Areas of interest mightinclude: acceleration, satellite, meteor, asteroid, orbit, gravity, jetpropulsion, and velocity.

Students can then visit www.nasa.gov to conduct research andexplore their questions.

Sources:NCTE—The National Council of Teachers of Englishwww.ncte.org/about/over/standards/110846.htmIRA—International Reading Associationwww.reading.org/resources/issues/reports/learning_standards.html

NSTA—National Science Teachers AssociationNational Science Education Standards www.nap.edu/books/0309053269/html/103.html

Coming to theaters this November

• Lessons & Reproducibles

• Classroom Wall Poster

• National Standards Matrix

• Take-Home Pages

GREAT PRIZES!Family Trip to

Kennedy Space CenterVisitor Complex

in Florida!

See take-home page.

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Visit www.Zathura.com and click “The Movie”to arrange a class trip

to experience theadventure of this new film when

it opens this November.

The movieZathura

is coming totheaters thisNovember.

3–5

Connect Your Classroom Through NASA’s Digital Learning NetworkTM

On November 16, 2005, author/illustrator Chris Van Allsburg and a NASA scientist will be participating in three Digital Learning Network

events with NASA Explorer School sites as hosted by NASA Langley Research Center. For more information,

visit http://nasadln.nmsu.edu/dln

ADDITIONAL TEACHER RESOURCESVisit www.nasa.gov and use the search function on themain page to access additional teacher resources thatprovide the latest information on the science of space.Resources found on www.nasa.gov can be used to providestudents with a subject background before proceeding withthe lesson, to amplify students’ knowledge of specifictopics, or to supplement the lesson as you progressthrough it.Visit www.Zathura.net for a language arts lesson planbased on Zathura, plus links to other lesson plans on booksby Chris Van Allsburg.

This Program Meets National Standards (see matrix on back cover)

Grades

ASSESSMENT RUBRICASSESSMENT RUBRICExcellent Good Satisfactory Needs Improvement

• Student demonstrates acomplete understanding ofbackground material throughappropriate class discussion andparticipation

• Student demonstrates acomplete understanding of theappropriate vocabulary to use forlesson

• Student demonstrates anunderstanding of backgroundmaterial through appropriateclass discussion and participation

• Student demonstrates anunderstanding of the appropriatevocabulary to use for lesson

• Student demonstrates a limitedunderstanding of backgroundmaterial through appropriateclass discussion and participation

• Student demonstrates a limitedunderstanding of the appropriatevocabulary to use for lesson

• Student demonstrates a lack ofunderstanding of backgroundmaterial through appropriateclass discussion and participation

• Student demonstrates a lack ofunderstanding of the appropriatevocabulary to use for lesson

• Student remains completely ontask and finishes activities intimely manner

• Student completes activity withtotal accuracy and with fullsupporting, detailed information

• Student remains on task, butfinishes activities with teacher'sencouragement

• Student completes activity withsome accuracy and somesupporting, detailed information

• Student struggles to stay on task,and finishes with difficulty

• Student completes assignmentwith little accuracy and littlesupporting, detailed information

• Student lacks focus on task anddoes not complete activity

• Student either does not completeassignment and/or lacksaccuracy and/or supporting,detailed information

LessonBackground(Reproducibles

1 and 2)

LessonActivities

(Reproducibles3 and 4)

NATIONAL STANDARDS AND BENCHMARKSLESSONS1 2 3 4

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NATIONAL STANDARDS

SCIENCEStrand A: Science as Inquiry

Has ability to do scientific inquiry

Has understandings about scientific inquiry

Strand B: Physical Science

Understands the properties of objects and materials

Understands the position of and motions of objects

Understands the motion of objects in relation to the forces applied on that object

Strand D: Earth and Space Science

Understands the objects in the sky

Understands the Earth’s place in the Solar System

Strand E: Science and TechnologyUnderstands that science and technology work together

