You are on page 1of 46

1

This curriculum was developed during the 2017 Summer 1 Session

Contact information:

Brittany Adams: ​bpadams@millersville.edu


Mariel DeLuca: ​mldeluca@millersville.edu
Alex Jinks: ​anjinks@millersville.edu
Jenna Ioannidis: ​jeioanni@millersville.edu
Janelle Konkle: ​jlkonkle@millersville.edu
Samantha Leslie: ​saleslie@millersville.edu
Gina Papa:​gmpapa@millersville.edu

Introduction/Overview:
Mission to Mars ​is an iSTEM curriculum intended for grades 2-4 at the Lancaster YWCA
afterschool program. We anticipate this unit to span over 5 days with each session lasting an
hour to an hour and fifteen minutes. In this curriculum students will use role play as a means to
travel to Mars and build a colony. Over the five day journey, the students will be exposed to
science, technology, engineering, mathematics, English Language Arts, and social studies
concepts. We chose this theme because space is a very peculiar topic that a lot of children are
curious about, and the idea of living on Mars is relevant to today’s society because sustained
travel to Mars is a goal of many technology companies around the world.
On the first day, we will conduct a pre-assessment that will function as the students ticket
onto the spaceship built by the practicum teachers. Once on the spaceship, the students
(astronauts in training) will receive their mission (build a colony on Mars) and go on a tour of the
solar system, learning about the size and climate of each planet. On the second day, the space
explorers will build a greenhouse where they will plant seeds. These plants will use hydroponics
to grow the plants without using soil. On the third day, the astronauts in training will build
shelters in which they would be able to be protected and survive in. On the fourth day, the space
explorers will construct power stations using windmills. Lastly, on the fifth day, the space
explorers will tour the other colonies built by the other space explorers in the class. ​Mars Colony
will be concluded with an exit ticket from the spaceship as well as a whole class discussion with
colony feedback from the other explorers.
3

Concept Map:

Available for viewing here:


https://coggle.it/diagram/WRtKZa-v1QABp5_i/6b73796a6534fb3e3a32f34fb80cfc55ff4f8bee47
dc6d91a24588357365db8e
4

Standards in all STEM Areas:


Content Area Source Standard

Science PDE SAS Standard - 3.1.4.A2: ​Describe the


different resources that plants and
animals need to live.
Standard - 3.1.2.C2:​ Explain that
living things can only survive if their
needs are being met.
Standard - 3.2.2.B2:​ Explore and
describe how different forms of
energy cause changes. (e.g., sunlight,
heat, wind)
Standard - 3.2.4.B1: ​Explain how an
object’s change in motion can be
observed and measured.
Standard - 3.1.3.A2:​ Describe the
basic needs of living things and their
dependence on light, food, air, water,
and shelter.

NGSS 3-LS4-4 Biological Evolution:


Unity and Diversity ​Make a claim
about the merit of a solution to a
problem caused when the
environment changes and the types
of plants and animals that live there
may change.
4-PS3-4: ​Apply scientific ideas to
design, test, and refine a device that
converts energy from one form to
another.

Technology ITEEA Standard 16. ​Students will develop Benchmark A.


STL an understanding of and be able to Energy comes in
select and use energy and power many forms.
technologies. Benchmark D.
Tools, machines,
products, and systems
use energy in order to
do work.
5

PDE SAS Standard - 3.4.3.E1:​ Identify the


technologies that support and
improve quality of life.

Engineering ITEEA Standard 9​: ​Students will develop Benchmark B.


STL an understanding of engineering Expressing ideas to
design: others verbally and
through sketches and
models is an
important part of the
design process.
(p.100)
Benchmarks A-D

PDE SAS Standard - 3.4.3.D1:​ Identify


people’s needs and wants and define
some problems that can be solved
through the design process.

Mathematics CCSS CCSS.MATH.CONTENT.3.MD.C.


5
Recognize area as an attribute of
plane figures and understand
concepts of area measurement.

CCSS CCSS.MATH.CONTENT.3.MD.D.
8
Solve real world and mathematical
problems involving perimeters of
polygons, including finding the
perimeter given the side lengths,
finding an unknown side length, and
exhibiting rectangles with the same
perimeter and different areas or with
the same area and different
perimeters.

