Arrange Your Trip

by contacting staff at 402-944-3100 ext. 204, or emailing the Education Department.

Field Trips: 2017 - 2018

The SAC Aerospace Museum Education Department offers Nebraska State Standard based Field Trips for grades K-12. With our customizable cross-curricular field trips, there is programming to satisfy a large number of learning goals. Our field trip offerings are in Robotics, Engineering, Aviation, Space, and History. The Field Trips vary from 2 to 4 hours depending on your selection of activities.

Select a Mission for Your Students!

Our field trip options are listed below. Contact our Education Coordinator to arrange your trip. You can reach us by calling 402-944-3100 ext. 204, or emailing the Education Department.

Our staffing ratio is one Museum Educator per 30 students that attend the field trip. Schools must schedule a field trip at least two weeks in advance. A minimum number of 10 students is required.

Late Arrival Policy | Your school field trip reserves time with our Education Staff, with this in consideration, we cannot guarantee staff or content for late arrivals. A 15 minute grace period will be observed. We recommend arriving 15 minutes prior to the beginning of your Field Trip to check-in, pay, and use the facilities.

Pricing |  $7.00 per student, $7.00 per teacher (1 free teacher for every 10 kids), and $7.00 per chaperone. Please let us know if the school will be paying for the chaperones or if they are responsible for their own admission to the Museum.

Payment | Payment can be processed via credit card, cash or check. Full payment is due prior to OR on the day of your field trip. No refunds for weather or special circumstances; we will instead reschedule your field trip for another date. Payment is required for the number of students confirmed at the time of your confirmation call with our staff, not the time of attendance. 

Click on the name of any field trip activity below to read a short summary of the process as well as the educational standards it fulfills.

2017-2018 Field Trip Options

                                 
Robotics Length K 1 2 3 4 5 6 7 8 9 10 11 12    
Cubelets Basic 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
Cubelets Lego 30 mins       3 4 5 6 7 8 9 10 11 12    
Sphero Crash 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
Sphero Maze 30 mins       3 4 5 6 7 8 9 10 11 12    
EV3 Drive 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
EV3 Command 1 hour       3 4 5 6 7 8 9 10 11 12    
EV3 Creature 2 hours       3 4 5 6 7 8 9 10 11 12    
WeDo Walk 1 hour   1 2 3 4 5                  
WeDo Drive 1 hour   1 2 3 4 5                  
WeDo Grab 1 hour   1 2 3 4 5                  
                                 
Engineering Length K 1 2 3 4 5 6 7 8 9 10 11 12    
Snap Jr. 30 mins K 1 2 3 4 5 6 7 8            
Snap 3D 1 hour       3 4 5 6 7 8 9 10 11 12    
Makey Makey Piano 1 hour K 1 2 3 4 5 6 7 8 9 10 11 12    
Makey Makey Guitar 1 hour         4 5 6 7 8 9 10 11 12    
LittleBits Intro 30 mins   1 2 3 4 5 6 7 8            
LittleBits Catapult 1 hour       3 4 5 6 7 8 9 10 11 12    
Bloxels 1 hour       3 4 5 6 7 8 9 10 11 12    
Rollercoaster Design 2 hours           5 6 7 8 9 10 11 12    
Space Habitat Design 30 mins   1 2 3 4 5 6 7 8 9 10 11 12    
Parachute Design 30 mins   1 2 3 4 5 6 7 8 9 10 11 12    
Lunar Lander 30 mins       3 4 5 6 7 8 9 10 11 12    
                                 
