Exploring the Red Planet
Investigating and Sustaining
Life on Mars
Allison Ho
El Camino College
May 2005
This module was developed as part of the
Science FEST Project
National Science Foundation #02-01981
And
National Aeronautics and Space Administration
Pre-Service Teacher Institute (Johnson Space Center 2002)
Table of Contents
Topic of Module
Goal of Module
Target Grade Level
Objectives
Time Needed
Standards
Pre-requisite Skills
Glossary
Facts About Mars
Science Content
Distance and Size
Temperature and Atmosphere
The Color of Mars
Seasonal Variations on Mars
Missions To Mars
Topography of Mars
Clouds on Mars
Earth and Water
Water and Mars
ALH84001
Facts Comparing Mars and Earth
5
5
5
5
6
7
9
9
11
12
12
13
13
13
14
14
15
17
17
18
19
Day 1 – Comparing Earth and Mars
Objectives
Materials Needed
Activity #1 Comparing Earth and Mars
Activity #2 Internet Research
Activity #3 Writing a Short Story
Comparing Earth and Mars Worksheet
Internet Research Worksheet
Create a Short Story Worksheet
20
21
22
23
24
25
27
2
Day 2 – Where is The Water?
Objectives
Materials Needed
Activity #4 Where is The Water?
Where is the Water Worksheet
Day 3 – What Do We Need To Live?
Objectives
Materials Needed
Activity #5 – Earth and Mars Atmospheric
Pressure and Temperature
Activity #6 – Design Your Own Space Suit
Sample Responses
Space Suits – Student Sample Work
Earth and Mars Atmospheric
Pressure and Temperature Worksheet
Design a Mars Space Suit Worksheet
28
29
30
30
31
32
33
35
36
37
Day 4 – Constructing A Habitat on Mars
Objectives
Materials Needed
Habitat Student Work Samples
Activity #7 – Building A Habitat for Mars
38
39
40
Assessments
Mars Vocabulary Word Search Worksheet
Facts About Mars Worksheet
Mars Vocabulary Word Search Worksheet (Key)
Mars Assessment #1 Fill in the Blanks
Mars Assessment #1 (Key)
Formal Assessment #2 Multiple Choice
Formal Assessment #2 (Key)
41
42
43
44
45
46
47
49
Resources and References
51
3
Acknowledgements
I would like to thank the National Science Foundation for their endless support
of Science FEST. I would like to thank NASA for giving me the inspiration to
write this module. I would like to thank NASA official, Dr. Carlton Allen and
American Museum of Natural History’s Minna Palaquibay for their knowledge
and information about Mars. I would like to thank all the teachers who have
allowed me to come into their classrooms and teach this module to help
students enjoy astronomy based science; especially Ms. Deborah Moore and
her 4th graders at Coliseum Street Elementary School, and Mr. Ruben
Bojorquez and his 4th graders at Moffett Elementary School. I would also like
to thank the Science FEST staff for their countless hours of enthusiasm for
all the participants. I would especially like to thank Dr. Kasabian for her
support, patience, and dedication in editing this module for me. Thanks for
believing in me and helping me see it through to the finish line.
- A.H….
4
Topic of the Module
This Module explores the history of Mars and compares the features of Mars
and Earth. Students will investigate and make conjectures about the
similarities and differences between Mars and Earth. With this information
along with an investigation of the atmosphere, temperature, and surface
features of Mars, students will then be able to design their very own habitat
to sustain a normal life on Mars.
Goal of the Module
The goal of this module is to get students excited about science through
research, discovery, and hands-on activities as they investigate Mars and
determine the conditions necessary to sustain human life on the Red Planet.
Targeted Grade Level
This module is designed for 4th grade students. This module can also be
adapted to the 3rd grade and 5th grade.
Objectives
1. Students will identify and investigate the similarities and differences
between Mars and Earth.
2. Students will conduct a series of experiments to discover if water exists
on Mars.
3. Students will determine and describe the differences in the atmosphere,
and temperatures on Mars and Earth.
4. Students will create and draw a space suit to maintain a normal body
temperature and to sustain breathing on Mars.
5. Students will perform a scavenger hunt to research objects that will
help them to build a habitat to live on Mars.
6. Students will design and construct a habitat to sustain a normal life on
the Mars.
5
Time Needed
The time needed to teach this module is four days. Days 1 and 2 should take
about 2 hours. Day 3 needs about 3 hours. Day 4 will take about 2 hours.
The information below provides as overview of the activities for each day.
Day 1:
Identify and investigate the similarities and differences between
Mars and Earth.
Activity #1 - Comparing Earth and Mars Worksheet
Activity #2 - Internet Research Activity
Activity #3 - Writing Assignment (Short Story)
Day 2:
Conduct a series of experiments to discover if water exists on
Mars.
Activity #4 - Where is the Water Activity
Day 3:
Determine and describe the differences in the atmosphere, and
temperatures on Mars and Earth.
create and draw a space suit to maintain a normal body
temperature and to sustain breathing on Mars.