Has basic understandings about science and technology

Strand G: History and Nature of Science

Understands that science is a human endeavor

LANGUAGE ARTS1. Uses general skills and strategies

to acquire new information

4. Use of spoken, written language tocommunicate effectively with a variety ofaudiences and for different purposes

5. Uses a wide range of strategies during thewriting process appropriately to communicatewith different audiences for a variety of purposes

8. Uses technological and information resourcesfor research purposes

Grades 3–4, 5Knows that scientific inquiry and research lead to answers and solutions to issues scientists try tosolve

Thinks critically and logically to make the relationships between evidence and explanations, i.e., toexplain differences between myths and facts

Knows how questions are to be asked and answered that allow the student to find solutions toscientific investigations

Grades 3–4Knows that objects in space are made up of material that can be measured by size, weight, color,temperature, and ability to interact with other substances

Knows that objects can exist in different states—i.e., solids, liquids, and gas

Knows how objects move through space relative to another object, i.e., behind, in front of, through,over, under, etc.

Grade 5Knows ways in which object's motion is affected by natural and physical forces being applied to it, i.e.,gravity, centrifugal force, and inertial forces

Grades 3–4Knows the properties, locations, and movements of objects in the sky due to apparent observations

Knows that objects in the sky have patterns of movements.

Grade 5Knows the Earth's place in the Solar System in relation to the objects in the Solar System anduniverse, i.e., the Sun, Moon, planets, asteroids, comets, black holes, etc.

Knows that events in the past have been influenced by occasional catastrophes, i.e., impacts byasteroids or comets

Grades 3–4Knows that scientists use teamwork and technology to make better observations about the universe

Knows that science is one way of answering questions and explaining the natural world

Grade 5Knows that scientific inquiry and technological design have similarities and differences, and one tendsto drive the other further in advancements in pursuit of finding solutions to scientific research

Grade 3–4, 5Knows that science and technology have been practiced for a long time, and that there is much moreabout the Solar System and universe that needs to be researched, and in that, science will never befinished

Grades 3–4, 5

Knows how to use appropriate reading skills to interpret and comprehend scientific material

Knows how to listen and respond to information and questions discussed during lesson

Knows how to communicate through speaking and in written form to effectively present conclusionsand theories

Knows how to communicate and use the written form to present science-based answers to scientificinquiries

Knows how and where to find appropriate research material for scientific inquiry, i.e., texts, Internet, etc.

BENCHMARKS

WWelcome to Space Science: Adventure Is Waiting, a dynamic education program to build student skills in both science and language arts. Look inside for easy-to-use,national standards–based lessons and reproducibles, as well as a great sweepstakeswith amazing prizes (see the Take-Home pages)!

Developed in cooperation with both NASA and Scholastic, Space Science: Adventure Is Waiting has been generously sponsored by Columbia Pictures. The program alsoprovides inspiring images of the upcoming feature film Zathura. This adventure film isbased on renowned author/illustrator Chris Van Allsburg’s acclaimed children’s book,published by Houghton Mifflin.

We hope you and your students enjoy this valuable program!

Columbia Pictures • NASA • Scholastic Inc. • Houghton Mifflin

LESSON OVERVIEWLESSON OVERVIEW

Student Sweepstakes!Prizes include:• Family Trip for four to Kennedy Space Center

Visitor Complex in Florida• Plasma TV and DVD Player• Classroom sets of space/science booksSee Take-Home pages for details.

Share This Program with a Colleague!Printable version available online atwww.scholastic.com/spacescience

Developed incooperation with

NASAwww.houghtonmifflinbooks.com 1 of 15

Sweepstakes sponsored by ScholasticCopyright © 2005 Houghton Mifflin Company. All rights reserved.





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• Take-Home Pages



in Florida!

See take-home page.

GRE

ATSWEEPSTAKES!G

REAT

SWEEPSTAKES!




The movieZathura


3–5







Grades



















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LessonActivities



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• Take-Home Pages



in Florida!