CCSS CCSS.MATH.CONTENT.2.MD.A.
1​:​ Measure the length of an object by
selecting and using appropriate tools
6

such as rulers, yardsticks, meter


sticks, and measuring tapes.

CCSS CC.2.4.2.A.1​ Measure and estimate


lengths in standard units using
appropriate tools.

English PDE SAS Standard - CC.1.2.3.B: ​Ask and


Language Arts answer questions about the text and
make inferences from text; refer to
text to support responses.

Social Studies PDE SAS Standard - 7.2.4.A:​ Identify the


physical characteristics of places and
regions.
Standard - 7.3.2.A: ​Identify the
effect of local geography on the
residents of the region (food,
clothing, industry, trade, types of
shelter, etc.).

Goals or Objectives linked to Assessments & Standards:


Objective Standard(s) Assessment(s)

By the end of this lesson, the ● ITEEA Standard 9B Observations of sketches and
students will be able to apply the ● CCSS.MATH.CONT helmet produced (to
engineering design process and ENT.2.MD.A.1 determine if it meets criteria)
make a space helmet.

By the end of this lesson, the ● ITEEA Standard 9B Guided Portfolio


students will be able to apply the ● CCSS.MATH.CONT
engineering design process and
make a greenhouse for their plant ENT.2.MD.A.1​
that they will grow
hydroponically.

By the end of this lesson, the ● PDESAS Science - Lettuce plant


students will be able to 3.1.4.A2,
7

demonstrate the ability to grow a ● PDESAS Science -


plant hydroponically. 3.1.2.C2
● NGSS- 3-LS4-4
Biological Evolution:
Unity and Diversity

By the end of this lesson, the ● ELA - CC.1.2.3.B, List on whiteboard


students will identify what plants
need to grow and if these
conditions will be met, based on
information in the text.

In doing a chalkboard splash ● PDE Chalkboard Splash


activity, students will respond to SAS-Technology
the prompt, “Identify some needs 3.4.3.E1
that humans may have in order to ● PDE SAS-Science
survive on Mars” by writing at 3.1.3.A2
least one answer on their Post-It
note.

By creating a shelter structure, ● PDE SAS-Math Guided Portfolio


students will be able to CC.2.4.2.A.1
demonstrate their understanding ● PDE SAS-SS
of basic human needs in order to 7.2.4.A
survive on Mars by including at ● PDE SAS-SS
least 2 features in their structure 7.3.2.A
that will serve as a key
component to survival on Mars.

Document and apply the ● PDE SAS-engineering Guided Portfolio


engineering design process while 3.4.3.D1
adhering to the stated criteria and
constraints in the design brief.

Using a 3-in-a-row chart, ● PDE SAS-science 3-in-a-row worksheet


students will collaborate with 3.1.2.C2
their peers to correctly
complete the whole chart, about
the living conditions on Mars.
8

By the end of this lesson, ● ITEEA STL Standard Guided Portfolio


students will use the engineering 16 Debrief Conversation
design process to develop a ● NGSS 4-PS3-4
solution to the energy source
problem on Mars.

During the design challenge, ● PDE SAS Science - Guided Portfolio


students will create a successful 3.2.2.B2
wind turbine to demonstrate that
energy can be harnessed from
natural resources, like the wind.

By the end of this lesson, ● PDE SAS Science - Pre- and Post-Assessments
astronauts in trainings will be 3.2.4.B1
able to describe how a wind
turbine’s energy can be observed
and measured.

By the end of this lesson, Standards: STL Standard Assessment: Guided Portfolio
astronauts in training will reflect 10, Benchmark D; NGSS (last page), informal
on their experience of the entire 4-PS3-4 discussions
week by describing what things
went well and what things could
be improved.

Following the final design Standard: STL Standard Assessment: Informal


challenge, astronauts in training 8, Benchmark C discussions
will reflect on their use of the
engineering design process in an
informal debriefing in small
groups and in the whole group
setting.
9

Design Briefs:
10
11
12

Daily Lesson Plans:


MONDAY
Title: Grade Level
Prepare to Launch Grades 2-4

Standards

ELA:
● Standard - CC.1.2.3.B ​Ask and answer questions about the text and make inferences
from text; refer to text to support responses.
STL:
● ​ITEEA Standard 9​: ​Students will develop an understanding of engineering design:
○ Benchmark B​ Expressing ideas to others verbally and through sketches and
models is an important part of the design process. (p.100)
Math:
● CCSS.MATH.CONTENT.2.MD.A.1​:​ Measure the length of an object by selecting
and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring
tapes.

