CURRICULAR BENEFITS
A rigorous and yet eminently accessible text of graphic nonfiction,
How to Fake a Moon Landing
provides an engaging way to address the Common Core’s emphasis on reading across the disciplines. Indeed, its consistent attention to the way that science intersects human affairs demonstrates how educators might additionally connect its content pow-erfully to the social studies curriculum (see
pp. 129–34
and
144–52
for key political and/ or economic issues). Moreover, instead of representing a departure from science as a discipline, such connections actually strengthen its relevancy by vividly illustrating how topics such as climate change and fracking might impact the lives of students. Whether or not they always agree with the author’s positions, the clarity of his arguments and the extent of his research should prompt the critical thinking that is the book’s ultimate goal. In short, it’s about thinking like a scientist even as it focuses on those who don’t.
ALIGNMENT WITH NEXT GENERATION SCIENCE STANDARDS
The draft version of the NGSS available in early 2013 consistently correlates to the content of
How to Fake a Moon Landing
at Grades 6–12. The “assessable component” text presented below, organized by coded performance expectation, is intended as a sampling of this alignment. For more specific correlations, please visit
http://www.nextgenscience.org/
to download the current version of the standards, and search it for the kinds of items included in the Teaching Index below.
TEACHING INDEX • 1 •
TEACHER’S GUIDE TO BY DARRYL CUNNINGHAM
INTRODUCTION BY ANDREW C. REVKIN
Middle School
MS-ESS2-n.
Use models of Earth’s atmosphere and surface to support the explana-tion of the greenhouse effect.
MS-ESS2-p.
Ask questions from evidence found in the geologic record to deter-mine relationships between the evolution and proliferation of living things and changes in the geosphere, atmosphere, and hydrosphere over geologic time.
MS-LS1-d.
Design and conduct an investigation to gather evidence to support explanations that the body is a system of interacting subsystems composed of groups of cells working to form tissues and organs specialized for particular body functions, and that scientific advances in understanding of those systems have led to improvements in nutrition, health, and medicine.
MS-LS3-b.
Apply scientific knowledge to support the explanation that changes (mutations) to genes located on chromosomes affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
High School
HS-LS3-a.
Ask questions to obtain information about the role of DNA and chro-mosomes in coding the instructions for forming the characteristic traits of species passed from parents to offspring.
HS-ESS3-b.
Analyze and revise solutions for developing, managing, and utilizing resources that would increase economic, social, environmental, and/or cost: benefit ratios.
HS-ESS3-f.
Analyze data regarding the effects of human activities on natural systems to make valid scientific claims for how engineering solutions are designed and implemented to help limit environmental impacts.
HS-ESS3-h.
Apply scientific reasoning, theory, and models to construct explana-tions for how humans may predict and modify their impacts on future global-climate systems. anatomy 98–100astronomy 9–23, 167biology 24–43, 90chemistry 26–30, 115–18climate 136–141greenhouse effect 142–43disease/pathology 34–36, 71–76, 157–58environmental science/impact 111, 114–21, 124, 153evolution 83–106 fossils/fossil record 86, 88–89geology/earth science 20-22, 108–13, 125–27, 138–39, 166genetics/molecular biology 87, 93–94, 101–03gravity 17–20intelligent design 90–92medicine 24–43, 57–59, 69–81natural selection 94–97, 104, 105–06radiation 119, 122–23rocketry 15-17scientific method/research28-31, 72, 77, 87, 106, 137, 142–43, 151, 160, 164–71scientists 28–31, 145, 150–51
• 2 •DURING AND AFTER READING: THINK/TALK/SHARE
THINK/TALK/SHARE
There are several options for using this section. If you wish to assess learning in terms of pure content, you can assign the reproducible student page opposite for independent in-class or take-home completion. Or you can use it more informally, as a way for students to revisit information as a prelude to the higher-order questions below—or as a diagnostic to suggest topics that may require reteaching prior to more in-depth discussion. Alternately, the “discussion” prompted by these questions can take the form of an organized debate or the composition of persuasive essays.