Aviation Length K 1 2 3 4 5 6 7 8 9 10 11 12    
Four Forces of Flight 30 mins   1 2 3 4 5 6 7 8 9 10 11 12    
Straw Rockets 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
Alka Seltzer Rockets 30 mins K 1 2 3 4 5 6 7 8            
Air Powered Rockets 1 hour K 1 2 3 4 5 6 7 8 9 10 11 12    
Air Flight Controller 30 mins           5 6 7 8 9 10 11 12    
Flight Plan Navigator 30 mins           5 6 7 8 9 10 11 12    
Airplane Tour (Hangar A) 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
Airplane Tour (Hangar A & B) 1 hour K 1 2 3 4 5 6 7 8 9 10 11 12    
Parachute Design 30 mins   1 2 3 4 5 6 7 8 9 10 11 12    
FPG-9s 1 hour       3 4 5 6 7 8 9 10 11 12    
                                 
Space Length K 1 2 3 4 5 6 7 8 9 10 11 12    
Pocket Solar System 30 mins       3 4 5 6                
Moon Phase Flipbook 30 mins K 1 2 3                      
Earth, Moon & Sun Planetarium Show 30 mins K 1 2 3 4 5                  
Constellations Planetarium Show 30 mins         4 5 6 7 8 9 10 11 12    
Rotation vs. Revolving 30 mins       3 4 5                  
Constellation Stories 30 mins K 1 2 3 4 5 6 7 8            
Lunar Lander 30 mins       3 4 5 6 7 8 9 10 11 12    
Planetary Design 30 mins       3 4 5 6 7 8            
End Effector 30 mins       3 4 5 6 7 8 9 10 11 12    
Space Habitat Design 30 mins   1 2 3 4 5 6 7 8 9 10 11 12    
Space Sample Recovery 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
Sun Wheel 30 mins K 1 2 3                      
Straw Rockets 30 mins K 1 2 3 4 5 6 7 8 9 10 11 12    
Alka Seltzer Rockets 30 mins K 1 2 3 4 5 6 7 8            
Air Powered Rockets 1 hour K 1 2 3 4 5 6 7 8 9 10  11  12    
                                 
History Length K 1 2 3 4 5 6 7 8 9 10 11 12    
Pack the Plane 30 mins             6 7 8 9 10 11 12    
Cuban Missile Crisis 1 hour                   9 10 11 12    
Nuclear War 1 hour                   9 10 11 12    
B-17 Experience 1 hour             6 7 8 9 10 11 12    
Searching for Humanity 1 hour                   9 10 11 12    
Spies Among Us 1 hour             6 7 8 9 10 11 12    
Cutthroat Space Race 1 hour                   9 10 11 12    
                                 

 

Summaries and Standards

ROBOTICS

Cubelets Basic
  • Summary: Students will learn how much robots have in common with humans and build their own simple robots using the concepts of modular robotics.
  • Standards:
  • 5.1.3.a Identify a simple problem
  • 5.1.3.b Propose a solution to a simple problem
  • 5.1.3.e Communicate the problem, design, and solution
  • SC5.2.2.c Describe magnetic behavior in terms of attraction and repulsion
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop

Cubelets Lego
  • Summary: Utilizing cubelets, lego adapters and legos, students will create vehicles to race other teams. Students will learn how to engineer forward moving vehicles using the basic six cubelets and legos.
  • Standards:
  • 5.1.3.a Identify a simple problem
  • 5.1.3.b Propose a solution to a simple problem
  • 5.1.3.e Communicate the problem, design, and solution
  • SC5.2.2.c Describe magnetic behavior in terms of attraction and repulsion
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop

Sphero Crash
  • Summary: Sphero Crash introduces students to gyroscopic robots. Students will work control and manipulate the programming possibilities with Sphero. Students will complete movement and control challenges using a tablet controlled app.
  • Standards:
  • SC2.2.2 Students will compare relative position and motion of objects.
  • SC8.1.2.b Describe how scientific discoveries influence and change society

Sphero Maze
  • Summary: Students will be challenged to complete a maze and to answer trivia questions. Using the sphero labyrinth app students will control a gyroscopic robot using angles all while challenging their brain with fun quiz style questions.
  • Standards:
  • SC2.2.2 Students will compare relative position and motion of objects.
  • SC8.1.2.b Describe how scientific discoveries influence and change society