Activity #5 - Atmospheric Pressure and Temperature Worksheet
Activity #6 - Design a Space suit to live on Mars
Day 4:
Design and construct a habitat to sustain a normal life on Mars.
Activity #7 Create a habitat to live on Mars
6
Standards
California Science Content Standards
Earth Science – Grade Four
Investigation and Experimentation
6.
Scientific progress is made by asking meaningful questions and
conducting
careful investigations. As a basis for understanding this concept and
addressing the content in the other three strands, students should
develop their own questions and perform investigations. Students will:
a. Differentiate observation from inference (interpretation) and know
scientists’ explanations come partly from what they observe and
partly from how they interpret their observations.
f. Follow a set of written instructions for a scientific investigation.
Life Science – Grade Four
3.
Living organisms depend on one another and on their environment for
survival. As a basis for understanding this concept:
a. Students know ecosystems can be characterized by their living and
nonliving components.
b. Students know that any particular environment, some kinds of plants
and animals survive well, some survive less well, and some cannot
survive at all.
c. Students know many plants depend on animals for pollination and
seed
dispersal, and animals depend on plants for food and shelter.
d. Students know that most microorganisms do not cause disease and
that many are beneficial.
7
National Science Education Standards
Content Standards K-4 – Physical Science
Content Standard B: As a result of the activities in grades
K-4, all students should develop an understanding of
Properties of objects and materials, position and motion of
objects, and light, heat, electricity, and magnetism.
Content Standards K-4 – Earth and Space Science
Content Standard D: As a result of the activities of grades
K-4, all students should develop an understanding of
Properties of earth materials, objects in the sky, and
changes in earth and sky.
8
Pre-requisite Skills and Knowledge
No pre-requisite skills are needed to complete this module.
Glossary
Atmosphere - the air that surrounds the earth; the mass of gases that
surrounds the earth and is held to it by the force of gravity.
Carbon Dioxide – a heavy colorless odorless atmospheric gas produced during
respiration and used by plants during photosynthesis.
Composition – the way in which something is made, especially in terms of its
different parts.
Distance – the length of the space separating two people, places, or things.
Gravity – the attraction due to gravitation that the Earth or another celestial
body exerts on an object on or near its surface.
Habitat - the place where an animal or plant lives or grows.
Hemitite – is an iron oxide mineral used as a pigment and as mineral
specimens.
Iron Oxide – any of the natural of synthetic compounds of iron and oxygen.
Also known as rust.
Lander – a spacecraft designed to land on the surface of the Moon or a
planet.
9
Mars - the planet next in order beyond the earth and the fourth in distance
from the sun. Its orbit about the sun lies between those of the earth and
Jupiter and takes 687 days to complete, at an average distance from the sun
of about 141,500,000 miles. It is the seventh largest planet in the solar
system, with a mean diameter of 4,220 miles.
N.A.S.A. – National Aeronautics and Space Administration, the U.S.
government agency responsible for nonmilitary programs in the exploration and
scientific study of space.
Nitrogen – a nonmetallic chemical element that occurs as a colorless odorless
almost inert gas and makes up four-fifths of the Earth’s atmosphere by
volume.
Oxygen- a gas without color, odor, or taste that forms about one-fifth of
the air. Animals and plants cannot live without oxygen. Fire will not burn
without oxygen. Oxygen is a chemical element present in a combined form in
water, carbon dioxide, iron ore, and many other substances.
Polar Caps – the area around either the North or South Pole that is
permanently covered in ice.
Rover – a small vehicle launched from a lander and used to explore the surface
of the moon or a planet.
Surface – the outermost or uppermost part of an object or celestial body,
which is usually presented to the outside world and can be seen and touched.
Temperature - the degree of hotness or coldness of a body or environment. A
measure of the average kinetic energy of the particles in a sample of matter.
Water vapor – water in the form of a vapor that occurs when prior to the
water reaching the boiling point.
10
Facts about Mars
Mars is a very exciting planet. The facts below can serve to introduce some
of the features of the Red Planet.
the size of Earth.
Mars is different from Earth in size. Mars is about 1/2
Mars surface appears to be red due to iron oxide (rust) in
the soil and is largely covered by dust storms. This is why Mars is called the
Red Planet.
Mars is very cold. At noon the temperature is (-27 F) and
at night the temperature is (-135 F).
Mars atmosphere is composed of 95% carbon dioxide, 3%
nitrogen, and trace amounts of water vapor and oxygen.
11
Science Content
Mars has been a mystery to man for a very long time. Many people
have often wondered if life existed on Mars. Mars is the fourth planet from
our Sun. Mars is most like our planet Earth; with many recognizable geological
features like mountains and valleys, polar ice caps, and dry riverbeds. Mars
has fascinated us for centuries and Mars also has seasons like we do on
Earth, an atmosphere with clouds, wind and dust storms, and a solid rocky
surface. Mars was named from the Roman god of war. Lets take a closer
look at some very important facts about Mars.