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The movieZathura


3–5







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1 and 2)

LessonActivities



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Truth or Fiction?Truth or Fiction?Name Date

VocabularyVocabularyMisconception: Comets are not part of the Solar System.

Reality: Comets are part of the Solar System. They are believed to originate from one of twolocations within the Solar System: the Kuiper Belt or the Oort Cloud.

Misconception: Comets are similar to asteroids.

Reality: Comets and asteroids have a very different make-up. Asteroids arecomposed of rocky and metallic material, while comets are composedof water, ice, dust, and carbon- and silicon-based compounds.

Misconception: All comets look the same and don't change their appearance.

Reality: Comets have a coma and one, two, or three tails when near the Sun, and no coma or tailwhen far away from the Sun. (A coma is a cloud of gaseous material surrounding the nucleus.)

Misconception: Pluto is the most distant and last object in the Solar System.

Reality: Beyond Pluto's orbit is a group of icy objects known as the Kuiper Belt, from which short-period comets emerge. Farther still is a sphere of icy bodies, called the Oort Cloud, fromwhich long-period comets emerge. Short-period comets visit the inner Solar Systemfrequently, while the long-period comets visit infrequently.

Misconception: There is empty space between the planets.

Reality: There is gas and dust, also known as the interplanetary medium, between the planets.Comets are responsible for depositing some of the gas and dust found in the inner Solar System.

AsteroidA small Solar System object composed mostly ofrock. Many of these objects orbit the Sun betweenMars and Jupiter. Their size can range anywherefrom a few meters to several hundred kilometersin diameter.

ComaThe cloud that forms around a comet's nucleus.This cloud is made by solar wind striking thesurface of the nucleus, causing a mixture of gasand dust to form around it.

CometA small Solar System object consisting of ice andother compounds. A comet will form a coma andsometimes a visible tail whenever it orbits closeto the Sun.

Dust TailThis type of comet tail forms when the solar windseparates dust from the coma, pushing it awayfrom the Sun in a slightly curved path.

Gas-Ion TailThis type of comet tail forms when the solar windseparates gases from the coma, pushing themaway from the Sun in a straight path.

Inner Solar SystemThe path of the Solar System between the Sunand the orbit of Jupiter.

MeteorThe flash of light that we see in the night skycaused by the friction of a meteoroid passingthrough the atmosphere.

Meteor ShowerMany and sustained flashes of light that are seenin the night sky as a result of the Earth passingthrough the former path of a comet. The debrisreleased by the comet causes the meteor shower.

MeteoriteAny part of a meteoroid that survives its fallthrough the atmosphere and lands on the Earth.

MeteoroidAn interplanetary chunk of matter that is smallerthan a kilometer in diameter and most frequentlymeasured in millimeters.

Naked-Eye VisibilityBeing able to see a celestial object, such as acomet, without the aid of telescopes, binoculars,or other astronomical devices.

Comet NucleusThe solid, rocky part of a comet.

OrbitThe path followed by one celestial object aroundanother celestial object, such as Earth's patharound the Sun or the Moon's path around Earth.

PeriodThe time needed for one complete trip or cycle.For example, the period for the Earth to travelaround the Sun is 365 days.

Solar WindA stream of charged particles ejected from thesurface of a star.

Identify a fact associated with comets.

Identify a legend associated with comets.

Identify a myth associated with comets.

Comets are small Solar System objects, yet ancient cultures knew about them. Identify one property of comets thatexplains why humanity has known of comets for so long.

Describe the path of a comet and explain how this affects its reappearance.

Short-period comets tend to originate from the Kuiper Belt—a region beyond the orbit of Neptune similar in shape tothe asteroid belt. Long-period comets tend to originate from the Oort Cloud—a spherical region well beyond the orbitsof Neptune and Pluto. Based on the reading, explain where each of the following comets is likely to have originated:Hale-Bopp, Swift-Tuttle, Hyakutake, and Halley's. Explain your choices.

General Comet MisconceptionsGeneral Comet Misconceptions

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Identifying CometsIdentifying Comets1

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Based on your reading of “Comet Facts, Myths, and Legends,” wouldyou say the following statements are true or false?