EV3 Drive
  • Summary: Introduction to Evolution Robots Version 3 (EV3).  Younger students will utilize an existing command console on a table to drive their EV3. Older students will learn to create a command console on a tablet and drive an Ev3 rover through basic challenges.
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

EV3 Command
  • Summary: Students will focus in on programming for this hour long activity. They will learn the basics of the Lego Mindstorms programming software and see their work come to life with one of our pre-built EV3 rovers.
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

EV3 Creature
  • Summary:  Students will have the opportunity to design and build a robotic creature and experience the process of engineering with a specific ask in mind. They will learn beginner’s programming to control their creature.
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

WeDo Walk
  • Summary: Students will learn the basics of robotics through building a WeDo robot and then decorate their robot. Students will also learn to program their robot using the tablets to perform different functions.
  • Standards:
  • SC5.1.3 Students will solve a simple design problem
  • SC2.2.2 Students will compare relative position and motion of objects

WeDo Grab
  • Summary: Students will learn the basics of robotics through building a WeDo robot and then decorate their robot. Students will also learn to program their robot using the tablets to perform different functions.
  • Standards:
  • SC5.1.3 Students will solve a simple design problem
  • SC2.2.2 Students will compare relative position and motion of objects

WeDo Drive
  • Summary: Students will learn the basics of robotics through building a WeDo robot and then decorate their robot. Students will also learn to program their robot using the tablets to perform different functions.
  • Standards:
  • SC5.1.3 Students will solve a simple design problem
  • SC2.2.2 Students will compare relative position and motion of objects

 

ENGINEERING

Snap 3D
  • Summary: Students will extend their knowledge of electrical circuits using the Snap 3D kits. Students will connect their snap connectors together to create their circuits to perform various functions. They will explore the links that bind electrical items together and discover just what makes them tick. Students will develop their own vocabulary as well as problem solving and spatial reasoning skills as they take on the added challenge of 3D construction.
  • Standards:
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.2.3.e Identify materials that act as thermal conductors or insulators
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop

Snap Jr.
  • Summary: This is the perfect activity for young electrical engineers. Students will connect their snap connectors together to create their circuits to perform various functions. Students will explore the links that bind electrical items together and discover just what makes them tick and they will have to investigate faulty circuits and work together to fix them.
  • Standards:
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.2.3.e Identify materials that act as thermal conductors or insulators
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop

Makey Makey Guitar
  • Summary: This fun packed activity connects handmade circuity to the computer by allowing students to wire a cardboard cut out to function as a guitar when touched. Students will make connections to complete their circuit to see an example of using circuitry in a real world function. Students will gain knowledge about parallel circuits, grounds, and contact points as well as integrating the lesson with technology.
  • Standards:
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.2.3.e Identify materials that act as thermal conductors or insulators
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations
  • SC12.1.1 Students will design and conduct investigations that lead to the use of logic and evidence in the formulation of scientific explanations and models
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

Makey Makey Piano
  • Summary: This fun packed activity connects handmade circuity to the computer by allowing students to wire balls of playdoh to function as a piano when touched. Students will make connections to complete their circuit to see an example of using circuitry in a real world function. Students will gain knowledge about parallel circuits, grounds, and contact points as well as integrating the lesson with technology.
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations
  • SC12.1.1 Students will design and conduct investigations that lead to the use of logic and evidence in the formulation of scientific explanations and models
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

LittleBits Catapult
  • Summary: Students will work in a group to make a Little Bit robot Catapult, which they will use to hit a target. Students will learn engineering, targeting, and trial and error. Lastly, students will learn that many modern day scientists and engineers go through the same process, as scientific application is more than just putting machines to work, but also require trial and error to account for variables that are hard ,if not, impossible to plan for.
  • Standards:
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.2.3.e Identify materials that act as thermal conductors or insulators
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop
  • SC8.1.3.b Design a solution or product
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering

LittleBits Intro
  • Summary: Students will work in a group to explore circuitry using the Little Bits. Students will complete a series of challenges using the Little Bits to gain an understanding of circuits and how different “bits” can come together for a specific outcome. This will require critical thinking skills, creativity and cooperation between the groupmates.
  • Standards:
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.2.3.e Identify materials that act as thermal conductors or insulators
  • SC5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop
  • SC8.1.3.b Design a solution or product
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering

Bloxels
  • Summary: Students will explore level development and gameplay by using interactive app.  Students will be able to explore how to create their own game levels.
  • Standards:
  • SC5.1.3 Students will solve a simple design problem.
  • SC8.1.3.a Identify problems for technical design
  • SC12.1.1.c Identify and manage variables and constraints

Roller Coaster Design
  • Summary: Students will investigate the properties of momentum, force and simple machines with this engineering building challenge. Given parts of a roller coaster track, students will work in teams to propel a marble through a track of their own design using principles of engineering.
  • Standards:
  • SC5.2.2.b Describe changes in motion due to outside forces (push, pull, gravity)
  • SC12.1.3.b Assess the limits of a technical design
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering

Space Habitat Design
  • Summary: Students will work in a group to build a workable space habitat in which they would live in if they had to move to another planet or moon. They will design the habitat’s structure and demonstrate an understanding of the concepts involved in colonizing space as well as building long-term facilities there.
  • Standards:
  • SC8.1.3.a Identify problems for technical design
  • SC8.1.3.b Design a solution or product
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering

Parachute Design
  • Summary: Students will design a parachute using common office and household materials. They will then test the effectiveness of their parachute at varying heights including our two-story balcony.
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC5.2.2 Students will identify the influences of forces on motion
  • SC8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations
  • SC12.1.1 Students will design and conduct investigations that lead to the use of logic and evidence in the formulation of scientific explanations and models
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

Lunar Lander

Summary: Students will design a Moon Lander to land safely on the Moon.  With limited supplies students will be challenged to keep their astronauts in their command capsule, from increased heights to determine who has built the best, and safest, lunar lander.

  • Standards:
  • SC5.1.1.a Ask testable scientific questions
  • SC5.1.3 Students will solve a simple design problem.
  • SC8.1.1.e Make qualitative and quantitative observations

 

AVIATION

Four Forces of Flight
  • Summary: Students will work in groups to scan planes in our museum by using an app we have on our tablets. Once they have scanned as many planes as they are directed to, they create and test a new plane against the Four Forces of Flight.
  • Standards:
  • SC5.1.1.g Share information, procedures, and results with peers and/or adults
  • SC5.2.2.b Describe changes in motion due to outside forces (push, pull, gravity)
  • SC8.2.2.c Compare the motion of objects related to the effects of balanced and unbalanced forces

Straw Rockets
  • Summary: Students will make their very own rockets  to be launched toward a target to illustrate the concept of trajectory and air pressure.
  • Standards:
  • SC8.1.3.a Identify problems for technical design
  • SC8.1.3.b Design a solution or product
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering
  • SC8.2.2.c Compare the motion of objects related to the effects of balanced and unbalanced forces

Alka Seltzer Rockets
  • Summary: This project will introduce students to the concepts of pressure, gravity and Newton’s Three Laws of Motion by launching a rocket with a chemical reaction.
  • Standards:
  • SC2.2.2.a State location and/or motion relative to another object or its surroundings (in front of, behind, between, over, under, faster, slower, forward and backward, up and down)
  • SC5.2.2.b Describe changes in motion due to outside forces (push, pull, gravity)
  • SC8.2.1.e Distinguish between physical and chemical changes (phase changes, dissolving, burning, rusting)

Air Powered Rockets
  • Summary: Rockets are a fun staple at our museum.  Students have the opportunity to build an air powered paper rocket capable of hitting the ceiling of our museum and beyond.  Using their strength and determination, students will pump to build up air pressure inside of our launchers until their rocket shoots for the sky!
  • Standards:
  • 2.2.2.b Describe how objects move in many different ways (straight, zigzag, round and round, back and forth, and fast and slow)
  • 2.2.2.a State location and/or motion relative to another object or its surroundings (faster, slower, forward, and backward)
  • SC8.2.2.b Recognize an object that is not being subjected to a force will continue to move at a constant speed in a straight line or stay at rest (Newton’s 1st law)
  • SC5.2.2 Students will identify the influence of forces on motion.

