Unit n° 03: Astronomy and the Solar System School Year: 2021-2022

Pre- unit lesson Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 recognize the theme of unit.
 explore and use vocabulary related to the theme of the unit.
Target Competencies: Interpretive- Interactive- Productive Procedure: EIF Framework (Encounter – Internalize- Fluency)
Materials: Whiteboard- Pictures- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes

To raise learners ‘interest in the lesson/ To introduce key

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worksheets and briefly announces the objective of

vocabulary items related to the theme of the unit

the lesson which is introducing the theme of the Learners consider the pictures given and match
Interpretive/ Interactive

unit. them with their labels then they share their answers
with their classmates and teacher for further
The teacher, then, directs learners ‘attention to
discussion.
the first task on the worksheet and asks learners to
Encounter
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match the pictures given with their labels. Matching Pictures with their labels.
10 m

1→ astronaut
2→ asteroid
3→ a planet
4→ solar system
5→ spaceship
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6→ telescope
 The teacher, then, directs learners’ attention to Students consider the words given and match

‘understanding of key vocabulary items

the second activity. The teacher explains the them with their appropriate definitions then they

To reinforce and consolidate learners

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related to the theme of the unit
instruction and sets learners to work. interact with their teacher and classmates to

Interpretive/ Interactive
20 m check their answers.
Matching words with their definitions.

Internalize
After that, the teacher directs learners’ a→ 3 b→ 4 c→ 2
attention to the next activity. The teacher sets d→ 5 e→ 1

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learners to fill in the gaps using the appropriate Learners consider the sentences given and
words. complete them using the words given then they
 Reinforce learners’ understanding of share their answers with their teacher and
key vocabulary items related to the classmates.
theme of the unit. Filling the gaps
a. The area outside of Earth’s atmosphere is
called space.

b. There are eight planets in our solar system.

c. The name of our galaxy is the Milky Way.

Next, the teacher directs learners’ attention to d. In space, there are many celestial bodies such
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the last activity on the worksheets. She sets as: stars, planets, asteroids and comets.
Productive
To solve the word puzzle

them to solve the word puzzle given to get the Learners work in pairs, using their background
Fluency

20 m
hidden message. knowledge and the vocabulary they learnt, to get
the hidden message in the word puzzle given.
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Once all done, the teacher interacts with

learners and lets them guess the title of the unit.
The Hidden Message is
Astronomy
Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 01: Listen and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 watch and respond to a video.
 recognize and discuss the importance of satellites.
 write a short presentation about the role of satellites in our daily lives.
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework ( Pre viewing–Viewing – Post viewing)
Materials: Whiteboard- Pictures- Worksheets - Speakers- a projector

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She interacts with Learners interact with their teacher listing any
background knowledge
To activate learners’

them discussing the evolution of astronomy over astronomical inventions they know.
time asking them to give examples of some
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astronomical inventions they know.

Learners consider the three pictures given and
choose the best option which completes the
Interpretive/ Interactive

sentences suggested.
Pre- viewing

1→ a
15 m

2→ c

After that, the teacher distributes the worksheets 3→ b

To introduce the topic of
the listening passage

and directs learners’ attention to the first task. She

4→ c
explains what learners are required to do and sets
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them to wok. 5→ a

Once done, the teacher interacts with learners Learners interact with their teacher, using their
asking them about the importance of satellites in prior knowledge, discussing the importance of
our lives. satellites in our lives.
 The teacher sets learners to watch the first Students watch the video and do the activity
video and identify the sentences given as true or suggested then they interact with their classmates

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false. and teacher to check their answers.

To watch and respond to a

1. True/ False Statements

Interpretive/ Interactive
 Listening for specific information. a→ T b→ T c→ F d→ F e→ T

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Viewing
video

20 m After that, the teacher directs learners’ Learners watch the video and answer the
attention to the next activity. The teacher sets questions given then they share their answers
learners to watch the second video and answer with their teacher and classmates for further
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the questions suggested. discussion.

 Introducing talking about 2. Answering questions
dimensions: height, width …… a. It’s about 600 Km above Earth.
b. Hubble takes about 97 minutes to complete one
orbit around Earth.
c. It’s designed to take pictures and observe outer
space.
To write a presentation about the

d. It’s 16 m long.
importance of satellites

Post- viewing
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Once all done, the teacher directs learners’

Productive

Learners make use of the notes given to prepare

attention to the last activity on the worksheets.
a presentation about the importance of satellites
20 m The teacher sets learners to prepare a
then they read it aloud to their classmates.
presentation about the importance of satellites.
The teacher encourages learners to make an oral
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presentation without relying on their notes.

Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 01: Listen and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 use the metric system to describe dimensions and measurements.
 write a presentation about a heavenly body.
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Production)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the Learners consider the paragraph and interact with
worksheets. their teacher identifying its main idea.

The teacher directs learners’ attention to the short Learners read the text and fill in the table given
To introduce the grammatical notion and help

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paragraph given. She sets them to read the with the correct information
paragraph quickly and identify its general idea.
Hubble Space Telescope
learners deduce the rules

Interpretive/ Interactive

Next, the teacher asks learners to read the Length: 13 meters

paragraph and complete the table given with Width: 4 meters
Presentation

20 m
information from the text. Weight: 11 tons
Time to complete one orbit: 97 m
Once the first activity is corrected, the teacher
moves on to the next task. She sets learners to act Learners write and act out short dialogues using
out short dialogues asking and answering questions information from the text provided.
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about the Hubble Space Telescope.

.
The teacher, then, and based on the previous task,
Learners interact with their teacher drawing
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interacts with learners helping them deduce rules

conclusions and completing the task suggested.
and match the question words given with what they
are used to ask for.
 Learners consider the sentences given and ask
The teacher directs learners ‘attention to the questions whose the underlined words answer

To practice the grammar point

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then they share their answers with their teacher

Interpretive/ Interactive
first task. The teacher explains what they are
and classmates for further error checking.
presented earlier supposed to do and sets them to work.
a. How much time does Earth take to revolve

Practice
20 m
 Asking questions about dimensions and around the sun?
measurements b. How far is Earth from the sun?

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c. How much does Alcom Sat weigh?
d. How fast do stars travel?
e. How long/ how wide/ how deep is the Grand
Canyon in Arizona?

Learners take few minutes to write their

paragraphs then they read aloud their pieces of

Once all done, the teacher directs learners’ writing to their teacher and classmates for further
Production
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describing a heavenly body

attention to the last activity on the worksheets. feedback and error checking.
To write a presentation

15 m She sets them to write a write a short paragraph

describing planet Mars using the notes given.
Productive
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Unit n° 03: Astronomy and Solar System School Year: 2021-2022
Sequence n° 01: Listen and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 explore and use vocabulary related to space and astronomy.
 form nouns from verbs adding appropriate suffixes.
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Produce)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners.

To attract learners’ attention
and get them involved in the

The teacher starts the lesson with an energizer.

She sets a board race game. The representatives of Learners have fun competing with one another
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Warm Up
each row of students ran to the board and write five writing words related to the theme of the unit on the
lesson

words which are related to the theme of the unit board.

getting help from the other learners.
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Interpretive/ Interactive

20 m Learners consider the word maze and with their

After that, the teacher distributes the worksheets partners, they look for words related to space and
and directs learners’ attention to the word maze astronomy then they share their answers with their
given and sets them to work in pairs to find, in the teacher and classmates for further discussion.
related to the theme of the

Presentation
To explore vocabulary

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maze, words related to space and astronomy. exploration – orbit- space- rocket- planets

As learners share their answers, the teacher launching -transmission- astronomers-

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unit

interacts with learners eliciting the meanings of the

satellite- collision- stars
new words using a variety of techniques such as
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examples, definitions, synonyms, antonyms giving

learners the chance to experiment with different
word patterns.
 Learners complete the chart given adding

To build new words

The teacher directs learners ‘attention to the appropriate suffixes to verbs to get nouns then

using suffixes

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they share their answers with their teacher and

Interpretive/ Interactive
second task on the worksheet. The teacher
classmates for further discussion.

Practice
explains what students are supposed to do and
After that, based on this activity, learners
sets them to work. complete the tip box given.
15 m


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Chart completion
Learners consider the sentences and fill in the
Next, the teacher moves on to the next task. She gaps with the words given to get meaningful
sets learners to complete the sentences given sentences.
using approriate words.
To use vocabulary in

a→ launched b→ transmit
 Filling the gaps c → to orbit d → exploration
context

Learners work in pairs to complete the puzzle

giving making best use of the vocabulary and
grammar they have seen so far.
Learners interact with their teacher and
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Once all done, the teacher sets learners to work classmates for further error checking.
20 m
To test learners’ word

Productive

Production

in pairs to complete the puzzle given to find the

The Hidden Message is
knowledge

hidden message.

