Activity 1 – Build a Rocket
 2.PS.1: Forces change the motion of an object.
 3-5.DT.2.b. Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
 5.PS.1 The amount of change in movement of an object is based on the mass of the object and the amount of force exerted.
 8.PS.2 Forces can act to change the motion of objects.

Activity 2 – A Better View of Space
 2.ESS.1: The atmosphere is primarily made up of air.
 2.ESS.2: Water is present in the atmosphere.

Activity 3 – Unfolding the Universe
 K-2.DT.2.a. Observe and describe details of an object’s design.
 3-5.DT.3.c. Identify a product and describe how people from different disciplines combined their skills in the design and production of the product.
  6-8.DT.3.e. Deconstruct a system into its component parts and describe how they interrelate.

Activity 4 – Far-Out Photography
 5.3PR Communicate an interdisciplinary concept using the elements of art and principles of design.
 7.PS.1 Elements can be organized by properties.
 7.PS.4 Energy can be transferred through a variety of ways.

Activity 5 – Clues to the Universe
 2.ESS.2: Water is present in the atmosphere.
 5.ESS.1 The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics.
 5.ESS.2 The sun is one of many stars that exist in the universe.
 7.PS.1 Elements can be organized by properties.
 7.PS.4 Energy can be transferred through a variety of ways.
 While specific Ohio Science Learning Standards do not directly address scientific observation, the overarching student-centered goals for ALL grade levels include helping students to:

• Experience excitement, interest and motivation to learn about phenomena in the natural and physical world.
• Manipulate, test, explore, predict, question, observe and make sense of the natural and physical world.
• Reflect on science as a way of knowing; on processes, concepts and institutions of science; and on their own process of learning about phenomena.
• Think of themselves as science learners and develop an identity as someone who knows3 about, uses and sometimes contributes to science.

In this box, your child will find opportunities to write down their scientific findings and connect to digital learning resources through COSI Connects. This will allow them to reach English Language Arts, Technology and Digital Literacy Learning standards.

Kindergarten through 2nd Grade
K-2.ICT.3.b.: Use visuals found in digital learning tools and resources to clarify and add to knowledge.
Kindergarten W.K.2: Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts that name what is being written about and supply some information about the topic.
W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
K-2.ST.2.a.: Communicate and collaborate using several digital methods.

3rd – 5th Grade
3-5.ICT.1.a.: With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
W.3-5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
3-5.ICT.4.d.: Produce and publish information appropriate for a target audience using digital learning tools and resources.

6th - 8th Grade
6-8.ICT.4.b.: Select and use a variety of media formats to communicate information to a target audience.