Objectives:
● By the end of this lesson, the students will be able to apply the engineering design
process and make a space helmet.
○ Assessment:​ Observations of sketches and helmet produced (to determine if it
meets criteria)
○ Standards: ​ ITEEA Standard 9B, CCSS.MATH.CONTENT.2.MD.A.1
● By the end of this lesson, the students will recall information about the planets in our
solar system based on information in the text read aloud.
○ Assessment​: Discussion following the read aloud
○ Standards: ​Standard-​ ​CC.1.2.3.B

Materials:
● Laptop (1 with VGA outlet)
● Projector (1)
● 1 design brief for each student
● Guided portfolio (1 for each student)
● 1 “Ticket to Launch” per student
13

● “The Magic School Bus Presents Our Solar System” Book


● Brown paper bags (1 for each student)
● Paper plates (at least a 20 pack)
● Construction paper (1 package of assorted colors)
● Paper bowls (at least a 20 pack)
● Pencils (1 for each student)
● Markers (assorted colors)
● Masking tape (2 rolls)
● Glue sticks (at least 10 glue sticks)
● Clear tape (at least 6 rolls)
● Liquid glue (at least 5)

Lesson Activator (Set Purpose)


Upon arrival, the astronauts in training will be given their mission assignment for the week
which is to establish a colony on Mars that can sustain life. Prior to boarding the spaceship, the
astronauts will watch a video that informs them about space travel and what they may
encounter on their journey.
http://discoverykids.com/videos/why-do-we-want-to-visit-mars/

Body of lesson
As a group, the mission specialists and the astronauts in training will discuss what is needed to
survive in space (space suit, food, shelter, etc…). Because astronauts in training will be unable
to leave the spaceship to explore Mars without proper attire, they must create a space helmet.
This is their first mission. The design brief for day 1 will then be explained (see “Mission 1:
Design Brief”). Astronauts in training will be given time to complete their first mission (design
and construct a space helmet). Once the astronauts in training have completed their helmet,
they will be given their “ticket to launch” to fill out a few pre-assessment questions. After
filling out the questions the student will board the spaceship and hand their tickets to the
mission specialist. Once on the spaceship the mission specialist will read “Our Solar System”
to the astronauts in training. This will cover the planets in our solar system. After reading the
story, the mission specialists will ask the astronauts in training comprehension questions about
the story.

Lesson Summarizer (Closure & Wrap-Around to Purpose), Extending Thinking


14

On the spaceship, the mission specialists and the astronauts in training will discuss what was
addressed during the trip so far. They will then discuss what their mission will look like for the
next day.

Formative or Summative Assessment of Student Learning

● Sketches
● Helmets
● Ticket to launch (pre-assessment)

References
Cole, J. (2014). ​The magic school bus presents our solar system​. New York, New York:
Scholastic.
Common Core State Standards Initiative. (2016). ​Common core state standards
initiative​. Retrieved from ​http://www.corestandards.org

Dolenc, N., Wood, A., Soldan, K., & Tai, R. (2016). Mars colony. ​Science & Children​, ​53​(6),
30-35.

International Technology Education Association. (2000). ​Standards for technological literacy:


Content for the study of technology​. Reston, VA: ITEA.

Next Generation Science Standards (NGSS) Lead States. (2013). ​Next generation science
standards: For states, by states​. Washington, DC: The National Academies Press.
15

TUESDAY
Title: Grade Level
Growing Green on Planet Red Grades 2-4

Standards (#s and written descriptions)

PDESAS
Science:
● Standard - 3.1.4.A2 Describe the different resources that plants and animals need to
live.
● Standard - 3.1.2.C2 Explain that living things can only survive if their needs are
being met.
Math:
● CCSS.MATH.CONTENT.2.MD.A.1​:​ Measure the length of an object by selecting
and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring
tapes.
ELA:
● Standard - CC.1.2.3.B Ask and answer questions about the text and make inferences
from text; refer to text to support responses.
STL

● ITEEA Standard 9​: Students will develop an understanding of engineering design:


○ Benchmark B Expressing ideas to others verbally and through sketches and
models is an important part of the design process. (p.100)
NGSS
● 3-LS4-4 Biological Evolution: Unity and Diversity Make a claim about the merit of a
solution to a problem caused when the environment changes and the types of plants
and animals that live there may change.
16

Objectives:
● By the end of this lesson, the students will be able to apply the engineering design
process and make a greenhouse for their plant that they will grow in a hydroponic
system.
○ Assessment: Guided Portfolio and Greenhouse model
○ Standards: ITEEA Standard 9B, CCSS.MATH.CONTENT.2.MD.A.1​
● By the end of this lesson, the students will be able to demonstrate the ability to grow
a plant hydroponically.
○ Assessment: Lettuce plant
○ Standards: Standard - 3.1.4.A2, Standard - 3.1.2.C2, 3-LS4-4 Biological
Evolution: Unity and Diversity
● By the end of this lesson, the students will identify what plants need to grow and if
these conditions will be met, based on information in the text.
○ Assessment: List on whiteboard and Pre/post assessment
○ Standards: Standard - CC.1.2.3.B

Materials:
● Corrugated cardboard (3, 3 feet sheets)
● Aluminum foil (1 roll)
● Construction paper (1 Pack)
● Pencils (1 for each student)
● Rulers (5 rulers)
● Small paper cups (1 for each student with tiny holes already poked in them)
● Seeds (1 packet)
● Saran wrap (1 roll)
● Masking tape (1 roll)
● Duck tape (3 rolls)
● Clear tape (5 rolls)
● Liquid glue (5 containers)
● Accessible whiteboard (1)
● Permanent Markers (array of colors)
● “Life on Mars” book by Mary Kay Carson
17

Lesson Activator (Set Purpose):


● Students will continue their exploration in space as astronauts in training. They will
experience a crash landing on Mars. Before leaving the spacecraft, the mission
specialists will read ​Life on Mars ​and ask questions about the text.

Body of lesson
*Students will be in groups of about 4 students depending on class size.

The mission specialists and astronauts in training will discuss what a plant needs to survive
and create a list on the whiteboard. The astronauts in training will discuss if Mars has the
necessary resources for plants. Once the astronauts in training explore the planet and come
to a conclusion that there are not enough resources, the mission specialists will introduce the
technique of hydroponics. The mission specialists will explain that hydroponics is the
means of growing plants without soil or dirt.

Before the astronauts in training are called up to plant their seeds, the mission specialists
with go over the design brief. The mission specialists and astronauts in training will discuss
the characteristics of a greenhouse and what would make a successful greenhouse on Mars.
Using this information the astronauts in training will make the greenhouse out of materials
that were brought on the mission with them. The astronauts in training will work together to
build a greenhouse for their plants (one for each colony), completing their guided portfolio
as they work through the engineering design process.

The astronauts in training will then each be given a plastic cup with tiny holes already poked
in them. While the astronauts and training are working on their greenhouses, the mission
specialists will call up the astronauts in training by groups to give them the perlite. Perlite is
an alternative to soil and safe for children to use. Once the astronauts in training are finished
with this step they will receive their seeds. The mission specialists will elaborate on how the
seeds will grow without soil. (Practicum teachers will be taking home cups so that the seeds
will be exposed to constant light and water movement).
18

When all the astronauts in training have finished creating their cups and have their seeds
they will continue building a greenhouse and filling out their guided portfolio for the
remainder of the time.

Lesson Summarizer (Closure & Wrap-Around to Purpose), Extending Thinking

The astronauts in training and mission specialists will look back at the anchor chart created
earlier and have a discussion on the resources they used and did not use to grow a plant. The
entire class will make another anchor chart with ideas that worked well for different groups
but what also did not work very well in the creation of their greenhouse.

Formative or Summative Assessment of Student Learning


● Guided Portfolio
● Plant grown in hydroponic system
● Greenhouse Model
● List on Whiteboard
● Pre/post Assessments

References

Common Core State Standards Initiative. (2016). ​Common core state standards
initiative​. Retrieved from http://www.corestandards.org

Dolenc, N., Wood, A., Soldan, K., & Tai, R. (2016). Mars colony. ​Science & Children​,
53​(6), 30-35.

International Technology Education Association. (2000). ​Standards for technological


literacy: Content for the study of technology​. Reston, VA: ITEA.

Carson, M. K. (2016). ​Life on mars​. ​ New York, New York: Scholastic.

