Greetings,
This S.T.E.M. activity is called: Mission to Mars. Throughout this learning module, you will be provided with a variety of information on the advancements of space exploration and the planet Mars. You can work independently, in a pair, or with a group to complete this activity. Mission to Mars in an interdisciplinary learning module that requires learners to research the planet Mars, investigate the possibility of human colonization on Mars, and select a pioneer crew based upon character profiles. Ideally, students will work together to choose the best candidates based upon their characteristics and the factors that make human colonization difficult. This S.T.E.M. assignment combines standards from science, technology, engineering, the arts, math, psychology, and sociology.
Complete all of the steps listed in this module. The duration of this assignment will be five class days. I have provided you with a suggested pacing guide next to each of the learning assignments. However, you may work at your own pace within the allotted time frame. (Extended time is available for those in need.) Working class periods have been designated for you to complete this module. As always, you may also work on this task outside of our scheduled classes. If you need help with completing any portions of this module, please do not hesitate to let me know. As the facilitator of this module, I'm here to help in various ways. I'm available for one-on-one and group assistance, as well as conferences. Throughout this module, I will also monitor and review your work to provide feedback in addition ensuring you are on task. I can't wait to see what you create; let's get started.
Note: This learning module is a work in progress. It has not be finalized for student use.
Image: Artist's conception of a human mission on the surface of Mars. 1989 painting by Les Bossinas of NASA's Lewis Research Center.
This S.T.E.M. activity is called: Mission to Mars. Throughout this learning module, you will be provided with a variety of information on the advancements of space exploration and the planet Mars. You can work independently, in a pair, or with a group to complete this activity. Mission to Mars in an interdisciplinary learning module that requires learners to research the planet Mars, investigate the possibility of human colonization on Mars, and select a pioneer crew based upon character profiles. Ideally, students will work together to choose the best candidates based upon their characteristics and the factors that make human colonization difficult. This S.T.E.M. assignment combines standards from science, technology, engineering, the arts, math, psychology, and sociology.
Complete all of the steps listed in this module. The duration of this assignment will be five class days. I have provided you with a suggested pacing guide next to each of the learning assignments. However, you may work at your own pace within the allotted time frame. (Extended time is available for those in need.) Working class periods have been designated for you to complete this module. As always, you may also work on this task outside of our scheduled classes. If you need help with completing any portions of this module, please do not hesitate to let me know. As the facilitator of this module, I'm here to help in various ways. I'm available for one-on-one and group assistance, as well as conferences. Throughout this module, I will also monitor and review your work to provide feedback in addition ensuring you are on task. I can't wait to see what you create; let's get started.
Note: This learning module is a work in progress. It has not be finalized for student use.
Image: Artist's conception of a human mission on the surface of Mars. 1989 painting by Les Bossinas of NASA's Lewis Research Center.
Materials/Skills Needed
- Computer/laptop
- Internet access
- Web browser
- 6th-8th grade reading proficiency (supports claims, summarization, vocabulary).
- Writing (spelling, grammar, punctuation)
- Technology skills (digital citizenship, digital literacy, informational fluency, safe and effective Internet research and navigation, computer use)
- Ability to learn, gather, and organize information
- Access to Flocabulary (account)
- Access to BrainPop (use Clever to log in)
- Access to CommonLit (account)
- Proficiency with using presentation software (Adobe Spark Video, Prezi, PowerPoint, Sway, or eMaze)
- Access to Microsoft Office or Google Suite
- Mission to Mars Learning Module (powered by Weebly)
- Mission to Mars KWL Chart
- Mission to Mars Crew Activity (handout/pdf)
Standards
Eighth Grade (ELA)
- ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
- ELAGSE8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- ELAGSE8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- ELAGSE8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- ELAGSE8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
STEM Module Objectives
- Students will be able to read and comprehend expository as well informational text.
- Students will be able to extract data and make inferences based upon expository as well as informational text.
- Students will draw evidence from literary and informational text to support their analysis, reflection, and research.
- Students will be able to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Students will be able to successfully gather relevant information from a variety of sources (print and digital).
- Students will effectively participate in a variety of collaborative discussions (one-on-one, with a partner, in a group, and teacher-led).
- Students will gather, organize, and present data to support their answers/responses.
- Students will use technology to present their answers to the essential questions and big ideas of the assignment(s).