It's possible that a big comet striking the Earth killed off thedinosaurs.

Only a professional astronomer with a powerful telescope candiscover a new comet.

About 100 years ago, some people bought comet-protecting umbrellasand anti-comet pills to protect themselves.

The closer a comet is to the Sun, the brighter it will appear.

The ancients thought comets were the power rays of supernaturalbeings.

A meteor shower occurs when a lot of comets at once pass over theEarth.

True False

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Answers:1.True.One theory is that a 10-kilometer comet struck the Earth 70 million years ago and disrupted the environment enough to make itimpossible for dinosaurs to live.2.False.An amateur with binoculars discovered a new comet in 1996,for example.3.True.People in Chicago panickedin 1910 when a comet passed through the Earth's path.4.True.Comets are brightest when they are near the Sun.5.True.People then did not knowwhat comets were.They thought they contained fire.6.False.A comet leaves behind a trail of debris.If its path crosses Earth's path,then every year fora long time there will be meteor showers as the long-gone comet's debris strikes our atmosphere.

Reproducible Reproducible Reproducible Reproducible

This educational content developed by NASA.This educational content developed by NASA. This educational content developed by NASA.

This educational content developed by NASA.

www.houghtonmifflinbooks.com 4 of 15Sweepstakes sponsored by Scholastic

Copyright © 2005 Houghton Mifflin Company. All rights reserved.

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• Take-Home Pages



in Florida!

See take-home page.

GRE

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REAT

SWEEPSTAKES!




The movieZathura


3–5







Grades



















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LessonActivities



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Activity #1:Comets, Meteors,and MeteoroidsActivity #2:Web Quest: Gravity,Black Holes, and Robots

SPACE SCIENCEADVENTURE IS WAITING

In-Class Activities and Take-Home Pages

SPACE SCIENCEADVENTURE IS WAITING

In-Class Activities and Take-Home Pages

ANSWERS TO REPRODUCIBLES:Activity #1: shooting stars (meteors); made of dust and ice (comets); has a tail (comets); speedy streak of light(meteors); smaller than a grain of sand (meteoroids); falling stars (meteors); lasts a second or two (meteors);travels slowly across the night sky (comets); may come in showers or storms (meteors); remains in the sky for many days (comets).Activity #2: 1. Answers may include: Without gravity, Earthwould stop orbiting the Sun and travel on its own into theMilky Way Galaxy. The Milky Way itself would come apart,because the stars would not hold the galaxy together. Themoon would stop orbiting Earth and move away in a straightline. 2. A large planet has more gravitational pull, becausespace curves more sharply around more massive bodies,and this curved space pulls objects more sharply toward it.3.A black hole is a region of space whose gravitational forceis so strong that nothing can escape from it. 4. Black holesare unseen because they are a region of space where gravityis very strong. 5.Answers may include: Robots do things thathumans are unable to accomplish; they go on long trips; theydon’t need air or water; they go on space walks; they takepictures. 6. Voyager 1, Cassini, Stardust

Family and Teacher Resources



in Florida!

See take-home page.

GRE

ATSWEEPSTAKES!G

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SWEEPSTAKES!3–5

Grades



Visit the official movie website at

www.Zathura.com




“Catch a falling star and put it in your pocket…”

11ReproducibleReproducible

Name Date

FALLING STARSFALLING STARS

Words to Know: Meteor, Meteoroid, Atmosphere, Leonids

It is always exciting to see a falling star. It is gone almost as soon as you see it. You point towhere it was and stare at the dark sky. You hope that you will see another falling star.

What is a falling star? A falling star is not a star at all. It is not even part of a star. Stars do notfall. Our Sun is a star.

A falling star is a meteor. Meteors are streaks of light in the sky. The light is caused by a smallspeck of dust burning when it enters the Earth's atmosphere.