Next Generation Science Standards (NGSS) Lead States. (2013). ​Next generation science
standards: For states, by states​. Washington, DC: The National Academies Press.
19

WEDNESDAY
Title: Grade Level
Building a Shelter on Mars 2-4

PA Core Standards (#s and written descriptions)


Science:
Standard - 3.1.2.C2: Explain that living things can only survive if their needs are being met.
Standard - 3.1.3.A2: Describe the basic needs of living things and their dependence on light,
food, air, water, and shelter.

Technology:
Standard - 3.4.3.E1: Identify the technologies that support and improve quality of life.

Engineering:
Standard - 3.4.3.D1: Identify people’s needs and wants and define some problems that can
be solved through the design process.

Math:
CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.

Geography:
Standard - 7.2.4.A: Identify the physical characteristics of places and regions.
Standard - 7.3.2.A: Identify the effect of local geography on the residents of the region
(food, clothing, industry, trade, types of shelter, etc.).
20

Objectives:
1. In doing a chalkboard splash activity, students will respond to the prompt, “Identify
some needs that humans may have in order to survive on Mars” by writing at least
one answer on their Post-It note.
Standards: 3.4.3.E1
3.1.3.A2
Assessment: Chalkboard Splash
2. By creating a shelter structure, students will be able to demonstrate their
understanding of basic human needs in order to survive on Mars by including at least
2 features in their structure that will serve as a key component to survival on Mars.
Standards: CC.2.4.2.A.1
7.2.4.A
7.3.2.A
Assessment: Guided Portfolio
3. Document and apply the engineering design process while adhering to the stated
criteria and constraints in the design brief.
Standards: 3.4.3.D1
Assessment: Guided Portfolio
4. Using a 3-in-a-row chart, students will collaborate with their peers to correctly
complete the whole chart about the living conditions on Mars.
Standard: 3.1.2.C2
Assessment: 3-in-a-row chart
21

Materials:
● Post-it Notes- 2 per student
● Pencils- 1 per student
● Large Corrugated Sheets of Cardboard- At least 25 sheets, 3x3 feet
● Scissors- 10
● Box Cutter*- 1 per teacher
● Tape measure- 1 per group
● Assorted Colors Markers- 5 pack
● Saran Wrap- 2 Boxes
● Aluminum Foil- 3 Boxes
● Assorted Colors of Construction Paper- 40 Sheets
● Assorted Colors of Pipe Cleaners- 50
● Duct Tape- 5 Rolls
● Design Brief- 1 per student
● Guided Portfolio- 1 per group
● Book: ​Life on Mars by Jon Agee

*= For Teacher Use Only

Lesson Activator (Set Purpose) (10 minutes)


1. Pass out pre-assessment for Mission 3.
2. Practicum teacher will read ​Life on Mars ​by Jon Agee.
a. Teacher will facilitate a discussion about the geography on Mars (cold, dark,
dusty, etc.) along with how it will and can affect the students that are
temporary residents on Mars.
3. Students will complete a chalkboard splash activity. They will be writing their
responses to following prompt on post it notes and posting them on the wall.
a. The prompt is: Identify some needs that humans may have in order to survive
on Mars.
22

Body of Lesson: Building a shelter on Mars (1 hour)


1. Role play the following scenario:
a. We are on Mars and just built the greenhouse for food
b. A Mission Specialist (teacher) gets really sick from being exposed to frigid
temperatures and low oxygen. Now we have to build shelter so that we can
protect ourselves.
2. Introduce the “mission” (design brief) and go over the guided portfolio with them,
answering any questions if necessary.
a. The practicum teacher will use measuring tape to give an example of the
minimum height and width required in the construction of the shelter.
b. The practicum teacher will explain that 2 ½ feet equals 2 feet and 6 inches on
the measuring tape.
3. The students will begin construction of their shelter following the guided portfolio
that will be given to them. The mission specialists (teachers) will ensure that each
group is on task and up to speed to make sure they will have enough time to
complete their final product.

Lesson Summarizer (Closure & Wrap-Around to Purpose), Extending Thinking (5)


1. Pass out the post assessment for Mission 3.
2. At the conclusion of this activity, all students and practicum teachers will sit in a
circle and review, debrief and each group will have the opportunity to share their
structures and talk about them. The teachers will also give students an insight at
what they will be completing the next day (windmills).
If Time Allows:
● Students will engage in a 3 in-a-row activity, where they walk around the room and
collaborate with their peers to find the answers to all of the questions on the
worksheet. Students must have a different person for every response on their
worksheet.