Essential Questions/Big Ideas
- Can humans survive on Mars?
- What things do humans need to do in order to successfully colonize Mars?
- What are characteristics?
- How can character traits affect group dynamics?
- What type of people should be selected as pioneers to colonize Mars?
Pre-Assessment
Task: Create a Mars KWL Chart. The KWL Chart should be 3x2 (three columns and two rows). Below are step-by-step instructions (slide show) to assist you with constructing your Mars KWL Chart. After creating your KWL Chart, fill in the What I Know and What I Want to Know sections of your graphic organizer.
Skills Test
Skills Test
- Access Word Online/Google Docs
- Name a blank document (Mars KWL Chart)
- Properly label/head your work with proper alignment (right)
- Name of assignment listed
- Create a 3x2 graphic organizer (KWL Chart)
- Bullets were used to improve the organization of text in the chart
Share Your Work . . .
Before you begin your adventure, I would like for you to share a private link to your work with me. This will allow me to review, edit, and comment on your work as you are learning. Follow the steps below to share a private link with me on a shared Google Class Doc.
Skills Test
Skills Test
- Access Word Online/Google Docs
- Share a link to document with the proper settings
- Add editing permission to an authorized individual/group
- Properly label/head your work with proper alignment (right)
- Obtain/copy a link to your work that contains the proper settings/permission(s)
- Paste/submit a link to your work on a Google Class Doc
- Change the text of your link
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
Do You Remember?
Do you remember what character traits are and why they're so important?
If you know and understand character traits, you may skip this section. However, it is recommended that you review the video Inherited and Acquired Traits in Flocabulary. (It should have been assigned to your class in Flocabulary. If it's not, let your teacher know immediately. In the interim, you can also find the video on "Inherited and Acquired Traits" by typing the title in the Search Bar. ) Understanding what character traits are and how they affect a person's interactions with others is an essential skill for this activity.
If you do not remember what character traits are, please read Identifying Character Traits and my notes on Character Traits. Also view the video Inherited and Acquired Traits in Flocabulary. I am also including the video: "What are Character Traits" (https://www.youtube.com/watch?v=iDHASw_s4QE) and Character Traits and Character Development (https://www.youtube.com/watch?v=wWYpj9aqTr0). Before you proceed to the section on Background Information, you must know what character traits are and understand how they can affect others. This is a vital skill that you will need to successfully complete this activity.
Note: I listed the links for the YouTube videos in case you need to use another device with Internet access to view them.
Image: Courtesy of https://wonderfest.org/mission-mars-cv/
If you know and understand character traits, you may skip this section. However, it is recommended that you review the video Inherited and Acquired Traits in Flocabulary. (It should have been assigned to your class in Flocabulary. If it's not, let your teacher know immediately. In the interim, you can also find the video on "Inherited and Acquired Traits" by typing the title in the Search Bar. ) Understanding what character traits are and how they affect a person's interactions with others is an essential skill for this activity.
If you do not remember what character traits are, please read Identifying Character Traits and my notes on Character Traits. Also view the video Inherited and Acquired Traits in Flocabulary. I am also including the video: "What are Character Traits" (https://www.youtube.com/watch?v=iDHASw_s4QE) and Character Traits and Character Development (https://www.youtube.com/watch?v=wWYpj9aqTr0). Before you proceed to the section on Background Information, you must know what character traits are and understand how they can affect others. This is a vital skill that you will need to successfully complete this activity.
Note: I listed the links for the YouTube videos in case you need to use another device with Internet access to view them.
Image: Courtesy of https://wonderfest.org/mission-mars-cv/
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Background Information
The Earth is the perfect habitat for humans. However, due to wars, germ modifications, dangerous viruses, rapidly declining ecosystems, and holes in the ozone layer-many are wondering how long our planet will last. Will Earth continue to be habitable in 100 years, 200 years, or even 1000 years? In the late 1970s, scientists began their search for other planets that could sustain human life-taking a look at the closest, and not so closest planets for possible colonization. Some of the contenders were Earth’s moon, Mars, Ceres, Titan, and the five-planet system Kepler-62 (specifically Kepler 62-e, Kepler 62-f, and conceivably Kepler 62-c). Unanimously, Mars was selected and funding was awarded to NASA to create a Mars Exploration Program. (Tip: As you continue working through this learning module, add the information you learn about Mars in the What I Learned section of your KWL Chart. At the conclusion of the assignment, you will submit your chart to your teacher.)