Air Traffic Controller
  • Summary: Students will learn about the calculations and timing necessary to work as an air traffic controller.  Using a flight controller app, designed by NASA, students will work to keep runways safe and running smoothly.
  • Standards:
  • SC5.2.2.b Describe changes in motion due to outside forces (push, pull, gravity)
  • SC8.2.2.d Recognize that everything on or around Earth is pulled towards Earth’s center by gravitational force
  • SC12.1.1.c Identify and manage variables and constraints

Flight Plan Navigator
  • Summary: Students will learn about what is required to put together a very basic flight plan using sectionals and plotters
  • Standards:
  • MA 4.4.2 Analysis & Applications: Students will analyze data to address the situation. MA 4.4.2.a Solve problems involving addition or subtraction of fractions using information presented in line plots
  • MA 6.3.2 Coordinate Geometry: Students will determine location, orientation, and relationships on the coordinate plane.
  • MA 7.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
  • MA 7.2.1.b Represent real-world situations with proportions

Airplane Tour
  • Summary: Touring the historic aircraft will help student for an intellectual and emotional connection to our nation and its founding principles. Tour facilitator will, through historically accurate overview of the aircraft will illuminate the sacrifice behind the artifacts. Students will be able to recognize how responsible citizens preserve, protect, and defend freedom and democracy for America and the world as a whole.
  • Standards:
  • SS 0.4.2 Students will identify historical people, events, ideas, and symbols
  • SS 0.4.2a Identify the contributions of historical people and the impact of symbols, including various cultures and ethnic groups (e.g., George Washington, American flag, picture and name of current president)
  • SS 0.4.2b Differentiate between stories from the present and the past
  • SS 1.4.2.b Describe how objects including books, letters, and other artifacts help us to understand the past
  • SS 5.4.4e Describe the relationships among historical events in the United States and the students' lives today (i.e., current events)

Parachute Design
  • Summary: Students will design a parachute using common office and household materials. They will then test the effectiveness of their parachute at varying heights including our two-story balcony.
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.1.3 Students will solve a simple design problem
  • SC5.2.2 Students will identify the influences of forces on motion
  • SC8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations
  • SC12.1.1 Students will design and conduct investigations that lead to the use of logic and evidence in the formulation of scientific explanations and models
  • SC8.1.3 Students will solve a design problem which involves one or two science concepts
  • SC12.1.3 Students will solve a complex Design Problem

FPG-9s
  • Summary: Students will build a glider using an outline, a foam plate, penny, and tape. This project will explain the four forces of flight and the use of a rudder and flaps.
  • Standards:
  • SC2.2.2.b Describe how objects move in many different ways (straight, zigzag, round and round, back and forth, and fast and slow)
  • SC5.2.2.b Describe changes in motion due to outside forces (push, pull, gravity)

 

SPACE

Pocket Solar System
  • Summary: Students will create a to-scale solar system visual that can be rolled up and put into their pocket.
  • Standards:
  • SC2.4.1.b Identify objects that appear to move in the sky (the Sun, the Moon, stars)
  • SC8.4.1 Students will investigate and describe Earth and the solar system.
  • SC8.4.1.a Describe the components of the solar system (the Sun, planets, moons, asteroids, comets)