The dust comes from comets. These pieces of comet dust are called meteoroids. Mostmeteoroids are smaller than a grain of sand. The flash of light is called a meteor. Meteorsusually last just a second or two.

Sometimes, there are meteor showers. In a meteor shower, lots of shooting stars seem to fallfrom one area of the sky. These meteor showers happen when the Earth travels through astream of dust following a comet.

Some people get comets and meteors mixed up. A comet is very different from a meteor. Acomet is larger and travels slowly across the sky. It takes many days for a comet to leave oursky. A comet looks like a bright ball with a long shiny tail. A comet is a ball of frozen gas, dust,and water.

On November 19, 2002, we passed through a famous comet dust stream. When we flewthrough this space dust, the meteors seemed to shoot out of a group of stars called“Leo the Lion.” This meteor shower is called the Leonids.

In 1833, the Leonids caused a meteor storm. More than 1,000 meteors fell fromthe sky each hour. In 1833, falling stars covered almost the whole sky. It waswonderful.

Meteor storms do not happen often. They are exciting to watch. You mayeven see a big fireball!

To watch the shower, wake up so early that it is still dark. Around 1:00 inthe morning would be good. Put on all your warm clothes. Take a sleeping

bag and snacks. Lie down and look up. Keep your eyes open. Maybe you willbe lucky and see a storm of shooting stars!

“Catch a falling star and put it in your pocket…”




Name Date

FALLING STARS:DO YOU KNOW YOUR COMETS FROM YOUR METEORS?LET’S SEE!

FALLING STARS: CONTINUED

DO YOU KNOW YOUR COMETS FROM YOUR METEORS?LET’S SEE!

shooting stars

made of dust and ice

has a tail

speedy streak of light

smaller than a grain of sand

falling stars

lasts a second or two

travels slowly across the night sky

may come in showers or storms

remains in the sky for many days

Some of the following words and phrases describe comets. Some words and phrases describe meteors. Some words and phrases describemeteoroids. Write “comets,” “meteors,” or “meteoroids” by the appropriatewords and phrases.

DIRECTIONS:DIRECTIONS:

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22ReproducibleReproducible Name Date

WEB QUEST: FURTHER EXPLORING THE UNIVERSEWEB QUEST: FURTHER EXPLORING THE UNIVERSE

GravityExplore the subject of gravity at http://spaceplace.nasa.gov/en/kids/orbits2.shtml, then answer thequestions below based on what you find.

Name two things that would happen to the stars and planets if gravity did not exist:

According to Albert Einstein, which has a more powerful gravity: a small planet or a large planet?Can you explain why?

Black HolesVisit www.nasa.gov/worldbook/blackhole_worldbook.html to learn more about black holes, then findthe answers to these questions.

What is a black hole?

Why can't you see a black hole?

RobotsRobots have been helping humans on Earth and in outer space for a long time. Go to www.nasa.gov/audience/forkids/home/F_NASA_Robot_Storybook.html and learn all about them. Then locate theanswers to the last two questions.

Name four ways in which scientists use robots:

Find the names of three robots that are spacecraft and list them here:

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During this Web quest you’ll learn about some amazing things related to thescience of space: gravity, black holes, and robots.

INTRODUCTION:INTRODUCTION:




Family Activity and Sweepstakes

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Generously sponsored by The children’s book Zathura, by Chris Van

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www.Zathura.com

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3–5Grades

Dear Parents and Families: Share an Exciting Talk About Space

Since time eternal, humans have looked to the heavens in wonder. Today, adultsand children alike gaze at the night skies with amazement, asking all kinds ofquestions.

Talk to your child and discuss these questions:

• How many stars are there in the sky?

• How far away is the farthest star?

• What’s a falling star? Where does it land?

• Are there humans on other planets?

• What’s it like to travel on a rocket into space?

In school, your child has been studying thescience of space in Space Science: AdventureIs Waiting.

We encourage you to view the skies with yourchild, to start a dialogue about what he or sheobserves, and to ask questions based on thoseobservations!