For decades, NASA's Mars Exploration Program studied the Red Planet with four goals in mind (Life, Climate, Geology, and Humans). We have gone from “Follow the Water” to “Explore Habitability” to “Seek Signs of Life.” NASA and its partners sent orbiters, landers, and rovers to Mars to increase our knowledge about the planet-paving a way for future exploration and colonization. The Curiosity rover gathered radiation data to help us protect astronauts. The Mars 2020 rover studied the availability of Martian resources, including oxygen. A three-tiered preparatory program was put in place (Earth Reliant, the Proving Ground, and Earth Independent) to prepare us for our Mission to Mars.
In the 2020s, NASA sent groups of astronauts on yearlong missions into the deep space proving ground, verifying habitation and testing our readiness for Mars. Building on what we've learned on the space station, our deep space missions to low-Mars orbit, in addition to the planet’s samples collected by the rovers, we believe we are ready to send humans to explore and possibly colonize Mars.
During our last preparative phase, NASA successfully tested entry, descent, and the landing techniques needed to get to the Martian surface. Their robotic explorers completed a 40 year study of Mars, providing NASA with a greater understanding of how the human body changes in space and how we can protect astronaut health. Studies have been completed and plans have been finalized for our pioneers to attempt the mission of "living off the land." An enormous amount of taxpayers’ money was used to support the research as well as exploration of the Red Planet. As agreed, the first crew to inhabit Mars will come from the American applicants who receive the most votes.
For decades, NASA's Mars Exploration Program studied the Red Planet with four goals in mind (Life, Climate, Geology, and Humans). We have gone from “Follow the Water” to “Explore Habitability” to “Seek Signs of Life.” NASA and its partners sent orbiters, landers, and rovers to Mars to increase our knowledge about the planet-paving a way for future exploration and colonization. The Curiosity rover gathered radiation data to help us protect astronauts. The Mars 2020 rover studied the availability of Martian resources, including oxygen. A three-tiered preparatory program was put in place (Earth Reliant, the Proving Ground, and Earth Independent) to prepare us for our Mission to Mars.
In the 2020s, NASA sent groups of astronauts on yearlong missions into the deep space proving ground, verifying habitation and testing our readiness for Mars. Building on what we've learned on the space station, our deep space missions to low-Mars orbit, in addition to the planet’s samples collected by the rovers, we believe we are ready to send humans to explore and possibly colonize Mars.
During our last preparative phase, NASA successfully tested entry, descent, and the landing techniques needed to get to the Martian surface. Their robotic explorers completed a 40 year study of Mars, providing NASA with a greater understanding of how the human body changes in space and how we can protect astronaut health. Studies have been completed and plans have been finalized for our pioneers to attempt the mission of "living off the land." An enormous amount of taxpayers’ money was used to support the research as well as exploration of the Red Planet. As agreed, the first crew to inhabit Mars will come from the American applicants who receive the most votes.
Terms to Know/Vocabulary
Optimist- A person who has a more positive outlook
Pessimist– A person who has a more negative outlook
Intrinsic– A person who is motivated by themselves
Extrinsic– A person who is motivated by outside sources (money, rewards, etc.)
Introvert– A person who prefers to be alone or with a smaller group of people
Extrovert– A person who prefers large groups of people rather than being alone
Resource: Use the Mission to Mars Quizlet Set for an interactive way to learn your vocabulary words.
Pessimist– A person who has a more negative outlook
Intrinsic– A person who is motivated by themselves
Extrinsic– A person who is motivated by outside sources (money, rewards, etc.)
Introvert– A person who prefers to be alone or with a smaller group of people
Extrovert– A person who prefers large groups of people rather than being alone
Resource: Use the Mission to Mars Quizlet Set for an interactive way to learn your vocabulary words.
Learning Assignment
1. Log into BrainPop using Clever. Type in Mars in the "Search BrainPop" section and then click the search button. Watch the video. Add important information that you have learned about Mars into the What I Learned section of your KWL Chart. Feel free to explore the learning modules other resources-Quiz, Challenge, Related Reading, Games, etc. (this is optional). When you feel comfortable with the content contain in the BrainPop learning module on Mars, proceed to learning assignment 2.