Moon Phases Flipbook
  • Summary: Students will understand that the moon appears to change shape due to how much sunlight it is reflecting at any given time during the month. Not only will each phase be labeled but will gradually fade using the power of a flip book.
  • Standards:
  • SC2.4.1.a Identify objects in the sky (the Sun, the Moon, the stars) and when they are observable
  • SC5.4.1 Students will observe and describe characteristics, patterns, and changes in the sky
  • SC5.4.1.a Recognize that the observed shape of the Moon changes from day to day during a one month period
  • SC5.4.1.b Recognize the motion of objects in the sky (the Sun, the Moon, stars) change over time in recognizable patterns

Earth, Moon, and Star Planetarium Show
  • Summary:Through this planetarium show, we explore the relationship between Earth, Moon and Sun and how they work together as a system. Myths and misconceptions are dispelled with help of a cartoon coyote. How the Sun rises and sets is examined as well as some facts about the Moon such as orbits, craters, phases and eclipses.
  • Standards:
  • SC2.4.1a Identify objects in the sky (the Sun, the Moon, and the stars) and when they are observable
  • SC2.4.3a Observe that the Sun provides heat and light
  • SC2.4.1b Identify objects that appear to move in the sky (the Sun, the Moon, stars) Earth Structures
  • SC5.4.1a Recognize that the observed shape of the Moon changes from day to day during a one-month period
  • SC5.4.1b Recognize the motion of objects in the sky (the Sun, the Moon, stars) change over time in recognizable patterns

Constellation Planetarium Show
  • Summary: The Constellation Planetarium Show allows students to view the stars that can be currently found in their night sky, as well as some planets and comets.
  • Standards:
  • SC2.4.1 Students will observe objects of the sky
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.4.1 Students will observe and describe characteristics, patterns and changes in the sky
  • SC8.4.1 Students will investigate and describe Earth and the solar system
  • SC8.4.4 Students will use evidence to draw conclusions about changes in Earth
  • SC12.4.1 Students will investigate and describe the known universe
  • SC12.4.4 Students will explain the history and evolution of Earth

Rotation vs. Revolving
  • Summary: Rotation vs. Revolving is a crafty activity that helps students create a visual for the difference between the two. Students will learn the different effects these two have on planetary/satellite bodies. Students will participate in a lively discussion about years, seasons and days and which celestial bodies are involved!
  • Standards:
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.2.2 Students will identify the influences of forces on motion
  • SC5.4.2 Students will observe and describe the effects of energy changes on Earth
  • SC5.4.1 Students will observe and describe characteristics, patterns and changes in the sky
  • SC8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations
  • SC8.2.2 Students will investigate and describe forces and motion
  • SC8.2.3 Students will identify and describe how energy systems and matter interact
  • SC8.4.1 Students will investigate and describe Earth and the solar system

Constellation Stories
  • Summary: Students will learn the history behind several different constellations during this activity.  Plus, they will also be able to create and design their very own constellation.
  • Standards:
  • SC2.4.1 Students will observe objects of the sky
  • SC2.1.1 Students will ask questions and conduct investigations that lead to observations and communication of findings
  • SC5.1.1 Students will plan and conduct investigations that lead to the development of explanations
  • SC5.4.1 Students will observe and describe characteristics, patterns and changes in the sky
  • SC8.4.1 Students will investigate and describe Earth and the solar system
  • SC8.4.4 Students will use evidence to draw conclusions about changes in Earth
  • SC12.4.1 Students will investigate and describe the known universe
  • SC12.4.4 Students will explain the history and evolution of Earth

Lunar Lander
  • Summary: Students will design a Moon Lander to land safely on the Moon.  With limited supplies students will be challenged to keep their astronauts in their command capsule, from increased heights to determine who has built the best, and safest, lunar lander.
  • Standards:
  • SC5.1.1.a Ask testable scientific questions
  • SC5.1.3 Students will solve a simple design problem.
  • SC8.1.1.e Make qualitative and quantitative observations

Planetary Design
  • Summary: Students will create their own paper model of the Earth and gain understanding of its four distinct layers.
  • Standards:
  • SC2.4.2 Students will observe, identify, and describe characteristics of Earth’s materials
  • SC5.4.2 Students will observe and describe Earth’s materials, structure, and processes