CRITICAL THINKING DISCUSSION QUESTIONS
1. Given that the moon landing took place in 1969 and that so many of the issues explored in the book have present-day health and environmental implications, why do you think Darryl Cunningham includes it? If so few people (comparatively) believe that the moon landing was faked, why not simply ignore such claims?2. Based upon the examples provided in the book (e.g., chiropractic, Tom Corbet’s backing of “sound science” on
p. 131
), in what ways might it make sense to conceptualize a third category between the scientific approach and “science denial”? Is there more value or risk in acknowledging “pseudo-science” as a distinct position in that its proponents at least ostensibly, or occasionally, recognize scientific data and methods? Do you think the author would agree with such a distinction or maintain that followers/ advocates of pseudo-science are the same as science deniers? Why or why not?3. A recurring theme concerns how the profit motives of individuals and corporations can foster both pseudo-science and outright science denial. Examples include Jacques Benveniste
(p. 31),
B. J. Palmer
(pp. 50–51)
, Andrew Wakefield
(pp. 73–75)
, Koch Industries
(pp. 147–49)
, and tobacco companies
(pp. 159–60)
. However, using your background knowledge of fields such as pharmacology, energy, and agriculture, how do commercial interests also drive innovation in science and technology? Is it possible, then, to sum up the relationship between science and industry, and what factors make such a generalization problematic?4. A related question concerns the role of governmental leadership and regulation, a topic that’s addressed explicitly on
pp. 129–31
and implicitly throughout the final three chapters. From the examination of such topical subjects, how do you think the relationship between the public policy sphere and the scientific community might be reset to the benefit of a common good that recognizes environmental and safety concerns but does not stifle economic development? Specifically, drawing on the book’s presentation of the scientific method (
pp. 164–71
and throughout), what steps could be introduced into the legislative or enforcement process that would honor current consensus among scientists?5. Cunningham convincingly makes the case that public debate (and the resulting policy) is often shaped by media coverage that can disproportionately
(pp. 81–82, 151–52, 161–63, 169)
favor non-scientific data and theory. Given that both negative (sensationalism) and positive, if misguided, motives (fairness vis-à-vis presenting “both sides”) are at play, what can be done about this situation? Or is it inevitable, given the nature of freedom of speech, mass media, and the fact that, after all, the audience for it is overwhelming lay people who expect/are accustomed to/need science presented in sound bites? 6. Sharpen critical thinking skills by taking on the role of “devil’s advocate.” For example, how might one oppose the anecdotal evidence about chiropractic’s safety by citing in comparison the staggering malpractice statistics and legal settlements involving mainstream medicine (while also acknowledging the author’s potential counter to this on the bottom of
p. 62
)? Moreover, practice these skills by adopting a stance contrary to what the author believes
even if you agree with him.
7. Similarly, apply understanding of the scientific method by outlining how one might go about designing experiments or making predictions (as in the chapter on evolution) in order to validate any of the non-scientific or pseudo-scientific claims and theories presented in the book . . . or any others that you may know from such fields as ufology and cryptozoology. If you believed in the value of scientifically studying these subjects, how would you accommodate demands such as data collection, peer review, and replication?
Answer Key for Knowledge Inventory
1. c2. b3. d4. peer review5. There is no need to doubt the veracity of the NASA footage of the moon walk.6. Possible answers include: shale deposits are often well below drinking water sources; steel and concrete enclose the well bore; several wells can be drilled from a single pad; chemicals make up only about .5% of the total fluid used; produced water can be processed into sludge at sewage plants7. Evolution8. Climate Change9. The MMR Vaccination Scandal10. Homeopathy
CIRCLE THE BEST ANSWER FOR EACH QUESTION.
1. Which does author Darryl Cunningham NOT cite as a contributor to science denial?a) politicians b) the news media c) environmental groups d) the oil and gas industries2. Who originated the idea of removing blockages to “the body’s innate intelligence”? a) Andrew Wakefield b) Daniel David Palmer c) Jacques Benveniste d) Dr. Peter Dingle3. The author offers the migration of the testes in humans to support the idea that a) evolutionary change proceeds according to the need to survive. b) the intelligence of DNA is obvious in the body’s structures. c) the theory of the body’s “innate intelligence” can be disproved. d) no creator would intentionally want such a dangerous design.
ANSWER THE QUESTIONS IN THE SPACE PROVIDED.
4. What is it called when experts assess the quality of research before it’s published? 5. What did the
MythBusters
TV show demonstrate? 6. What are some factors that may make fracking seem environmentally safe?
WORKSHEET
KNOWLEDGE INVENTORY FOR
HOW TO FAKE A MOON LANDING
Name Date
• 3 •
MATCH THE PANEL FROM THE BOOK TO THE CORRECT TOPIC.
7. 8. 9. 10.
HOMEOPATHYTHE MMR VACCINATION SCANDALTHE MOON HOAXEVOLUTIONCHIROPRACTICCLIMATE CHANGEFRACKING