1.  Teacher will talk about the moon, Luna. and ask students to imagine being on the surface and describe what they might find.”

2.  Teacher  shows class the moon as seen from a small telescope with the overhead and asks students to talk about some of the things they see. 

3.  Teacher explains what a crater is-impacts from meteorites colliding with the surface of moon/earth ect. 

4.  Teacher explains effect of earth's gravity on meteorites. 

5.  Teacher informs class that they will now investigate what happens when a meteorite hits a surface.

6.  Teacher explains materials used in the experiment and demonstrates how to safely drop rock on to pan, reset the pan for additional uses.    

1.  “What do you imagine the surface of our moon would be like if you went there?”

2.  “What do you see on the Moon's surface?”

3.  “What do you think causes the craters on the moon?”

4.  “Do you think there are impact craters on the surface of the Earth?  Why or why not?”

5.  “What will happen to the surface of the baking powder when I drop this rock on it?”

1.  “The moon is dirty.  There is not much light on the moon.  The ground is crunchy.”

2.  “You see holes.  You see craters.  You see dust.  You see mountains.”

3.  “Falling rocks.  Space shuttles running into the moon.  Meteorites.  Explosions.”

4.  “There are no craters on the Earth.  There are Craters on the Earth but we can not see them because they are underground.”

5.  “Cracks will form.  A dent will be left once you pick up the rock.”

1.  Teacher will allow a few minutes of free exploration so students can see what happens when rocks are dropped and to practice with materials.

2.  Teacher explains the two experiments and introduces the data sheet.

3.  1^st Experiment- 3 different size rocks, recorded 3 times each (9 measurements).  Shows where record findings on worksheet.

4.  2^nd Experiment- 1 rock, 3 different heights, 3 measurements each (9 total).  Shows where record findings on worksheet.

5.  Teacher tells class to clean up their area when finished.

6.  Teacher monitors students.

1.  “What did you see happen when you dropped the rocks in to the pan?”

2.  “What might effect the size of a crater?”

3.  “Why is it important to drop all the rocks from the same hight for Experiment #1?”

4.  “Why dose the rock travel faster the higher it falls?”

1.  “When the rock fell, it made a circle in the flour.  It did not make any noise when it hit.”

 2.  “What the meteorite is made of.  The size and shape of meteorite.”

3.  “To get good answers.”

4.  “The higher the distance from the ground causes more time to fall.  More time=more speed.”

1.  Teacher gathers class in group to discuss findings.

2.  Teacher has class review findings of 1^st Experiment and discuss results.

3.  Teacher has class review findings of 2^nd  Experiment and discuss results.

4.  Teacher shows overhead of moon again and asks children to point out features and similarities they recognize from the experiments.

5.  Teacher monitors students to see if they are conducting the experiment correctly and if they are working well in their groups.

1.  “Dose the size of the rock/meteorite effect crater size?”

2.  “Dose the speed of the rock/meteorite effect crater size?”

3.  “Can you tell me more about the surface of the moon now?  What sort of things would you see on the surface?”

1.  “The size of the rock dose effect the size of the crater.  Bigger rock=bigger crater.”

2.  “The speed of the rock dose effect the size of the crater.  Faster rock=bigger crater.”

3.  “The surface is covered with craters.  Big and small craters because meteorites size and speed effect craters size.”

1.  Teacher will introduce a third experiment (Craters in Liquid) if there is time remaining.

2.  Teacher explains how to use materials and look for what happens.

3.  Teacher lets students conduct experiment and then share their findings.

4.  Teacher explains to students that when large meteorites hit a solid, it liquifies the surface due to extreme heat of impact.

1.  “What do you think will happen when a meteorite hits liquid instead of a solid?”

2.  “What sort of things did you see when the drop hit the water that was different from when the rock hit the solid surface?”

1.  “A huge splash.  Ripples.”

2.  “We saw ripples coming from center.  We saw the drop bounce back from water.”

1.  Teacher assesses the students understanding informally through class discussion.

2.  Teacher reviews student work sheets to see if the student was capable of using the ruler to find the craters diameter.

3.  Teacher judges if student worked well in their groups. 

1.  “How did the size of the rocks effect the craters?”

2.  “How did the speed of the rocks effect the size of the craters?”

1.  “The size of the rock dose effect the size of the crater.  Bigger rock=bigger crater.”

2.  “The speed of the rock dose effect the size of the crater.  Faster rock=bigger crater.”