Education Immersion Center
Mission Synopsis
The Artemis Charger crew are members of an elite group in the Federation of Planets known as the Infinity Knights who defend justice and peace throughout the galaxy. In this mission a non-Federation plant is in dire circumstances due to global earthquakes stemming from their fracking deep into the lithosphere of their planet in order to harvest metals for war. Based on a distress call, the Federation is sending the Artemis Charger on a mission to obtain the necessary disaster relief supplies along the way and manage for their delivery to Sriyana via cargo runners (think Han Solo). The Federation is also sending along with the Infinity Knights a technology call the Wegener Wave device that can stop the earthquakes. Once the geological situation is stabilized, and the disaster relief supplies delivered to the suffering citizens, the Infinity Knights are to try and and persuade the Sriyana monarch and the high council to join the Federation of Planets. Sriyana is situated in a key location nearby the the neutral zone and the Gashur, a hostile race, is moving to forge an alliance with the leadership of Sriyana. The Federation too is taking advantage of Sriyana’s weak position in trying to bring them into the Federation. The Federation would like to see Sriyana go back to its former democratic rule of government and has made this a requirement in order for them to join the Federation. This topic lends itself well to discussion about the differences between monarchy, democracy, dictatorship, elections.
Sriyana main economy is centered around one primary commodity, the metal Erbium which is found in abundance in the southern hemisphere of the planet. Erbium is a useful element in certain medical devices involving lasers, and critical component in laser optical amplifiers for signals transmitted by fiber optics. In recent times it has found important application is warp drives by significantly improving their efficiency. This notion of an economy dependent on one primary commodity lends itself to classroom explorations about various economies strengths and weakness, such as when looking at heavily dependent petrol economies.
Klon Nitor, the monarch of Sriyana is technically elected to his position by the high council but for several generations his family has held such a tight control over a majority of the high council members that in effect his rule could be seen as a quasi monarchy dictatorship under the guise of democratic elections. Teachers can explore such real world parallels found in a current times and have students discuss and explore the pros and cons and consequences of such forms of leadership. As well, the Federations attempt to “expand through democracy” and gain economically by annexing planets can draw parallels to the Bush administration and Chenny’s Haliburton exploits into Iraq and the overthrow of Hussein.
An open court debate will take place between those on the high council who want to continue with the monarchy and those who want to revert to democracy. Within each of these two camps there are those who want to join the Federation and those who want to forge an alliance with the Gashur. The crew will role play the various sides of the argument on the last (5th day) of the mission.
Mission Mechanics
During this mission various students will practice accounting and managing goods with an inventory list, plotting speed, time and velocity across a space-map, use various technologies, practice effective and clear communications, strategize to overcome challenges, use logic and reasoning for problem solving , program robots, fly drones, engineer and build a Minecraft virtual construction project within budget limits, participate in an open debate between various factions, virtually mine asteroids ores, and network to manage ship resources such as power levels, computer capacity, environmental conditions, weapons systems, shields, security alerts, and health levels of the crew.
The ship travels through the galaxy using a warp engine that can fly 1au (the avg. distance from the earth to the sun)per 4 min, with most sectors being 2 au in diameter, save for the solar system which is quite large having a trip from Earth to Jupiter taking about 15min. The crew must make repairs and manage ship systems as needed in order to maintain full engine capacity and have the defensive and offensive capabilities to handle hostile units. The crew will fly between galaxy sectors by warping through wormholes. Think your typical science-fiction franchise and that is the basic “physics” of how the ship will get around. There is a Galaxy map you may want to refer to on the website if you are interested in adding storyline elements or writing a mission of your own. Some schools have their upper level students write missions as a part of their language arts curriculum (novels in a space setting), keeping in mind that the ship is able to travel back in time such as to historic events or locations for example. The software currently has 3 “landscape” canvases to work with when telling stories: space, under the ocean, inside the human body blood stream.
The crew is divided into 6 teams, take a look at the website for details on each of the job descriptions. For example, the Doctor will be conducting real world style medical interviews throughout the mission when not having to attend to medical emergencies. The doctor will get a medical history profile, body mass index, height, blood pressure, ideal weight, and fitness assessments.