Distance and Size
Mars distance from the Sun is about 142 million miles. Planet Earth is
about 93 million miles. Mars is about 1/2 the size of Earth. When looking at
surface area Mars is 56 million squared and Earth is 197 million squared. This
provides a better visual of the size. Mars has more dry land than Earth.
Earth
Mars
12
Temperature and Atmosphere
Mars temperature is extremely cold with temperatures measuring –81
degrees Fahrenheit. The average temperature on Earth is about 59 degrees
Fahrenheit. Since Mars is about 50% farther away from the Sun than Earth
is, this will explain the drastic changes of temperature. Since the atmosphere
on Mars is so thin it cools off very fast at night. In the winter the
temperature is as low as –194 degrees Fahrenheit. If we visit Mars one would
most definitely need a spacesuit for survival purposes. The atmosphere on
Mars is composed of 95% carbon dioxide, 3% nitrogen, and trace amounts of
water vapor and oxygen. Earth’s atmosphere is composed of nitrogen, and
oxygen with minor traces of argon, carbon dioxide, and water vapor.
The Color of Mars
The ash formed from the volcanic rocks on Mars is made of dust that is
reddish and rusty in color. The iron oxide (rust) in the dust makes the
surface appear to be red, which is why we call Mars The Red Planet.
Seasonal Variations on Mars
Mars’ axial tilt is similar to Earth’s. It takes mars about 687 Earth
days to complete one revolutionary period or one year, which is about twice as
long as Earth’s year. The longer winters and summers on Mars are more
extreme. Mars rotation period or day is 24.7 hours where as Earth is 24
hours.
13
Missions To Mars
Since 1960 or so NASA has been trying to send spacecraft to Mars to
explore the Red Planet and to see if one day humans will be able to travel to
Mars. Many of these missions have failed and no data was been retrieved.
These missions included flybys, orbiters, landers, and rovers. Flybys were
simply a mission where NASA flew by Mars taking as many pictures as possible
on their way past. These missions often failed and no data was ever
retrieved. Orbiters were spacecraft that was put in orbit around Mars for
longer term to maintain global studies. These missions were sometimes
successful and sometimes not so successful. With landers and rovers NASA
has been able to put several rovers on the Red Planet and to really investigate
what is out there. NASA has now shown that these rovers are not only landing
on the surface of Mars but they are able to be mobile on the surface of
Mars. In the future NASA hopes to send airplanes, balloons, subsurface
explorers, and sample returns where the rovers will come back with samples
from the Red Planet for NASA scientists to investigate.
Topography of Mars
Mars is a terrestrial planet with desert like landscapes. Valleys that are so
deep and mountains that are so high. Olympus Mons is the largest volcano and
the highest point in our Solar System. It is 15 miles high and 400 miles
across, which is 3 times higher than Earth’s Mt. Everest. The base of
Olympus Mons would completely cover the state of Colorado. Mars has Valles
Marineris, the largest canyon system in our Solar System. Valles Marineris is
a system of several interconnected canyons. Valles Marineris is 2500 miles
long, 310 miles wide by 4.3 miles deep. This is about 20% of the entire
distance around Mars. If this canyon were on Earth, it would stretch from
San Francisco to Boston. If we were to compare the Grand Canyon on Earth
(which is about 1 mile in depth) to the Valles Marineris on Mars (which is
about 4 miles in depth), then you can really see that Valles Marineris is pretty
deep.
14
Clouds on Mars
The clouds on Mars are not as prominent as the ones on Earth; clouds are still
common features on Mars. The atmosphere on Mars has only a trace of water
vapor. But the temperature and pressure is such that the atmosphere is
usually very close to being saturated and therefore produces clouds. The
Mariner and Viking spacecraft have viewed various cloud patterns.
There are six cloud patterns. Lee waves, which form in the lee of large
obstacles such as mountains, ridges, craters and volcanoes and undergo
wavelike oscillations. Wave clouds, at the edge of the polar caps these clouds
appear as rows of linear clouds. Cloud streets, these clouds exhibit a double
recurrence and appear as linear rows of cumulus-like or bubble shaped clouds.
Streaky clouds, these clouds have direction without recurrence. Fog or ground
hazes, usually appear in low-lying areas like the valleys, canyons, and craters.
During the coolest times of the day (dawn or dusk) you will find fog or ground
haze. Plumes, elongated clouds. These clouds are comprised of mostly dust
particles and appear to have a source of rising materials.
Lee Waves and Streak Clouds
Wave Clouds
15
Cloud Streets
Fog or Ground Hazes
Plume Clouds
16
Earth and Water
Earth is made up of about 70% water and the temperatures on Earth are just
right for humans to sustain life. On Earth there are extreme temperatures
that are cold and hot, but the climate is always balanced and doesn’t deal
with extremes like Mars, therefore leaving Earth with water and lots of it.
