Unit: Astronauts & Space Travel (Weeks 5–8)

Target Audience: Grade 1 (7-year-old twins, inclusive of neurotypical and ASD learners)

Overview: This four-lesson unit explores the life, history, and science of being an astronaut. It integrates Science (forces and habitats), HASS (history and famous pioneers), and Art (design and texture).

Lesson 1: Gravity & The Astronaut's Walk (Science)

Materials: A small ball, a feather or piece of paper, a heavy book, a timer, "Space Music" (ambient/slow), and a large clear container of water with some glitter (optional sensory tool).

Learning Objectives

• Explain gravity in simple terms (the force that pulls us down).
• Describe how astronauts move differently in space (microgravity).
• Compare how objects fall on Earth.

1. Introduction (The Hook)

The Gravity Drop: Hold up a heavy book and a feather. Ask: "If I let go, what will happen?" Let them drop.
Talking Point: "On Earth, we have an invisible 'magnet' called Gravity. It pulls everything toward the ground. But in space, that pull is very weak! Astronauts don't walk; they float!"

2. Body (I Do, We Do, You Do)

I Do (Modeling): Show a video or act out an "Earth Walk" (heavy, stomping feet) versus a "Moon Walk" (slow-motion, bouncy leaps).
ASD Support: Use a visual schedule card showing a person standing vs. a person floating.

We Do (Guided Practice): Put on the "Space Music." Together, practice moving across the room in slow motion. Ask: "Does your body feel heavy or light when you move like this?" Use a timer to see how long they can stay on one foot while "floating."

You Do (Independent Exploration): Give the students a tray of objects (cotton ball, toy car, leaf). Have them "drop" the items and record which ones fall fast or slow.
Extension: For the advanced twin, ask them to predict what would happen to these items if there was zero gravity.

3. Conclusion & Assessment

Recap: "What is the invisible force that keeps our feet on the ground?" (Gravity).
Success Criteria: Students can demonstrate a "Moon Walk" and identify that gravity is what pulls objects down.

Lesson 2: Space Pioneers & The Timeline (HASS)

Materials: Printed photos of Neil Armstrong, Katherine Johnson, and a modern rocket; a long piece of string or ribbon; clothespins; drawing paper; "Hidden Figures" (picture book version) or short bio clips.

Learning Objectives

• Identify at least two famous people involved in space travel.
• Sequence events in order (Past vs. Present).
• Understand that many different people work together to send an astronaut to space.

1. Introduction (The Hook)

The Mystery Photo: Show a picture of the Moon. Ask: "Do you think humans have ever touched this?"
Talking Point: "A long time ago, people only dreamed of the stars. Then, brave explorers and very smart math experts worked together to get us there!"

2. Body (I Do, We Do, You Do)

I Do (Storytelling): Tell the story of Katherine Johnson (the "Human Computer") and Neil Armstrong (the first person on the moon). Explain that Katherine did the math to make sure the rocket landed safely.
ASD Support: Use high-contrast photos and keep the stories brief with clear "first, then, next" language.

We Do (The Timeline Ribbon): Stretch a string across the room. One end is "The Past," the other is "Today." Help the twins clip pictures in order: 1. Dreaming of space, 2. Building the first rocket, 3. Walking on the moon, 4. Living on the Space Station today.

You Do (The Team Drawing): Ask the students to draw a picture of a rocket. Tell them to draw two people: the astronaut inside and the scientist on the ground helping them.
Differentiation: One twin may focus on the machine (the rocket), while the other focuses on the people. Both are valid!

3. Conclusion & Assessment

Recap: "Did astronauts go to space alone?" (No, they had a big team).
Success Criteria: Students can name one person from space history and correctly place "The Moon Landing" before "Today" on their timeline.

Lesson 3: The Astronaut's Mission Patch (Art)

Materials: Round cardboard cutouts (circles), aluminum foil, glue, markers, glitter, felt scraps, stickers, and images of real NASA mission patches.

Learning Objectives

• Use different textures to create a 3D design.
• Understand that symbols (pictures) can represent ideas.
• Practice fine motor skills through cutting and gluing.

1. Introduction (The Hook)

The Secret Symbol: Show a real NASA patch. Point out the stars, the rocket, and the names.
Talking Point: "Every astronaut wears a special badge called a 'Mission Patch.' It's like a secret code that tells the story of their trip. Today, you are the astronauts. What is your mission?"

2. Body (I Do, We Do, You Do)

I Do (Modeling): Show how to wrap a cardboard circle in aluminum foil to make it "spacey" and shiny. Demonstrate how a star might represent "dreams" or a circle might represent "Earth."

We Do (Brainstorming Symbols): Ask: "If your mission was to find a new planet made of candy, what would you draw? If your mission was to visit the sun, what colors would you use?"
ASD Support: Provide pre-cut shapes (stars, circles, rockets) for students who may have fine motor challenges or sensory aversions to glue.

You Do (Creative Build): Students create their own patches using the foil-wrapped cardboard. They can glue on felt for "soft planets" or glitter for "starry dust."
Choice: Let them choose their own "Mission Name" to write across the top.

3. Conclusion & Assessment

Recap: Have each twin hold up their patch and explain one symbol. "I chose a red star because..."
Success Criteria: Completion of a multi-textured patch that uses at least two different materials.

Lesson 4: Living in a Space House (Science/Life Skills)

Materials: Ziploc bags, dried fruit or crackers, a sleeping bag or a small blanket, Velcro strips (if available), and recycling bin items (boxes, tubes, tape).

Learning Objectives

• Describe the basic needs of humans in space (food, sleep, air).
• Identify how the International Space Station (ISS) acts as a "home" for astronauts.
• Apply engineering thinking to build a model habitat.

1. Introduction (The Hook)

The Floating Soup: Ask: "How do you think you eat soup in space if it floats out of your spoon?"
Talking Point: "Living in space is like a long camping trip in a floating house! You have to Velcro your bed to the wall so you don't float away while you sleep!"

2. Body (I Do, We Do, You Do)

I Do (Modeling): Show how astronauts eat from bags. Demonstrate "The Velcro Trick" by sticking a toy to a piece of Velcro. Explain that the ISS is a giant lab where people live and work.

We Do (The Space Snack): Put some crackers or dried fruit in a Ziploc bag. Have the students try to eat "Astronaut Style" by only taking small bites out of the corner of the bag. Discuss: "Is this easier or harder than using a plate?"
ASD Support: This provides a great sensory/oral-motor activity. Ensure snacks are preferred foods to avoid sensory overwhelm.

You Do (Box Construction): Using the recycling items, the twins will build their own "Space Station Room." They must include: 1. A place to sleep, 2. A place to eat, and 3. A window to look at Earth.
Collaboration: The twins can connect their boxes to make one big Space Station.

3. Conclusion & Assessment

Recap: "What are three things an astronaut needs to live in space?" (Food in bags, a wall-bed, and air).
Success Criteria: The model habitat includes the three required areas (sleep, eat, window).