Mission to Mars

Introduction
  • (MS CCRS: Science) - L.7.3.1, L.7.3.5: Students will demonstrate an understanding of Mars' place in the universe as it relates to the possibility of life on another planet (diagrams for water and oxygen, producing food and energy, and preventing failure) using an understanding of how essential elements cycle through ecosystems and provide sustainability.  Students will investigate how losing one loop (i.e. collapse of plant life) affects the entire system. 

Objectives:

  • TSW construct and explain models of the water and oxygen in a closed ecosystem to demonstrate how cycles are essential for sustaining life on Mars with 70% accuracy.
  • TSW collect and analyze data on oxygen and carbon dioxide levels in a sealed system to explain how photosynthesis maintains breathable air in Mars' habitat with 70% accuracy.

You and your team have been selected by NASA to plan the first colony on Mars. Before the mission begins, you will activate your thinking using Judith Langer's PReP Strategy.  Start by asking: "What comes to mind when you hear the word Mars?"   We will list and discuss your ideas before you dive into reading and research. This will help activate background knowledge and set a purpose for learning.

Task

For this assignment, your task will be to collaborate with your classmates on a plan for building and surviving on Mars.  You will do the following: 

 

  •  Research life on Mars using real science sources
  •  Take on group roles (Engineer, Biologist, Designer, Reporter)
  •  Create a final presentation (model, slideshow, or video) showing your Mars colony
  •  Reflect on what you learned and how your ideas changed

 As you go through this process, make sure that you pay close attention to detail.  Failure to read carefully and take notes on all relative information, could be the determining factor on successfully sustaining life on Mars.  While reading, the Reporter should be sure to take notes and write down any information that you believe to be pertinent crucial to surviving on this planet.  After completing the WebQuest, you will be expected to provide at least 10 important facts covering the information you collected through your research. After providing these findings, you will write one paragraph explaining how the cycles affect and impact or potentially disrupt life on Mars.

Process

To begin your research, you will first conduct literary research to understand existing theories and evidence regarding the potential for life on Mars. 

Next, you will watch a short video about Life on Mars: 

 

 

https://youtu.be/cf-JUz3gqdk

 

This section follows Questioning the Author (QtA) principles—students question ideas and

authors, not just absorb facts. The teacher will pause the class during key videos and

readings to ask:

- “What is the author trying to say here?”

- “Does this make sense?”

- “Is the author leaving something out?”

Steps:

1. Brainstorm Mars-related knowledge using PReP

2. Read articles and watch videos (NASA, Nat Geo, etc.)

3. Use Q&A-style pauses to discuss confusing or interesting parts

4. Complete a Mars planning sheet

5. Create your project and prepare to present

Evaluation

Students will be assessed on:

- Creativity and teamwork

- Use of multiple resources

- Depth of thinking and problem-solving

- Presentation design and clarity

- Participation in QtA discussions and predictions

Facts and Paragraph - Rubric
25 50 75 100
Paragraph is not accurate at all. The student did not provide accurate information. Paragraph is somewhat accurate. The student provided minimal accurate information. Paragraph is mostly accurate. The student provided mostly accurate information with few mistakes. Paragraph is completely accurate. The student provided accurate information with no mistakes.

 

Presentation - Rubric
0 25 50 75 100
The student did not displayed research on life on Mars accurately. The student demonstrated one fact accurately. The student demonstrated five facts correctly. The student demonstrated seven facts accurately. The student demonstrated all ten facts accurately.

 

Conclusion

You’ve now experienced how real scientists ask tough questions, challenge information, and

think critically. You activated your knowledge before reading, asked tough questions while

reading, and used what you learned to solve a complex problem. You’re ready for your next

mission!

Credits
Teacher Page

To help students take ownership of their learning in engineering, teachers need to first build a

growth mindset. This means encouraging students to see mistakes as part of learning and showing

them that effort matters more than perfection. Teachers can model this by thinking out loud during

problem-solving and praising persistence over "getting it right the first time."

Supportive environments also give students voice and choice. Project-based learning is a great way

to do this. In an engineering class, this could mean letting students design their own solutions to

real-world problems-like building a model bridge or coding a basic app. When students have a say in

their projects, they feel more invested and excited to learn.

Lastly, it's important to make sure every student feels like they belong in engineering. This means

highlighting diverse role models, creating collaborative group work opportunities, and removing

barriers for students with different learning needs. With the right supports in place, students can

develop confidence, independence, and a strong interest in engineering.