It is because of the CO2 cycle that keeps Earth just right. With the seasons
and the long-term climate on Earth it stays constant. Mars was initially this
way but now it is cold and dry. The comets that impacted the Earth billions of
years ago shortly after Earth formed are where the water came from. This
is exactly the same for Mars. Most of the water on Earth is seawater. The
same water has been on Earth for billions of years. Natural processes in
Earth’s soil and in its atmosphere recycle water. That means Earthlings are
drinking some of the same water this year as they did three years ago.
Water and Mars
The water on Mars came comets, just like Earth; originally dried seas. The
last time water appeared on mars was from catastrophic eruptions of
groundwater billions of years ago and unleashed floods of such speed and
power that they cut channel systems 1,200 miles long and in places 2 miles
deep through thick lava deposits. Currently NASA’s rover Opportunity is
investigating the hematite found on the surface of Meridiani Palnum on Mars.
On Earth hematite is a mineral that forms in association with liquid water but
this is not always the case. Opportunity will continue to look for hematite to
investigate further possibilities of past water on Mars.
17
ALH84001
ALH84001 is by far the oldest Martian meteorite, with a crystallization age
of 4.5 (billion years). It is a sample of the early Martian crust. The cosmic
ray exposure age of 16 (million years) dates the ejection from Mars by
impact, while the termination of that exposure gives a terrestrial age of 13
(thousand years).The small amount of carbonate in ALH84001 is the center of
attention concerning the possibility of life on Mars. These small grains, which
are barely visible to the naked eye, range up to 200 microns in size. They
appear to have formed in fractures inside this igneous rock in the presence of
liquid water or other fluid. These grains are the sites of the three types of
evidence that McKay et al (1996) suggest represent fossil life on Mars. To
summarize, 99% of this unique rocks provides evidence for the earliest
geologic history of Mars, while no more than 1% of it bears witness to the
interaction of the rock with Martian hydrosphere and atmosphere and possible
evidence for life.
18
Facts Comparing Mars and Earth
Distance from the Sun:
Earth –
93 million miles
Mars –
142 million miles
Size: Surface Area:
Earth –
197 million miles squared
Mars –
56 million miles squared
Temperature:
Earth +15 degrees Celsius (59 degrees Celsius)
Mars -63 degrees Celsius (-81 degrees Fahrenheit)
Atmosphere:
Earth nitrogen, oxygen, argon, carbon dioxide, water (vapor)
Mars carbon dioxide, nitrogen, argon, water (vapor)
Gravity:
Earth –
Mars –
9.8m/sec squared
3.7 m/sec squared
Rotation period (day):
Earth –
24 hours
Mars –
24.7 hours
Revolution period (year):
Earth 365 Earth days
Mars 687 Earth days
Satellites (moons):
Earth 1
Mars 2
19
Day 1. Comparing Earth and Mars
As Earth residents, man knows a good deal about Earth’s atmosphere,
temperature, and size. Since 1960, NASA has tried to conduct many space
explorations to Mars. Many have not been successful. It was not until
Mariner 6 in 1969 that NASA’s mission to Mars actually returned 75 photos
of the Red Planets. As these missions continued into the 1970’s, 1980’s, and
1990’s many more failed and some were successful. It wasn’t until 2003 when
the Spirit and Opportunity Rovers launched and landed on Mars and are
currently collecting data. From this continuing data, scientists have been able
to surmise a great deal about the features of Mars.
Objectives
Students will be able to:
♦ Understand the differences between Earth and Mars by using photos of
each planet for a visual comparison.
♦ Use the Internet as a tool to conduct research on Planet Mars and use
that research to compare to Planet Earth.
♦ Write a short story about the similarities and differences of Earth and
Mars.
Materials Needed To Be Prepared By The Teacher Prior To Teaching
Materials needed for each student:
♦
♦
♦
♦
♦
♦
Comparing Earth and Mars Worksheet
Internet Research for Mars Worksheet
Create a Short Story about Mars Worksheet
Pen and Pencil
Computers with Internet access, if available
Publishing Paper (lined paper) for Short Story
20
Activity #1 – Comparing Earth and Mars
A closer look at the Red Planet
Procedures
1. Distribute Comparing Earth and Mars Worksheet to each student.
2. Ask the students to closely examine the photos of Earth and Mars.
(www.google.com) Type in search Mars/Earth images
3. Ask students to complete questions 1 – 7 on the Comparing Earth and Mars
Worksheet.
4. In a small group or in pairs, ask students to share their answers with each
other.
5. Select a few students to share some of the responses with the class.
21
Activity #2 Internet Research
Procedures
This activity can be omitted if computers with Internet access are not
available.
1. Distribute Internet Research Worksheet to each student.
2. Ask students to log onto the following websites for information:
Center for Mars Exploration
http://cmex-www.arc.nasa.gov/
Mars Exploration Program
http://www.jpl.nasa.gov/mars/
3. Ask students to collect as much information from the websites in order to
make a solid comparison, between Earth and Mars with regard to temperature,
size, atmosphere, color, and water.