Standards-Based Curriculum
Comparative politics
Monarchy and democracy
Elections
Iraq invasion: Bush Doctrine and neoconservative ideology
Geology
Plate tectonics NGSS ESS2-1
Earth's Interior and Fracking
Mining
Chemistry
Periodic Table NGSS PS1-3
Atomic Mass, Atomic number, Families, Element properties NGSS PS1-1
Engineering and Minecrafting and Maths
-Building construction and budget management
-Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. CCSS.MATH.CONTENT.5.MD.C.4
-Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-LITERACY.RST.6-8.3
-Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.CCSS.MATH.CONTENT.K.G.B.5
-Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"CCSS.MATH.CONTENT.K.G.B.6
-Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.CCSS.MATH.CONTENT.6.G.A.4
-Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.CCSS.MATH.CONTENT.5.MD.C.5
-Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.CCSS.MATH.CONTENT.3.MD.D.8
-Accounting
-Economics of buying, selling, and trading
-Speed unit conversions
-Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. NGSS MS-ETS1-1
-Analyze complex real-world problems by specifying criteria and constraints for successful solutions. NGSS HS-ETS1-1
-Design a solution to a complex real world problems by breaking ti down into smaller more manageable problems that can be solved through engineering NGSS HS-ETS1-2
-Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts- NGSS-ETS1-3
-Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-1
Conduct an investigation to determine whether the mixing of two or more substances results in new substances 5-PS1-4
Physics
Speed, distance and time
Lift Formula
Breadboard circuit testing
Social Studies
-Constructing a map from way points
-interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs NCSS 3b
-Use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information NCSS 3c
-Estimate distance and calculate scale NCSS 3d
-Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought NCSS 3j (A)
-Analyze a particular event to identify reasons individuals might respond to it in different ways NCSS 3g (B)
-work independently and cooperatively to accomplish goals NCSS 3h
-give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture NCSS 5b (C)
-identify examples of institutions and describe the interactions of people with institutions-NCSS 5c (D)
-identify and describe examples of tensions between and individual’s beliefs and government policies and laws NCSS 5e (E)
-give examples of the role of institutions in furthering both continuity and change NCSS 5f (F)
-show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so NCSS 5g (G)
-explain the purpose of government NCSS 6b (H)
-give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict NCSS 6c (I)
-identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations NCSS 6f (J)
-explore the role of technology in communications, transportation, information-processing, weapons development, or other areas as it contributes to or helps resolve conflicts NCSS 6g (K)
-recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice NCSS 6h (L)
-give examples that show how scarcity and choice govern our economic decisions NCSS 7a (M)
-describe how we depend upon workers with specialized jobs and the ways in which they contribute to the productions and exchange of goods and services -NCSS 7e (N)
-explain and demonstrate the role of money in everyday life -NCSS 7g (O)
-use economic concepts such as supply, demand, and price to help explain events in the community and nation -NCSS 7i (P)
-apply knowledge of economic concepts in developing a response to a current local economic issue, such as how to reduce the flow of trash into a rapidly filling landfill. -NCSS 7j
-identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication -NCSS 8a Q
-identify and describe examples in which science and technology have led to changes in the physical environment, such as the building of dams and levees, offshore oil drilling, medicine from rain forests, and loss of rain forests due to extraction of resources or alternative uses -NCSS 8b (R)
-describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific and technological knowledge, such as conservation of resources and awareness of chemicals harmful to live and the environment -NCSS 8c (S)
-explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding -NCSS 9a (S)
-give examples of conflict, cooperation, and interdependence among individuals, groups, and nations NCSS 9b (T)
-examine the effects of changing technologies on the global community -NCSS 9c (Q)
-investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war -NCSS 9f (U)
- identify key ideals of the United States’ democratic republican form of government, such as individual human dignity, liberty justice, equality, and the rule of law, and discuss their application in specific situations -NCSS 10a (V)
-identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic -NCSS 10d
Computer Coding
sequencing, abstraction, values, conditionals
Robotics
Leggo Mindstorm action block programming
Biology
Seed germination NGSS MS-LS1-4
Physical Fitness and Nursing
Body mass index, pulse, heart pressure, ideal weight, calorie burning, medical histories and patient reports
Logic Problems and Puzzle Solving
Logic Problems, puzzles, strategy solutions
Provide logically ordered reasons that are supported by facts and details CCSS.ELA-LITERACY.W.5.1.B
Literature
-Proof reading and grammar corrections
-Poetry
-Persuasive writing
-Recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-LITERACY.W.2.8
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation CCSS.ELA-LITERACY.CCRA.W.7
Theater and Debate
-Constructing supported arguments and counter arguments
-Public speaking
-Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work. TH:Cr1.1.6c
-Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work. TH:Cr.1.1.7a
-Participate in collaborative conversations with diverse partners about grade specific topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.2.1
-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.CCSS.ELA-LITERACY.SL.2.4
-Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.CCSS.ELA-LITERACY.SL.11-12.1.B
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. CCSS.ELA-LITERACY.SL.5.6
Higher Order Thinking
A. Speculate, or imagine, about the future possible social, political and economic conditions on Sriyana resulting from the earth quakes in light of the decisions in the final debate near the end of the mission.