End Effector
  • Summary: Students will make a International Space Station robot End Effector, and use it  to pick up various objects to understand designing a tool to meet a specific need.
  • Standards:
  • SC2.1.1.d Describe objects, organisms, or events using pictures, words, and numbers
  • SC2.2.2.a State location and/or motion relative to another object or its surroundings (in front of, behind, between, over, under, faster, slower, forward and backward, up and down)
  • SC5.1.3 Students will solve a simple design problem

Space Habitat Design
  • Summary: Students will work in a group to build a workable space habitat in which they would live in if they had to move to another planet or moon. They will design the habitat’s structure and demonstrate an understanding of the concepts involved in colonizing space as well as building long-term facilities there.
  • Standards:
  • SC8.1.3.a Identify problems for technical design
  • SC8.1.3.b Design a solution or product
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering

Space Sample Recovery
  • Summary: Scientists are on a quest to learn about space, our solar system, and beyond. Students will experience how astronauts may collect space samples from the moon, mars, and other celestial bodies. These samples help scientists study the climate and geology from where the samples were collected. Astronauts face dangers and challenges of exploration in space. Students will use a tool and teamwork to collect space samples and place them in the cargo hold.
  • Standards:
  • SC2.1.1.a Ask questions that relate to a science topic
  • SC2.1.1.b Conduct simple investigations
  • SC2.1.1.c Select and use simple tools appropriately
  • SC5.1.2 Students will describe how scientists go about their work.

Sun Wheel
  • Summary:  Students will develop a deeper understanding of how the pattern of the Sun affects what stars are visible in the sky and the amount of natural light at different times of the day and night. Students will be able to recognize that the cause of day and night is the rotation of Earth on its axis.
  • Standards:
  • SC.K.12.3.C Make observations to determine the effect of sunlight on Earth's surface.
  • SC.1.11 Space Systems: Patterns and Cycles
  • SC.1.11.3 Gather, analyze, and communicate evidence of patterns and cycles of space systems.
  • SC.1.11.3.A Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Straw Rockets
  • Summary: Students will make their very own rockets  to be launched toward a target to illustrate the concept of trajectory and air pressure.
  • Standards:
  • SC8.1.3.a Identify problems for technical design
  • SC8.1.3.b Design a solution or product
  • SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering
  • SC8.2.2.c Compare the motion of objects related to the effects of balanced and unbalanced forces

Alka Seltzer Rockets
  • Summary: This project will introduce students to the concepts of pressure, gravity and Newton’s Three Laws of Motion by launching a rocket with a chemical reaction.
  • Standards:
  • SC2.2.2.a State location and/or motion relative to another object or its surroundings (in front of, behind, between, over, under, faster, slower, forward and backward, up and down)
  • SC5.2.2.b Describe changes in motion due to outside forces (push, pull, gravity)
  • SC8.2.1.e Distinguish between physical and chemical changes (phase changes, dissolving, burning, rusting)

Air Powered Rockets
  • Summary: Rockets are a fun staple at our museum.  Students have the opportunity to build an air powered paper rocket capable of hitting the ceiling of our museum and beyond.  Using their strength and determination, students will pump to build up air pressure inside of our launchers until their rocket shoots for the sky!
  • Standards:
  • 2.2.2.b Describe how objects move in many different ways (straight, zigzag, round and round, back and forth, and fast and slow)
  • 2.2.2.a State location and/or motion relative to another object or its surroundings (faster, slower, forward, and backward)
  • SC8.2.2.b Recognize an object that is not being subjected to a force will continue to move at a constant speed in a straight line or stay at rest (Newton’s 1st law)
  • SC5.2.2 Students will identify the influence of forces on motion.