4. In groups of 4, ask students to share their findings with each other.
5. Ask each group to choose a spokesperson to share some of their responses
with the class.
22
Activity #3 Writing a Short Story
Procedures
1. Ask students to form groups of 4. Distribute paper to each group.
Assign each group member a specific job for this procedure. Jobs are as
follows: 1 Facilitator (student will facilitate the discussion before writing
begins). 1 Scribe (student will record all information from the group
members). 1 Organizer (student will organize the group and keep the group on
task). 1 Reporter (student will report out information to the class from the
group).
2. Ask students to take the questions they answered from their Comparing
Earth and Mars Worksheet and their Internet Research Worksheet and write
a short story about what they have learned. Once the first draft of the short
story is written, the teacher should review it and offer comments before the
students complete their final draft.
3. Ask students to edit and then publish their final copies once they have
completed their discussion and rough drafts of the story.
4. Ask the reporter from each group to read their group’s short story to the
class.
23
Comparing Earth and Mars Worksheet
Directions: Look closely at the photos of Earth and Mars and answer the
questions below.
Earth
Mars
1. What do you notice about the size of Earth and Mars?
2. What do you notice about the colors of the planets?
3. Is there water on Earth? How do we know?
4. Where do you think we might find water on Earth?
5. Do you think there is water on Mars? Why do you think this is so?
6. Where do you think the water on Mars might be located?
7. What are some of the items we need to live on Earth?
8. Are any of the items you listed in question 7 available on Mars?
24
Internet Research Worksheet
Directions: Use this worksheet to record findings from each
website you search. Fill in information found once you have
completed your research.
What do we know about the size and color of Mars?
Website:
Information found:
What do we know about the temperature on Mars?
Website:
Information found:
What do we know about the atmosphere on Mars?
25
Website:
Information found:
What do we know about NASA’s space mission to Mars?
Website:
Information found:
26
Create a Short Story about Mars Worksheet
Directions: In small groups, use the information you have gathered about
Mars to write a short story.
Steps to follow:
1.
2.
3.
4.
Assign one student to each job
Write a Short Story
Ask your teacher to read and edit your short story
Revise your short story
In your small groups your jobs are as follows:
Facilitator
The facilitator will lead the discussion before writing begins.
Scribe
The scribe will record all information discussed.
Organizer
The organizer will organize the group and keep the group on task.
Reporter
The reporter will report out information to the class from the group.
27
Day 2. Where is the Water?
Since it never rains on Mars it will be hard to find any excess water. There
is not enough water in the air for rain to fall. There could be water below
the surface of Mars. NASA’s rovers Spirit and Opportunity have found areas
where there could have been water. Mars surface has so much ice that it is
possible to find liquid water below the surface. Since water is a very
important factor to sustain life and to live on Mars we should investigate the
surface of Mars and look for any signs of water.
Objectives
Students will be able to:
♦ Investigate the surface layers of a Mars sample by conducting a
scientific experiment.
♦ Discuss the outcome of their investigation.
Materials Needed To Be Prepared By The Teacher Prior To Teaching
Materials for each pair of students
♦ One square plastic container (size may vary, you can find these at a
$1.00 store)
♦ 1 and 1/2 cups of sand and 1 cup of water
♦ Fill each container with 1 part water, 1 part sand, (then repeat this
procedure until you run out of your required amount) You want the water
to be distributed in different places in your sand box.
♦ 1 drinking straws (any type)
♦ Pencils
♦ Where is the Water Worksheet
♦ 10 Flag toothpicks per student (blue to represent water and red to
represent no water)
28
Activity #4 – Where is the Water
Mars with water
Procedures
1. Distribute one plastic container to each group of 2 students.
2. Ask students to take their straws and submerge them into a specific area
in the sand box and then pull it out.
3. Tell students the sand that comes up through the straw represents a layer
of the surface on Mars. This layer will either be wet because water is
present or dry because water is not present.
4. Ask students to take a colored flag toothpick and mark spots in the sand
box where the water is present or not present. Students will use a blue flag
toothpick if water is present and a red flag toothpick if no water is present.
Students should perform this task 5 times each.
5. Ask students to record their finding on their Where Is The Water
Worksheet.
6. Ask students to share their findings with the group next to them.
7. Ask a few students to share their findings with the class.
29
Where is the Water Worksheet
A beautiful view of water
Directions: In the spaces provided below (1st row) record your
answers. Your answers will reflect whether water was present or
water was not present. Once you have finished collecting your
samples, answer the questions 1-5.
First Dig
Wet or Dry?
Second Dig
Wet or Dry?
Third Dig
Wet or Dry?
Fourth Dig
Wet or Dry?
Fifth Dig
Wet or Dry?
1. How many red flags do you have?
2. How many blue flags do you have?
3. From your observation, would you say you found a lot of water?
4. From your observation, would you say you found any dry spots?
30
Earth’s atmosphere
Day 3. What Do We Need To Live?