 Solving a word puzzle

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Space
Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 01: Listen and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 write an expository presentation of a heavenly body.
Target Competencies: Interpretive- Interactive- Productive Procedure: Pre- writing _ Writing
Materials: Whiteboard- Worksheets- a song-

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She starts the lesson Learners interact with their teacher suggesting
with a riddle. She writes it on the board and lets different letters which make the word (the solution

Interpretive/Interactive
To brainstorm the

students make guesses. To make it more fun, the of the riddle.

topic of writing

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20 m teacher can play hangman game with learners Riddle’s Solution: M O O N

Pre-writing
encouraging them to suggest letters which make up
the word (the solution of the riddle). Learners listen to the song and fill in the fact file
given with information about the moon.
Once learners solve the riddle, the teacher
distributes the worksheets and sets them to do the
first task on the handouts. The teachers explains
what learners are supposed to do and sets them to
.
work.
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presentation of the moon
To write an expository

40 m The teacher, then, sets learners to use notes from

Productive

the previous task and write a short paragraph

Writing

describing the moon.

Learners use notes from the previous task to write
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While learners are writing, the teacher guides

a short presentation about the moon then they
and provides help and feedback throughout the
interact with their teacher and classmates to write a
process.
model presentation on the board.
Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 02: Read and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 read and respond to a text.
 list and name different heavenly bodies and use vocabulary related to space.
 write a short presentation about the solar system.
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework ( Pre- During - Post)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the

worksheets. She directs learners’ attention to the
To brainstorm the
topic of reading

Learners consider the picture and interact with

picture shown on the worksheet and asks them to
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their partners then they share their answers with

answer the two questions suggested. their teacher and classmates.


Interpretive/ Interactive

What does the  The picture shows the solar system.

picture show?  The planets are: Mercury- Venus - Earth-
 Put the names of Mars- Jupiter- Saturn- Uranus- Neptune.
Pre-reading

12 m planets given
Learners use the codes given to identify and list
into the right
To identify the names
of heavenly bodies

order. different heavenly bodies.

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1→ stars 2→ comets
After that, the teacher sets learners to do the next
activity in which they list and use the codes given to 3→ asteroids 4→ meteors
identify the names of different celestial bodies.
Learners, based on the previous discussion and
Once done, the teacher interacts with learners activities, guess the topic of the text then they skim
asking them to make guesses about the topic of the the text to confirm their answers.
To make
guesses

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reading passage then she sets them to skim the text

to check their answers.
 The teacher sets learners to read the text and do Students read the text and do the activities
the activities suggested. suggested.

 Reading for gist. 1. Identifying the type of discourse

To read and respond to

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The text is expository.
 Reading for specific information

Interpretive/ Interactive
25 m 2. Answering questions
a text

a. The heavenly bodies mentioned in the text

are: planets, Earth, sun, Mars, asteroids,

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comets, meteors ….
b. Earth is 12,742 km in diameter.

Reading
c. Many factors like: water and air make life on
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Earth possible.
While correcting the activities, the teacher d. Mars is smaller than Earth with a much
thinner atmosphere and a completely frozen
interacts with learners explaining any water supply.
ambiguities helping them form a better 3. Reference words
understanding of the text’s ideas and structures. It (1§) → Milky way
which (2§) → gaseous atmosphere
4. Final /ed/ pronunciation
/t/: planets-
/d/: valleys – meteors- systems
/id/: places
To write a presentation
about the solar system

T-SS

20 m
Learners take few minutes to structure their
Post-reading
Productive

paragraphs then they read them aloud for their

teacher and classmates for further discussion and
Once all done, the teacher sets learners to write
error checking.
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a short presentation of the solar system using

their prior knowledge and the notes given.
Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 02: Read and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 recognize link words and expressions used to express similarities and differences.
 write sentences comparing and contrasting different celestial bodies.
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Production)
Materials: Whiteboard- Worksheets- A picture

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. The teacher displays Learners interact with their teacher listing any
a picture of two planets and asks learners to list similarities or differences among the two planets
To recognize link words and expressions used

orally any similarities or differences among them. shown.

to express similarities and differences

The teacher, then, asks students to read the text Learners go through the text to find different
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about the solar system and pick out sentences sentences which express similarities and differences
Interpretive/ Interactive

which express similarities and differences. and they share their answers with their teacher and
classmates.
Presentation

20 m

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Unlike the other planets, it’s the only habitable

Jupiter place in our galaxy.
 However, the two planets still differ in many
aspects.
Earth
 While Earth is 12,742 km in diameter, Mars is
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smaller than Earth.