 

HISTORY

Pack the Plane
  • Summary: Students will learn about the Doolittle Raid and the planning that went into making sure it succeeded using a simple math worksheet to calculate distance and weight of the aircraft.
  • Standards:
  • SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
  • SS 8.4.4.c (WLD) Analyze how decisions affected events across the globe (e.g., migrations, declarations of war, treaties, alliances)
  • MA 7.1.2.b Add, subtract, multiply, and divide rational numbers (e.g., positive and negative fractions, decimals, and integers).

Cuban Missile Crisis
  • Summary: Students will learn about the events leading up to the Cuban Missile Crisis.  From there, students will be split into three groups and simulate the Cuban Missile Crisis from the perspectives of the United States, the Soviet Union, and Cuba.  Students, within the groups, will take on the role of individuals involved in the crisis and experience some of the tough decisions made by making their own choices in how to respond to the other teams.
  • Standards:
  • SS 8.4.4.c (US) Analyze how decisions affected events in the United States
  • SS 8.4.5.a (US) Develop questions about United States history
  • SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States
  • SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history

Nuclear War
  • Summary: Students will learn about the fears of Nuclear Warfare and its impact on US Military Policy, life at home and entertainment.  To further understand this impact, students will get a short play through of the card game, “Nuclear War”, which was originally released in in 1965.
  • Standards:
  • SS 8.4.4.c (US) Analyze how decisions affected events in the United States
  • SS 8.4.5.a (US) Develop questions about United States history
  • SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States
  • SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history

B-17 Experience
  • Summary: Students will learn about the strategic bombing campaign and the role that the B-17 played in making it successful.  Students will, also, play out a historical bombing mission in our “B-17 Experience” simulation designed by a dedicated member of our education staff.
  • Standards:
  • SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
  • SS 8.4.4.c (WLD) Analyze how decisions affected events across the globe (e.g., migrations, declarations of war, treaties, alliances) 

Searching for Humanity
  • Summary: Students will learn how the Nazis, through propaganda, spread their anti-Semitic rhetoric to the people of Germany.  Students will analyze Nazi Posters and newspaper cartoons to identify messages the Nazis were spreading.  To conclude, students will be take a tour of the “Searching for Humanity” exhibit.
  • Standards:
  • SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States
  • SS 12.4.2.a (WLD) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history throughout the world
  • SS 8.4.4.c (WLD) Analyze how decisions affected events across the globe

Spies Among Us
  • Summary: Students will learn about the Manhattan Project and its connection to Omaha, NE.  Students will have a tour of the Martin Bomber Plant exhibit, learning how the war was won in Omaha, NE.  Lastly, students will work in teams to design and build a top-secret weapon delivery system but with the constant fear that there may be a spy, or spies, in their group.
  • Standards:
  • SS 8.4.4.c (US) Analyze how decisions affected events in the United States
  • SS 8.4.5.a (US) Develop questions about United States history
  • SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States
  • SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history

Cutthroat Space Race
  • Summary: Students will work in a group to build a lunar lander that will be used to land on the moon in a race against other groups. Just like the real Space Race, students will have have a limited budget for which to buy materials, and use those materials wisely in order to build a lander that can keep two astronauts safe. Students will also have opportunities to bid on “Sabotage Event Cards”, based on events from the Space Race which will grant their group an immediate special effect that can help them or hinder other groups.  Whichever group can drop their lander from the highest height, possible, and keep their astronauts safe wins!
  • Standards:
  • SS 8.4.4.c (US) Analyze how decisions affected events in the United States
  • SS 8.4.5.a (US) Develop questions about United States history
  • SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States
  • SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history

Optional Add-Ons:

Staying for lunch? Students are welcome to eat their Brown Bag lunch at our cafeteria located under the massive wingspan of the B-36 in Hangar A. Lunch is not provided by the Museum. If you need to purchase box lunches, please contact the Education Coordinator at 402-944-3100 ext. 204, or by email.

Questions?

Contact staff by calling 402-944-3100 ext. 204, or emailing the Education Department.