2. Flocabulary. Complete the Mars learning unit in Flocabulary. You are required to watch the video, complete the Read and Respond, and finish the Quiz (these are graded assignments). I recommend that you also complete the Vocab Cards. If you have extra time, consider doing the Vocab Game and testing your skills in the Lyric Lab. (Note: The Vocab Cards, Vocab Game, and Lyric Lab are not required assignments. Remember to add important information that you learned about Mars in the What I Learned section of your KWL Chart.)
2. Flocabulary. Complete the Mars learning unit in Flocabulary. You are required to watch the video, complete the Read and Respond, and finish the Quiz (these are graded assignments). I recommend that you also complete the Vocab Cards. If you have extra time, consider doing the Vocab Game and testing your skills in the Lyric Lab. (Note: The Vocab Cards, Vocab Game, and Lyric Lab are not required assignments. Remember to add important information that you learned about Mars in the What I Learned section of your KWL Chart.)
Instructions/Task
A two-year life experiment has been authorized to figure out how well people would be able to handle a trip to Mars. Current technology predicts it will take eight months on board of the spacecraft to travel to Mars, eight months to successfully set up a colony on Mars, and eight months to return home. Your job is to select a crew of seven people to participate in this pioneer mission to Mars. The list of volunteer candidates has been reduced to their top twelve. The United States government needs your help to thoroughly analyze all of the 12 volunteers and select the seven individuals that would be best for this mission.
The Mission to Mars Crew Activity packet contains confidential information provided about NASA’s Mission to Mars. You will be provided with the profiles of their final twelve candidates. Your job is to select a crew of seven people from the twelve volunteers that you received. There are several factors to contemplate and important scientific information that you should take into consideration while creating your team. Remember, Mars may have had conditions suitable for life in its past. Future exploration could uncover evidence of life, answering one of the fundamental mysteries of the cosmos: Does (or did) life exist beyond Earth?
Task: Read the Mission to Mars Crew Activity packet (individually). Afterwards, carefully study/discuss all twelve candidates. Construct a chart that lists the seven individuals you/your group have selected for your Mission to Mars crew. To do this, create a 2x8 table (two columns and eight rows) in Word Online. Name this document Mission to Mars Crew Selection Chart. Label your work on the right hand side of the document (name, date, and period). Enter the words: Crew Members, in the first column. Enter the words: Explanation for Selection, in the second column (see Mission to Mars Crew Selection Chart if you need a visual). Number the rows 1-7 (after the first row). Enter each crew member (in column one), along with an explanation for why you or your group has decided to select them (in column two). Share a private link to your Mission to Mars Crew Selection Chart on your period's Google Class Doc (see below). After completing your Mission to Mars Crew Selection Chart, move on to the How to Present Your Crew section of this activity.
Note: If you have not mastered how to create a chart in Word and need help, scroll up to the Pre-Assessment section in this activity. Review the slides listed for creating a KWL Chart. Instead of creating a 3x2 chart, you are creating a 2x8 chart. If you are still unable to create a 2x8 chart, use this Mission to Mars Crew Selection Chart to enter in your information. If you download the chart, remember to save it in your One or G Drive. You will need to also share this link to your period's Google Class Doc.
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
Note: Your teacher may give you the option to complete this activity individually, with a partner, or in a group. Instructions will be provided by your teacher regarding the circumstances for completing this assignment.)
The Mission to Mars Crew Activity packet contains confidential information provided about NASA’s Mission to Mars. You will be provided with the profiles of their final twelve candidates. Your job is to select a crew of seven people from the twelve volunteers that you received. There are several factors to contemplate and important scientific information that you should take into consideration while creating your team. Remember, Mars may have had conditions suitable for life in its past. Future exploration could uncover evidence of life, answering one of the fundamental mysteries of the cosmos: Does (or did) life exist beyond Earth?
Task: Read the Mission to Mars Crew Activity packet (individually). Afterwards, carefully study/discuss all twelve candidates. Construct a chart that lists the seven individuals you/your group have selected for your Mission to Mars crew. To do this, create a 2x8 table (two columns and eight rows) in Word Online. Name this document Mission to Mars Crew Selection Chart. Label your work on the right hand side of the document (name, date, and period). Enter the words: Crew Members, in the first column. Enter the words: Explanation for Selection, in the second column (see Mission to Mars Crew Selection Chart if you need a visual). Number the rows 1-7 (after the first row). Enter each crew member (in column one), along with an explanation for why you or your group has decided to select them (in column two). Share a private link to your Mission to Mars Crew Selection Chart on your period's Google Class Doc (see below). After completing your Mission to Mars Crew Selection Chart, move on to the How to Present Your Crew section of this activity.
