A. Infer the Topic – RI.6.1, SL.6.2 (15 minutes)

• Display the Directions for Infer the Topic and Infer the Topic resources.
• Remind students that they have launched the past three modules using the Infer the Topic protocol. Explain that students will follow similar directions as they did in Module 1. Students may notice, however, that this time there are more multimedia resources, but these should be utilized the same way as the traditional paper resources. Demonstrate how to use the necessary device for listening to the sound clip Website: Armstrong Small Step.
• Strategically group students into pairs. Distribute the Infer the Topic: I Notice/I Wonder note-catcher or the optional Infer the Topic: I Notice/I Wonder note-catcher ▲ to each pair. Explain that, just as in previous modules, students will record their notices and wonderings about each resource on the note-catcher, as well as the number of their resource.
• Focus students on the question at the top of the note-catcher, and read it aloud:

“What do you think you will be learning about in this module?”

• Tell students that the purpose of the note-catcher, is to take notes to help them remember their thinking. It isn’t something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.
• Invite students to begin the protocol. Circulate and monitor, encouraging students to agree or disagree with one another about what the resource means using sentence frames. Examples: “I agree because _____.” “I disagree because_____.”
• With a few minutes remaining, refocus whole group.
• Think-Pair-Share:

“Now that you have looked at some resources, what do you think this module might be about?” (Responses will vary, but could include: the moon, space travel and racial discrimination.)

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

C. Review the Module Guiding Questions – L.6.4 (10 minutes)

• Direct students’ attention to the Module Guiding Questions anchor chart, and invite a student to read the questions aloud.

“What was the Apollo 11 mission, and in what scientific, political, and social context did it take place?”

“What were the accomplishments of the ‘Hidden Figures’ at NACA, and why were they remarkable?”

“Why is it important to study the accomplishments of the Hidden Figures and of others whose stories have gone unrecognized?”

• Underline both instances of the word figures. Turn and Talk:

“What does figures mean in this context?” (a person, especially one who is important or distinctive in some way)

• If helpful, invite students to use dictionaries to select the best definition among those available. Alternatively, provide or display three definitions of the word figures (e.g., A–C, below), from which students can select the most appropriate choice.

A. a number, or a symbol that represents a number

B. a person, especially one who is important or distinctive in some way

C. the shape or outline of someone’s body

• Ask:

“If the word figures describes people who are important or distinctive, who do you think ‘hidden figures’ are? Why might they be hidden?” (Responses will vary, but may include: hidden figures are important people whose stories aren’t well known. They might not be well known because they are of a race or gender that generally does not receive as much attention for their accomplishments as others.)

• Explain that students will return to this question throughout the module; they do not need to have a complete answer yet.
• Add the new word, figures, to the academic word wall, including translations in home languages. ▲ Direct students to add this word to their vocabulary logs.
• Tell students that these module guiding questions will support their thinking and learning throughout the module. Turn and Talk:

“What do you notice?” (Responses will vary, but may include: it seems like there is some sort of relationship between science and society.)

“What do you wonder?” (Responses will vary, but may include the question: is NACA the same as NASA?)

“Now that you have analyzed the guiding questions and performance task, has your inference of what this module might be about changed?” (Responses will vary.)

• Use strategic combinations of Conversation Cues to help students listen to one another and expand the conversation:
• “Who can repeat what your classmate said?” (Goal 2)
• “So, do you mean ____?” (Goal 1)
• “Do you agree or disagree with what your classmate said? Why?” (Goal 4)
• “Who can explain why your classmate came up with that response?” (Goal 4)
• Clarify that this module will be about Remarkable Accomplishments in Space Science. Students will learn more about key events in space science, specifically the Space Race that led to the first man landing on the moon during the Apollo 11 mission. Then, students will study the stories of the hidden figures who helped send Apollo 11 to the moon but whose stories were given less attention. Students will explore the remarkable achievements of these and other hidden figures, who advanced the field of space science in the face of adversity and discrimination.
• Turn and Talk:

“What does this topic mean to you at this point? Why might it be meaningful to study this topic?” (Responses will vary, but may include: the term hidden figures suggests that these people might not often be prominently featured in stories about this time.)

“From what you know so far, what are you looking forward to about this topic?” (Responses will vary, but may include: learning more about the Apollo 11 mission or about how this connects to ideas of social justice.)

• Acknowledge that some students may already know something about this topic. Explain that for homework, they will reflect on the guiding questions and how they feel about them based on their own experiences, and that this will be discussed more at the beginning of the next lesson. And note that some students may know nothing about the topic—it will be fun to dig in together!