Formative or Summative Assessment of Student Learning


● Guided Portfolio
● 3-in-a-Row
● Chalkboard Splash
23

References
Agee, J. (2017). ​Life on Mars​. New York, NY: Dial Books for Young Readers.

Common Core State Standards Initiative. (2016). Common core state standards
initiative. Retrieved from http://www.corestandards.org

Dolenc, N., Wood, A., Soldan, K., & Tai, R. H. (2016). Mars colony: Using role-play as a
pedagogical approach to teaching science. ​Science and Children​, ​53​(6), 30-35.
24

THURSDAY
Title: Grade Level:
Harnessing Wind Power on Mars 2nd-4th

Standards
ITEEA STL:
● Standard 16.​ Students will develop an understanding of and be able to select and use
energy and power technologies.
○ Benchmark A.​ ​Energy comes in many forms.
○ Benchmark D.​ ​Tools, machines, products, and systems use energy in order to
do work.
● Standard 9.​ ​Students will develop an understanding of engineering design.
○ Benchmark A.​ ​The engineering design process includes identifying a problem,
looking for ideas, developing solutions, and sharing solutions with others.
○ Benchmark B. Expressing ideas to others verbally and through sketches and
models is an important part of the design process.
○ Benchmark C. The engineering design process involves defining a problem,
generating ideas, selecting a solution, testing the solution(s), making the item,
evaluating it, and presenting the results.
○ Benchmark D. When designing an object, it is important to be creative and
consider all ideas.
PDE SAS:
● Science
○ Standard - 3.2.2.B2: ​Explore and describe how different forms of energy cause
changes. (e.g., sunlight, heat, wind).
○ Standard - 3.2.4.B1: ​Explain how an object’s change in motion can be observed
and measured.
● Mathematics
○ Standard - CC.2.3.2.A.1: ​Analyze and draw two- and three-dimensional shapes
having specified attributes.
● English Language Arts
○ Standard - CC.1.2.3.C:​ Explain how a series of events, concepts, or steps in a
procedure is connected within a text, using language that pertains to time,
sequence, and cause/effect.
● Geography
○ Standard - 7.3.2.A:​ Identify the effect of local geography on the residents of the
region (food, clothing, industry, trade, types of shelter, etc.).
NGSS:
● 4-PS3-4:​ Apply scientific ideas to design, test, and refine a device that converts energy
from one form to another.
25

Objectives:
❖ By the end of this lesson, students will use the engineering design process to develop a
solution to the energy source problem on Mars.
➢ Standards: Standard 16; 4-PS3-4
➢ Assessment: Guided Portfolio; Debrief Conversation
❖ During the design challenge, students will create a successful wind turbine to
demonstrate that energy can be harnessed from natural resources, like the wind.
➢ Standards: PDE SAS 3.2.2.B2
➢ Assessment: Guided Portfolio
❖ By the end of this lesson, astronauts in trainings will be able to describe how a wind
turbine’s energy can be observed and measured.
➢ Standards: 3.2.4.B1
➢ Assessment: Pre- and Post-Assessment

Materials:

Material Quantity (per class of 15)

Corrugated cardboard 3 3ft​2​ sheets


Hot glue, hot glue guns ** 2 glue guns, 10 sticks

Skewers 1 bag of 50 6-8” skewers

Toothpicks 1 box of 100

Cardboard Tubes 10 tubes

Bottle caps 20 caps of various sizes

Craft foam sheets 25 pieces

Deli foam sheets 12 sheets

Scissors 10 pair

Variable-speed tabletop fans 2 fans

Duct tape, masking tape, clear office tape 2 rolls of each kind of tape

Box cutters ** 5
** Indicates adult supervision required
26

Additional items needed if anemometer is completed:


Material Quantity (per student) Quantity (per group if
completed in class)