Note: If you have not mastered how to create a chart in Word and need help, scroll up to the Pre-Assessment section in this activity. Review the slides listed for creating a KWL Chart. Instead of creating a 3x2 chart, you are creating a 2x8 chart. If you are still unable to create a 2x8 chart, use this Mission to Mars Crew Selection Chart to enter in your information. If you download the chart, remember to save it in your One or G Drive. You will need to also share this link to your period's Google Class Doc.
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
Note: Your teacher may give you the option to complete this activity individually, with a partner, or in a group. Instructions will be provided by your teacher regarding the circumstances for completing this assignment.)
Factors for Consideration
NASA has been studying Mars for many years trying to figure out if human life could exist on our closest planet. The main issue is water and oxygen. Human life needs water to survive so if Mars is discovered to have a water supply then the possibility becomes greater. Just getting to Mars is a challenge, but other factors about Mars need to be considered if humans are someday going to live there. Here are four:
Factor #1:
It is cold on Mars! Mars might reach 70°F at the Equator at noon and then quickly drop, but it can get as cold as -225°F at the poles! This is just way too cold for humans to endure.
Factor #2:
Mars isn’t as big as the Earth. In fact Mars is about half the size of Earth and many people say Earth is already overcrowded.
Factor #3:
It is windy on Mars. The wind blows on average about 20 mph on Mars and sometimes gets up to 60 mph. To put that in perspective, a Category 1 Hurricane starts at 74 mph.
Factor #4:
The soil has a lot of iron in it which is why it gives off that rusty color. That, combined with the lack of water, and different atmospheric conditions would make growing vegetation impossible.
Image: Courtesy of https://www.universetoday.com/135944/cancer-risk-human-mars-mission-just-got-lot-worse/
Factor #1:
It is cold on Mars! Mars might reach 70°F at the Equator at noon and then quickly drop, but it can get as cold as -225°F at the poles! This is just way too cold for humans to endure.
Factor #2:
Mars isn’t as big as the Earth. In fact Mars is about half the size of Earth and many people say Earth is already overcrowded.
Factor #3:
It is windy on Mars. The wind blows on average about 20 mph on Mars and sometimes gets up to 60 mph. To put that in perspective, a Category 1 Hurricane starts at 74 mph.
Factor #4:
The soil has a lot of iron in it which is why it gives off that rusty color. That, combined with the lack of water, and different atmospheric conditions would make growing vegetation impossible.
Image: Courtesy of https://www.universetoday.com/135944/cancer-risk-human-mars-mission-just-got-lot-worse/
How to Present Your Crew
At this step, you should have carefully read the Mission to Mars Crew Activity packet. Continuously entered information learned about Mars in your KWL Chart. In addition to that, you should have also selected your crew members. In the graphic organizer found in the Mission to Mars Background and Overview document, you have named your crew, listed the individuals, and explained your crew member selections. Now, select a way to present your Mission to Mars crew.
*PowerPoint (individual/pair/group)
*Sway (individual/pair/group)
Prezi (individual)
eMaze (individual)
*Short film (individual-not recommended for pairs/groups)
*Brochure (this option is currently unavailable)
*Essay (this option is currently unavailable)
*Poster (individual-not recommended for pairs/groups)
Adobe Spark (individual)
Other Ideas? (Recommend a presentation method to your teacher)
*signifies collaborative project options
(Note: Due to remote teaching/learning restrictions (Covid-19), students can present their Mission to Mars crews via PowerPoint, Sway, Adobe Spark, Prezi, or eMaze only.)