Since Earth’s atmosphere is made up of nitrogen and oxygen it is easy to
breath. Mars atmosphere is mostly carbon dioxide, which is almost impossible
to breath unless a special device is used. The temperatures on Earth can
sustain life if the people have the appropriate clothing and shelter. The
average temperature on Earth is about 59 degrees Fahrenheit. On Mars the
temperatures can range from extremely cold to extremely hot. Using the
Centigrade scale, the temperature on Mars range from –125 degrees to + 22
degrees Celsius and using the Fahrenheit scale the temperature ranges from
72 degrees to –194 degrees Fahrenheit. Students must find a way to breath
outside and to maintain a normal body temperature.
Objectives
Students will be able to:
♦ Use the Internet to research information about the temperatures and
atmospheric pressure on Earth and Mars.
♦ Explain the differences between the atmosphere and temperature on
Mars and Earth.
♦ Create a space suit that will allow them to maintain normal oxygen levels
and normal body temperatures while investigating the Red Planet.
31
Materials Needed To Be Prepared By The Teacher Prior To Teaching:
♦ Computers with Internet access
♦ Earth and Mars Atmospheric Pressure and Temperature Worksheet
♦ Pencils
♦ Drawing paper 8 1/2” by 11” and construction paper (any size)
♦ Colored pens, pencils, and markers (for each student)
♦ Glue sticks, scissors, and tape (for each student)
32
Activity #5 – Earth and Mars Atmospheric
Pressure and Temperature
Earth vs. Mars
Procedures
1. Ask students to log onto the following websites:
The Daily Martian Weather Report
http://nova.stanford.edu/projects/mgs/dmwr.html
The NASA Space Weather Bureau
http://www.spaceweather.com
2. Ask students to use their Earth and Mars Atmospheric Pressure and
Temperature Worksheet to record their findings about the different
atmospheric pressures on each planet and the different temperatures on each
planet.
3. Ask students to work with a partner. Then ask students to discuss the
comparisons with their partners.
4. Ask students to find the different types of space suits that NASA has
used during the past missions.
5. Ask students to then discuss that information with their partner to get
ready for the next activity.
33
Activity #6 – Design Your Own Space Suit
The above picture shows a space suit of an astronaut on the moon. The red
arrows point to the key elements of the space suit.
Procedures
1. Assign students into groups of 4.
2. The teacher will guide the class in a discussion about the essential features
that are needed for a person to live or to travel to Mars. These discussion
questions should come from the guided questions in the previous Internet
activity.
♦ Possible discussion questions and responses:
♦ What type of material do you think we would need to have a space suit
last on Mars?
♦ We should have strong material. We should have heavy-duty material.
34
Should we use thick material? Thin Material? Why?
We should probably use thick material since it is so cold on Mars.
Do you think we would need a place for an oxygen tank? Why?
We have to have an oxygen tank because we can’t breath on Mars
without one. Also we would need the oxygen tank to be lightweight
since we would have to carry around all day.
♦ How long do you think we could stay outside of our space ship in our
space suit before we would need to retreat back inside?
♦ We would probably need to come back to the space ship after 4 hours
of working.
♦
♦
♦
♦
3. Ask students to design a space suit. We really want them to use science
to provide the necessary features for Mars space travel.
4. Ask students to work with a partner as they prepare their space suit.
5. Ask pairs of students to complete the Designing a Mars Space Suit
Worksheet.
Some responses from 4th grade students
during community discussion
35
Space Suit Examples – Student Work
Example of student space suit work with colored felt,
glue, crayons, and markers
Example of student space suit work with crayons and pencil
Example of student space suit work with felt, crayons, and glue
36
Earth and Mars
Atmospheric Pressure and Temperature
Worksheet
Directions: Use the following space below to record information
you find from the Internet about the Atmospheric Pressure and
Temperatures on Earth and Mars.
Earth:
What do we know about the atmospheric pressure on Earth?
What do we know about the temperatures on Earth?
Mars:
What do we know about the atmospheric pressure on Mars?
What do we know about the temperatures on Mars?
37
Designing a Mars Space Suit Worksheet
1. What are the features that are needed in a Mars space suit so that you
can travel to Mars?
2. Draw a picture of the Mars Space Travel Space Suit. Label the features
of your space suit.
3. Write a letter to an astronaut explaining the features of the space suit
you have just designed. Explain to the astronaut why you choose the features
you did.
38
A possible habitat on Mars
Day 4. Constructing A Habitat On Mars
After investigating Mars and finding out as much information as possible it is
now time to construct a place to live on Mars that can sustain life for at least
6 months. This habitat will be used as a base camp for astronauts and
scientist to use as they continue to research the Red Planet.