B. Analyze the history of Sriyana's economic, political and environmental conditions and identify reasons the leadership and citizens might have responded differently in regards to their dealings with the Federation of Planets and the Gashur had the earth quakes not occurred.
C. Give examples, or imagine them, and explain how group and institutional influences such as religious beliefs, laws, and peer pressure might have influenced the high council, Klon Nitor and the citizens in regards to their final decision concerning Sriyana's relationships with the Gashur and Federation of Planets.
D. Are their some countries that have a similar government structure as that on Sriyana and if so, describe the interactions of the citizens with their government
E. Identify and describe examples of tensions between and individual’s beliefs and government policies and laws on both Sriyana and countries in real life
F. Give examples of the role of institutions in furthering both continuity and change
G. Drawing examples from the mission and real life, show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so
H. Explain the purpose of government
I. Give examples of how the various governments represented in the mission and those in real life do or do not provide for the needs and wants of people, establish order and security, and manage conflict
J. Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations in both the mission (Federation, Gashur and Striyana) and in real life NCSS 6f (J)
K. Explore the role of technology in communications, transportation, information-processing, weapons development, or other areas as it contributes to or helps resolve conflicts in both the mission and real life. How did the level of advancement of the different civilizations in the mission affect their capabilities and the ultimate out comes.
L. Recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice; postulate on how will Sriyana as an individual planet, have to adapt to the limits on their autonomy that come along with being a member of the Federation of Planets, or if they chose to align themselves with the Gashur, how will this alliance affect their self autonomy?
M. Hypothesis how Sriyana's sole dependence on one commodity Erbium, a valuable and rare element, had an effect on their economic stability in the past and compare that with what will happen now that additional deposits of Erbium were recently discovered on nearby planets. Relate this scenario to the real world situation in Venezuela and OPEC nations during the early 21st century.
N.
Part 1
Describe the network of the various dependent interactions of the crew on the Artemis Chargers who specialized in different aspects of operating the ship and making decisions.
Part 2
Describe how we depend upon people with specialized jobs and the ways in which they contribute to: 1) the productions and exchange of goods and services 2) effciently achieving objectives by working together collaboratively.
Part 3
What are some of the consequences of a nation operating in isolation have upon the conditions of that nation. To get you thinking, take the example of North Korea. Discuss the affects of other isolationist policy of the past and compare them to the consequences of free trade policies on both the economic and well being of the daily lives of citizens of those nations.
O. Explain and demonstrate various ways Galactic Pesos (GP) are aquired and used in the mission. Explain and demonstrate the role of money in everyday life.
P. How did the supply, demand, and price of various commodities in the mission help explain events such as the outcomes of the debate in the high council chamber, the life style of the Maracabus, the conquest of Gashur, and the Federation of Planets' persuit of Sriyana joining the Federation.
Q. Fictitiously speaking, compare and contrast what the daily life of an average citizen on New Earth would be like that compared to someone today in the 21st Century. Include in your discussion examination of the effects of changing technologies on the global community now in the 21st century
R.
Part 1
Describe the causes and remediation concerning the environmental crisis that occurred on Sriyana.
Part 2
Identify and describe examples in real life in which science and technology have led to changes in the physical environment, such as the building of dams and levees, offshore oil drilling, medicine from rain forests, and loss of rain forests due to extraction of resources or alternative uses
S. Fictitiously describe, in the world of the mission:
Part 1
instances in which changes in values, beliefs, and attitudes have resulted from new scientific and technological knowledge, such as conservation of resources and the ideas of race and prejudice
Part 2
explore ways that language, art, music, belief systems, and other cultural elements may facilitate understanding between the various planets and races or lead to misunderstanding
T. Describe the conflict between the races in the mission and give examples of conflict, cooperation, and interdependence among individuals, groups, and nations in real life
U. Fictitiously describe how the war on Sriyana might have effected the citizens of Sriyana related to universal human rights including the treatment of woman and children, access to education and basic necessities, the treatment of religious groups etc.
V. Explore how the George W. Bush administrations used the neoconservative ideology of conquest through democratization to obtain valuable resources, such as oil, and compare that with the Federations reasons for persuading Sriyana to join the Federation. What would have happened(s) if Sriyana refused(s) to join the Federation, what actions would the Federation be willing to take to make them join?
W. What are the advantages and disadvantages of democracy? Monarchy? Democratic republics?