Presentation Examples
Mission to Mars Crew Activity-Sway Presentation
Mission to Mars PPT-1
Mission to Mars PPT-2
Mission to Mars PPT-3
Mission to Mars PPT-4
Mission to Mars PPT-5
Image: Courtesy of https://www.vecteezy.com/vector-art/194914-mission-to-mars-patch
*PowerPoint (individual/pair/group)
*Sway (individual/pair/group)
Prezi (individual)
eMaze (individual)
*Short film (individual-not recommended for pairs/groups)
*Brochure (this option is currently unavailable)
*Essay (this option is currently unavailable)
*Poster (individual-not recommended for pairs/groups)
Adobe Spark (individual)
Other Ideas? (Recommend a presentation method to your teacher)
*signifies collaborative project options
(Note: Due to remote teaching/learning restrictions (Covid-19), students can present their Mission to Mars crews via PowerPoint, Sway, Adobe Spark, Prezi, or eMaze only.)
Presentation Examples
Mission to Mars Crew Activity-Sway Presentation
Mission to Mars PPT-1
Mission to Mars PPT-2
Mission to Mars PPT-3
Mission to Mars PPT-4
Mission to Mars PPT-5
Image: Courtesy of https://www.vecteezy.com/vector-art/194914-mission-to-mars-patch
Project Submissions
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
Learning Assignment
Log into CommonLit and complete "Are Humans Really Headed to Mars Anytime Soon?" by Nell Greenfieldboyce (2015, Lexile 1120). If you are in my gifted class (4th period), please also complete "Should We Terraform Mars?" by Paul Scott Anderson (2016, Lexile 1140). Use the R.A.P.P. or R.A.C.E. Strategy to answer the written response questions.
Image: Courtesy of https://www.digitaltrends.com/cool-tech/future-mars-missions/
Image: Courtesy of https://www.digitaltrends.com/cool-tech/future-mars-missions/
Final Check for Assignment Submissions
If you have not do so already, use the links below to verify that you have successfully shared links to your KWL Chart, Mission to Mars Crew Selection Chart, and Mission to Mars presentation on your period's Google Class Doc.
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
Downloads/Resources
Mission to Mars KWL Chart
Mission to Mars Crew Activity
Mission to Mars Quizlet Vocabulary Set
Mission to Mars Crew Selection Chart
"Are Humans Really Headed to Mars Anytime Soon?"
Should We Terraform Mars?
R.A.P.P. Strategy
R.A.C.E. Strategy
Mission to Mars Crew Activity
Mission to Mars Quizlet Vocabulary Set
Mission to Mars Crew Selection Chart
"Are Humans Really Headed to Mars Anytime Soon?"
Should We Terraform Mars?
R.A.P.P. Strategy
R.A.C.E. Strategy
Let's Study for the Test!
Mission to Mars Test
Extra Credit Opportunity
- Complete this assignment with a parent or your legal guardian. Complete the comparison form.
- Create a movie poster to advertise your crew's documentary film for their Mission to Mars (not available due to virtual learning).
- Create a movie trailer for your crew's Mission to Mars (not available due to virtual learning).
- Create a radio play/teleplay that details the story of your mission.
Lesson Extensions/Exploration Activities
Interested in learning more about the exploration of Mars? Check out these resources for additional information:
Feedback
If you have a moment, please click here to complete the feedback survey for this STEM activity.
Copyright-Surviving Social Studies, 2014. This interdisciplinary activity has been modified by Mr. Reygan Reed, Mrs. Patricia Allen-Threat, Mrs. Amber Jackson, Mrs. Jennifer Fauntleory, and Mr. Franklin Lopez. The original Mission to Mars Crew Activity is available under the Download/Resources section.
Resources
Use the links below to share you presentation links to your period's Google Class Doc.
1st period Mission to Mars projects
4th period Mission to Mars projects
6th period Mission to Mars projects
7th period Mission to Mars projects
1st period Mission to Mars projects
4th period Mission to Mars projects
6th period Mission to Mars projects
7th period Mission to Mars projects
Additional Middle Grades Georgia Performance Standards of Excellence
Seventh Grade (ELA)
Sixth Grade (Science)
- ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- ELASGE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- ELASGE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- ELAGSE7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- ELAGSE7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
- ELAGSE7W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- ELAGSE7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
- ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
- ELAGSE7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
- ELAGSE7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
- ELAGSE7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
- ELAGSE7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening
- S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.
Sixth Grade (Science)
- S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved. c. Analyze and interpret data to compare and contrast the planets in our solar system in terms of: • size relative to Earth, • surface and atmospheric features, • relative distance from the sun, and • ability to support life.
- S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.