The teacher, then, guides learners to analyze the
 Planet Mars is more like Earth than any other
sentences, identifying the link words used to planet.
express similarities and differences, and to
Learners analyze the sentences from the text and
complete the tip box given.
interact with their teacher and classmates
identifying the different link words used to express
similarities and differences then they complete the
tip box given.
 Next, the teacher sets learners to do more
practice.
Learners consider the sentences given and

To use different link words to link and

Task 01

Interpretive/ Interactive
combine them using the connectors given making

formulate meaningful sentences

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 Joining pairs of sentences the necessary changes.
1. A star emits light produced by a nuclear

Practice
20 m reaction in its core whereas a planet shines
by reflected light.
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sun.
3. In contrast to Earth, there is no life on the
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other planets.
While correcting the activity, the teacher 4. The moon has a rocky surface. Similarly, the
interacts with learners eliciting from them the stars have the same composition.
different possible answers they can have for each 5. Unlike Mars which takes 687 days to
sentence. complete one orbit around the sun, Earth
completes one revolution in 365 days.
To write sentences comparing and

6. Mercury is very close to the sun. In contrast,

contrasting celestial bodies

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Once all done, the teacher directs learners’ Neptune is the farthest planet from the sun.
Productive

Production

attention to the last activity on the worksheets.

15 m
She explains what students are supposed to do
and sets them to work.
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Learners take few minutes to prepare their

sentences then they interact with their teacher
and classmates providing different examples.
Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 02: Read and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 express suppositions and hypotheses using “suppose/if”.
 write and act out short dialogues using if conditional type 2.
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Production)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the Learners go through the text to find a sentence
suppositions and hypotheses

worksheets. similar in meaning to the one given. Then, they report

To introduce expressing

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their answers.
The teacher writes on the board the following
sentence and asks students to read the text about b. Suppose you went out in space, beyond Earth’s
the solar system to find a sentence similar in atmosphere, what would you see?
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Interpretive/ Interactive

meaning to the one given. Learners consider (a-b) sentences and choose the

a. What would you see if you went beyond Earth’s right answer in the sentences given then they
Presentation

interact with their teacher and classmates for further

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atmosphere?
20 m
discussion.
The teacher, then, sets learners to consider the
two sentences and tick the right answer. Choosing the right answer.
a. The two sentences express condition.
The teacher interacts with learners explaining the b. The type of condition used is Type 2.
To help learners deduce

c. The two sentences express an imaginary

meaning and the use of conditional type 2 using
situation.
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other examples (if need be) helping students to

rules

Learners interact with their teacher completing the

deduce rules of form and use of setting hypotheses tip box given.
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and suppositions using “suppose/ if”.

 Next, the teacher sets learners to do more Learners consider the sentences given and put
practice about expressing condition. the verbs between brackets into the right tense.

understanding of expressing condition

To reinforce and consolidate learners’
Task 01 Then, they share their answers with their teacher

Interpretive/ Interactive
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using if/suppose  Putting verbs into the appropriate tense and classmates for further error checking.
a. were - would go
b. landed – what would happen?

Practice
20 m c. hit – would disappear
d. were– would you see the other planets?
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Learners consider the sentences given and
Task 02 combine them using the connectors given making

 Joining pairs of sentences the necessary changes.

a. Suppose the sun disappeared, we would live
in darkness and cold.
b. A massive Tsunami would burst if a comet
collided with Earth.
c. Suppose Earth changed its orbit, what would
the result be?
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To act out dialogues about

Once all done, the teacher directs learners’

Productive

Learners work in pairs for few minutes to

Production
imaginary situations

attention to the last activity on the worksheets.

15 m prepare their dialogues then they act them out in
She explains what students are supposed to do
front of their teacher and classmates
and sets them to work
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Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 02: Read and Consider Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 1 hour
 recognize rules of comparatives of adjectives.
 compare and contrast different objects using adjectives.
Target Competencies: Interpretive- Interactive- Productive Procedure: PPP Framework ( Presentation –Practice – Production)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the Learners consider the picture and interact with
worksheets. their teacher.
To introduce the notion of

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The teacher directs learners ‘attention to the  The picture shows two planets: Earth and
comparison

picture given and asks them what it shows and Mercury.

whether the two planets are similar or different and 
The two planets have some similarities and
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differences.
Interpretive/ Interactive

elicits from them any similarities or differences Learners list orally some similarities and
they know. differences among the two planets.
Presentation