Objective
Students will be able to:
♦ Construct a habitat to live on Mars
Material Needed To Be Prepared By The Teacher Prior To Teaching
Materials needed for each student
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
1 box (approximately 12” x 24”)
1 sheet of foil
1 small bag of potting soil as needed for each student
1 paper towel roll (without the paper)
2 plastic containers (approximately 5” x 7”)
braches, twigs, leaves, flowers, and grass as needed
4 empty film canisters
1 of each: glue sticks, tape, and scissors
drawing paper 8 1/2” by 11”
construction paper (any size)
1 of each: colored pens, pencils, and markers (one set per student)
39
Habitat Examples – Student Work
Work in progress!
Still working!
40
Almost finished!
Nice job crew!
41
Activity #7 - Building a Habitat for Mars
Procedures
1.
Ask students to get into groups of 4. Ask students to use the materials they
have been given to construct a habitat to live on Mars.
2.
Prior to the students building a suitable habitat to sustain life on Mars,
discussion questions can help to focus the students’ attention on essential
features of the habitat.
Possible discussion questions:
What type of habitat should we build to sustain life on Mars?
One that is very strong.
What features will our habitat need to withstand the changing atmospheric pressures
on Mars?
We need to shield our habitat from the windstorms, the cold temperatures, and the
atmospheric pressures.
What type of oxygen will we need when we get to Mars and where will we get our
supply of oxygen?
We can bring oxygen tanks with us from Earth but when we run out of oxygen in our
tanks we have to rely on plants to provide that extra oxygen we need.
3.
When students finish construction of their habitat ask them to explain the
features of their habitat and why they chose these features.
42
Assessments
There are 2 informal assessments, which can be used as daily assessments or
at the end of the module with the formal assessments.
The Mars vocabulary word search worksheet can be used in relation to the
vocabulary that is introduced, an activity, or just an informal assessment.
The Facts about Mars worksheet can be used in conjunction with the activities
in Day 1 or it can be used at the end of the module with the formal
assessments.
Mars Assessment #1 (fill in the blanks) and Formal Assessment #2 (multiple
choice) are the formal assessments for the module and are to be used at the
end of the module.
Suggestions for the Teacher:
A teacher can put the entire group of assessment instruments together in the
order they are listed in the table of contents to create an assessment packet.
The assessment packet will begin with a word search (warm-up exercise),
continue with three assessment instruments to determine the level of student
understanding.
43
Mars Vocabulary Word Search
Worksheet
Directions: Find the Mars vocabulary words listed below in the
word search and circle each of them.
Red
S N
Q Q
E U
F B
E C
H A
E R
P O
N A
C A
Planet Word Search
O M S U P M Y L O
F Y B W J M X C L
F M U N A L P I N
G U S E V C R A T
N A T S I D R D Q
B I T A T J L E E
U T A R E P M E T
L A R C A P S W J
S A S H H R E V O
R B O N D I O X I
K
Y
A
E
X
N
I
A
R
D
W
M
I
R
V
S
Y
M
W
E
K
V
D
R
X
L
G
C
O
A
Y
T
I
V
A
R
G
K
D
S
U
I
R
O
N
O
X
I
D
E
E
R
E
H
P
S
O
M
T
A
B
F
M
E
C
N
T
I
D
Z
O
P
H
O
B
O
S
V
Z
C
S
R
A
M
V
U
Y
J
Q
I
ATMOSPHERE
CARBON-DIOXIDE
DEIMOS
DISTANCE
GRAVITY
HABITAT
IRON-OXIDE
MARS
MERIDIANI-PLANUM
NASA
OLYMPUS-MONS
PHOBOS
POLAR-CAPS
ROVER
TEMPERATURE
WATER
44
Facts About Mars
Write Four Facts you have learned about Mars.
1. _____________________________________________
________________________________________________
2. _____________________________________________
________________________________________________
3. _____________________________________________
________________________________________________
4. _____________________________________________
________________________________________________
45
Mars Vocabulary Word Search Worksheet
(Answer Key)
Directions: Find the Mars vocabulary words listed below in the
word search and circle each of them.
Red
S N
Q Q
E U
F B
E C
H A
E R
P O
N A
C A
Planet Word Search
O M S U P M Y L O
F Y B W J M X C L
F M U N A L P I N
G U S E V C R A T
N A T S I D R D Q
B I T A T J L E E
U T A R E P M E T
L A R C A P S W J
S A S H H R E V O
R B O N D I O X I
K
Y
A
E
X
N
I
A
R
D
W
M
I
R
V
S
Y
M
W
E
K
V
D
R
X
L
G
C
O
A
Y
T
I
V
A
R
G
K
D
S
U
I
R
O
N
O
X
I
D
E
E
R
E
H
P
S
O
M
T
A
B
F
M
E
C
N
T
I
D
Z
O
P
H
O
B
O
S
V
Z
C
S
R
A
M
V
U
Y
J
Q
I
ATMOSPHERE
CARBON-DIOXIDE
DEIMOS
DISTANCE
GRAVITY
HABITAT
IRON-OXIDE
MARS
MERIDIANI-PLANUM
NASA
OLYMPUS-MONS
PHOBOS
POLAR-CAPS
ROVER
TEMPERATURE
WATER
46
Mars Assessment
Directions: Fill in the blanks with the correct answer.