THEN GO TO THE NEXT PAGE TOENTER THE ZATHURA SWEEPSTAKES!

Dear Parents and Families: Share an Exciting Talk About Space

Since time eternal, humans have looked to the heavens in wonder. Today, adultsand children alike gaze at the night skies with amazement, asking all kinds ofquestions.

Talk to your child and discuss these questions:

• How many stars are there in the sky?

• How far away is the farthest star?

• What’s a falling star? Where does it land?

• Are there humans on other planets?

• What’s it like to travel on a rocket into space?

In school, your child has been studying thescience of space in Space Science: AdventureIs Waiting.

We encourage you to view the skies with yourchild, to start a dialogue about what he or sheobserves, and to ask questions based on thoseobservations!

THEN GO TO THE NEXT PAGE TOENTER THE ZATHURA SWEEPSTAKES!



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Student name: Grade:

Student address:

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School city: State:

Parent/Guardian signature:

NO PURCHASE NECESSARY. Students who arelegal U.S. residents currently enrolled in grades 3through 8 are eligible to enter, except employees(and their immediate families) of Scholastic Inc.,Columbia Tristar Marketing Group, and DNC Parks& Resorts at KSC, Inc. and their respectiveaffiliates, subsidiaries, officers, directors, agencyemployees, and all others associated with thedevelopment and execution of this sweepstakes.Sweepstakes subject to all federal, state, andlocal laws.TO ENTER: Complete the sweepstakes entryform, including answering the qualifying question:What is one question you would like to ask anastronaut about space? Completed entry formsmust be signed by a parent or legal guardian, orentry will be rejected. Mail entries to ZathuraSweepstakes, Scholastic Inc., P.O. Box 713, NewYork, NY 10013-0711. Entries must bepostmarked by 11/23/05 and received by12/6/05. Limit one (1) entry per student.PRIZES: One (1) Grand Prize winner will receive afive-day, four-night family trip for four to KennedySpace Center Visitor Complex, including four two-day passes to Kennedy Space Center VisitorComplex, airfare and hotel, ground transport toand from airport, transportation around KennedySpace Center Visitor Complex, two lunches forfour at Kennedy Space Center Visitor Complex,and $1,000 spending money. Grand Prizewinner’s teacher and classroom will receive aplasma TV, a classroom set of space/sciencebooks, and thirty (30) T-shirts from KennedySpace Center Visitor Complex (total estimatedretail value of Grand Prize: $12,470). One (1)Runner-up winner will receive a portable DVDplayer (estimated retail value: $450). The schoolteacher and classroom of the Runner-up winnerwill receive a classroom set of space/sciencebooks and thirty (30) T-shirts from KennedySpace Center Visitor Complex (total estimatedretail value: $750).Winners will be selected through a randomdrawing held on or about 12/7/05. Each winnerwill be notified by mail or phone. All winners andtheir respective parent/legal guardian will berequired to sign and have notarized an affidavit ofeligibility/release of liability within 10 days ofwinner notification or an alternative winner maybe selected. For complete rules and/or the namesof prize winners (names of prize winnersavailable after 1/9/06), send a self-addressedstamped envelope to: Zathura Sweepstakes,Scholastic Inc., P.O. Box 713, New York, NY10013-0711. Complete rules also available atwww.scholastic.com/spacescience. Sweepstakesvoid where prohibited by law.

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It’s easy to enter for a chance to win!1. Complete the entry form below, including your answer to this qualifying question: What is one question you would like

to ask an astronaut about space?

2. Have your parent or guardian sign the entry, and submit it to your teacher or mail it to:

ZATHURA SWEEPSTAKESSCHOLASTIC INC.P.O. BOX 713NEW YORK, NY 10013-0711

3. Make sure your entry form has been completely filled out and that it is signed by your parent/guardian before you mail it. All entries must be postmarked by the sweepstakes deadline: November 23, 2005.

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Documents

LESSON OVERVIEW ASSESSMENT RUBRIC SPACE SCIENCE