Next, the teacher sets learners to classify the Learners classify the adjectives into the table
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20 m
adjectives given under the three columns given.
suggested.
 Shape: spherical
The teacher, then, sets learners to use the
 Size: small- big
 Distance from the sun: close - remote
To help learners deduce

adjectives from the previous task to write

sentences comparing the two planets.
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Learners use the adjectives to formulate meaningful

rules

The teacher interacts with learners, based on the sentences comparing the two planets. Then, they
sentences, and guides them to deduce rules of interact with their teacher and classmates deducing
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comparatives of adjectives. rules of comparatives of adjectives

 Next, the teacher sets learners to do more Learners consider the sentences given and put
practice about comparatives of adjectives. the adjectives between brackets into the correct

To reinforce and consolidate learners’

understanding of rules related to
Task 01 form. Then, they share their answers with their

Interpretive/ Interactive
comparatives of adjectives

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 Putting adjectives into the correct form teacher and classmates for further error checking.
a. more remote than

Practice
20 m b. smaller than

c. closer to the sun than

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e. brighter than

f. more intense than

Once all done, the teacher directs learners’ Learners use the information provided to write
attention to the last activity on the worksheets. sentences comparing the different heavenly
She explains what students are supposed to do bodies given then they share their answers with
and sets them to work. The teacher can provide their teacher and classmates for further error
To write sentences comparing

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an example so as to help learners write similar checking.

different heavenly bodies

Productive

Production

sentences using the information given.  Jupiter is bigger than Mars.

15 m
 The moon is closer to the sun than
Uranus.
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 Jupiter is less distant from the sun than

Uranus.
 Uranus is faster than Mars.
Unit n° 03: Astronomy and the Solar System School Year: 2021-2022
Sequence n° 03: Reading and Writing Level & Stream: Third year scientific stream
Objective(s): Students will be able to: Allocated Time: 2 hours
 read and respond to an argumentative article about “space exploration”.
 write an opinion article defending one’s point of view.
Target Competencies: Interpretive- Interactive- Productive Procedure: PDP Framework ( Pre –During – Post)
Materials: Whiteboard- Worksheets

Timing Rationale
Interaction
Pattern
Target
Competency
Procedure
Phases Teacher’s Role Learners’ Role

The teacher greets learners. She distributes the Learners consider the sentences in the quiz and
worksheets.
To brainstorm the topic of

they choose the right option. Then, they share their

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The teacher starts the lesson with a quiz to engage answers with their teacher and classmates.
students and activate their prior knowledge.
reading

1→ a 2→ b
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Next, The teacher interacts with learners asking

3→ c 4→ b
Interpretive/ Interactive

them what they think about space exploration (Is it

important/ useless?). The teacher encourages Learners interact with their teacher and
Pre- reading

learners to express their opinions and to justify classmates expressing their personal opinions about
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20 m
their points of view. the importance of space exploration providing some
arguments.

After that, the teacher directs learners’ attention

Learners consider the article’s headline and guess
to the article’s headline given and sets learners to
the topic of the text then they skim the text to check
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make guesses about the topic of the reading

To make guesses
and check them

their answers.
passage choosing from the list of options given.
Then, she asks students to skim the text and check  The article is about (b)
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their answers. Space Exploration: Pros and Cons

 The teacher, then, sets learners to read the text Students read the text and do the activities
and do the activities suggested. suggested.

To read and respond to an

 Reading for gist. 1. Identifying the type of discourse

argumentative article

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The text is argumentative.
 Reading for specific information

Interpretive/ Interactive
25 m 2. True/False statements
a→ False b→ True 3→ True

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3. Answering questions
a. They think that space exploration is wild

Reading
prestigious dream/ a waste of money.
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b. The author is for space exploration.

While correcting the activities, the teacher
c. The arguments the writer used are:
interacts with learners explaining any
 Important for scientific research: vital
ambiguities helping them form a better
discoveries in medical treatment.
understanding of the text’s ideas and structures.  Protecting Earth.
 Provide Earth with resources and
release pressure on our planet.
d. Learners express their personal opinions.
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To write an opinion

20 m
Learners use the notes given to write an
Post-reading
Productive
article

argumentative article in which they express their

opinions about the topic of space exploration.
Once all done, the teacher sets learners to write
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Then, they read aloud their articles for their

an opinion article in which they state their
teacher and classmates for further discussion and
opinions about space exploration (either for or
correction.
against) using the notes given.