1. Mars is the ________________ planet from our Sun.
2. The atmosphere on Mars is most like which planet in our Solar
System? _______________
3. The temperatures on Earth are hot and cold, but the temperatures on Mars
are mostly ______________.
4. How many moons does the Red Planet have? _____________
5. How many moons does Earth have? ________________
6. Mars is _____________kilometers from our Sun.
7. Earth is ____________kilometers from our Sun.
8. The atmosphere on Mars is made up mostly of ________.
9. Mars is about __________the size of Earth.
10. To live on Mars we will need a lot of ________.
11. What color best describes Mars? _________
12. Where is the water on Mars? ___________
47
Mars Assessment
Answer Key
Directions: Fill in the blanks with the correct answer.
1. Mars is the
4th
planet from our Sun.
2. The atmosphere on Mars is most like which planet in our Solar
System? None of the other planets
3. The temperatures on Earth are hot and cold, but the temperatures on Mars
are mostly freezing cold.
4. How many moons does the Red Planet have? 2 moons
5. How many moons does Earth have? 1 moon
6. Mars is 227.9 million kilometers from our Sun.
7. Earth is 149.6 million kilometers from our Sun.
8. The atmosphere on Mars is made up mostly of carbon dioxide.
9. Mars is about
1/2 the size of Earth.
10. To live on Mars we will need a lot of oxygen.
11. What color best describes Mars? rusty and orange-red
12. Where is the water on Mars? Scientists are still looking
48
Formal Assessment
Directions: Please choose the best answer for each question.
1. What is the average temperature on Mars?
o Mild
o Hot
o Cold
2. What is the difference in the atmosphere of Mars from Earth?
o It’s heavier
o It’s thinner
o It’s about the same
3. What type of space suit would you need to survive on Mars?
o One with oxygen
o One with water
o One with strong fabric
o All of the above
4. Who or what was Mars named after?
o The Greek God of Mars
o The Roman God of Mars
o The Russian God of Water
o The Greek Goddess of Fire
5. How many hours are in a Martian day?
o 22.3 hours
o 24.0 hours
o 24.7 hours
o 32.6 hours
49
6. What are the names of Mars’ moons?
o Phobos and Diemos
o Phono and Daios
o Phobos and Daios
o Phono and Diemos
7. What causes Mars to look red?
o Volcanic activity
o The dust storms
o The rust found in the soil
o The water is red
8. What is Mars?
o A universe
o A galaxy
o A planet
o A moon
9. If Mars is the 4th planet from the Sun; then Earth is the what planet
from the Sun?
nd
o2
o1
o6
o3
st
th
rd
10. What is another name for Mars?
o The red planet
o The rusty planet
o The planet with dust
o The planet far away
50
Formal Assessment
Answer key
Directions: Please choose the best answer for each question.
1. What is the average temperature on Mars?
o Mild
o Hot
o Cold
2. What is the difference in the atmosphere of Mars from Earth?
o It’s heavier
o It’s thinner
o It’s about the same
3. What type of space suit would you need to survive on Mars?
o One with oxygen
o One with water
o One with strong fabric
o All of the above
4. Who or what was Mars named after?
o The Greek God of War
o The Roman God of War
o The Russian God of Water
o The Greek Goddess of Fire
5. How many hours are in a Martian day?
o 22.3 hours
o 24.0 hours
o 24.7 hours
o 32.6 hours
51
6. What are the names of Mars’ moons?
o Phobos and Diemos
o Phono and Daios
o Phobos and Daios
o Phono and Diemos
7. What causes Mars to look red?
o Volcanic activity
o The dust storms
o The rust found in the soil
o The water is red
8. What is Mars?
o A universe
o A galaxy
o A planet
o A moon
9. If Mars is the 4th planet from the Sun; then Earth is the ___ planet from
the Sun?
nd
o2
o1
o6
o3
st
th
rd
10. What is another name for Mars?
o The red planet
o The rusty planet
o The planet with dust
o The planet far away
52
Resources and References
The following references were helpful in designing this module:
Books
Franklyn M. Branley, Mission To Mars, 2002, Harper Collins Publishers, Inc.,
ISBN: 0-06-445233-6
Mary Jo Keller, Space Exploration Activity Book, 1996,2003, Edupress, Inc.,
ISBN: 1-56472-122-1
Websites
www.nasa.gov
www.larc.nasa.gov
www.education.nasa.gov
http://connect.larc.nasa.gov
http://tes.asu.edu
http://marsweb.jpl.nasa.gov
http://msip.asu.edu/home.php
http://wwwcurator.jsc.nasa.gov/curator/antmet/marsmets/alh84001/sample.htm
http://www.planetary.org
http://www.tsgc.utexas.edu/everything/mars/
http://mars.jpl.nasa.gov/facts/
http://passporttoknowledge.com/mars/about/about.html
http://www.amnh.org/home/
53