3 oz plastic cups 6 cups

Wooden skewers 3 skewers

Plastic straws 1 straw

Clear office tape 35in

Nontoxic​ Adhesive putty Quarter sized amount

Cardstock One half of an 8.5x11”


sheet

Lesson Activator (Set Purpose) : 5-10 mins


❖ Mission Specialists will introduce the day’s topic by addressing the lack of energy
available to power their structure on Mars. For example:
➢ “We noticed last night that our spaceship’s power was running low. We used
the last of our ship’s energy to send a message to Mission Control down on
Earth. Luckily, they sent us a video right before we ran out of energy. But
before we watch the video, Mission Control wants to make sure all of our
Astronauts-in-Training understand what energy is. So…
■ What is energy? (Write answer on whiteboard)
■ Mention that humans get energy from eating healthy foods
■ Jumping jacks/ running in place
➢ What about non-living things, where do they get their energy? Think about a
school bus, or a computer.
■ Fuels: gas, solar, fossil fuels, etc.
➢ How do we use nature/weather on Earth give us energy?
■ Review weather on Mars
❖ Students will participate in a Line-Up activity to discuss the following prompts:
➢ Where could we get energy on Mars?
➢ What would we use it for?
➢ Do you know if there are any ways to collect energy from the wind?
■ There are wind turbines which are similar to windmills, but bigger,
stronger, and newer. They are big structures that we use to collect
energy from the wind. To learn about how wind turbines work, let’s
27

watch this video we received from Mission Control back on Earth, just
minutes before we lost our power.
➢ Mission Specialists will show Astronauts in Training the video How to Make
Wind Turbines (available at
https://www.youtube.com/watch?v=uP4lovTaTSE​).
➢ Mission Specialists can check for understanding by asking:
■ Is this something that we might be able to do on Mars?
■ How does a wind turbine work?
■ What would we use this energy for?
■ So now that you saw how wind turbines are made on Earth, we need to
make some wind turbines for Mars to power our colonies. READ and
HAND OUT DESIGN BRIEF

Body of Lesson : 40 mins


For this lesson, a major portion of the time will be spent on planning, designing, and building
wind turbines.
❖ The design brief will be handed out to each group (the same groups that students have
been in throughout the earlier days of the week). The design brief will include the
design challenge, the criteria, and the guidelines. The Mission Specialists will pay
careful attention to explain the expectations and criteria of the challenge, and should
explain how to use the engineering design process (EDP). A visual of the EDP will be
projected onto the wall for all students to see.
❖ After the challenge is introduced and explained, Astronauts in Training will begin
working on their turbines, working in the same groups as they have been for the entire
week.
❖ In their guided portfolios, students will record observations, sketch potential designs,
and write down any problems or questions they have during the design challenge.
Additionally, there will be a number of short-answer questions that challenge the
Astronauts in Training to deepen their learning by reflecting metacognitively on their
work.
❖ After the astronauts in training complete their wind turbines, each group will test their
product by calculating the number of rotations completed within 10 seconds. A feather
is an example of a device that Astronauts in Training can use to count their rotations.
❖ If time is limited, the design challenge can be simplified into just making a functioning
wind turbine that can spin when placed in a stream of wind.
➢ Material constraints can still be in place.
28

Lesson Summarizer (Closure & Wrap-Around to Purpose), Extending Thinking : 5-10


mins
❖ As Astronauts in Training test their turbines, they should continue to use the EDP to
ask questions about why it worked or did not work, and to think about what
improvements or changes could be made.
❖ If time permits, the Astronauts in Training will be given 5 minutes to attach their wind
turbine to the structure they made the previous day.
➢ Did your wind turbines work?
➢ If not, what was the problem? How could you fix it?
➢ What steps of the engineering design process did you find easiest? Hardest?
Most helpful?
➢ Do you think you could survive on Mars?

Formative or Summative Assessment of Student Learning

Formative Summative
❖ Conversation during debrief ❖ Pre-Assessment
❖ Guided Portfolio
❖ Post-Assessment

Adaptations for ELLs or Students with Extensions for Advanced or Gifted


Special Needs: Students:
❖ There will be one Mission Specialist ❖ Extensions of learning include using a
per small group but if necessary, a real anemometer to measure wind
Mission Specialist could be paired speed.
with these astronauts in training ❖ A higher-level extension could use
individually coils and magnets to attempt to
transform wind energy into electricity.

References
International Technology Education Association (2000). ​ Standards for
technological literacy: Content for the study of technology​ (3rd ed.). Reston, VA:
ITEA.
National Geographic Kids. [Video file]. Making stuff: How to make wind turbines.
Retrieved
from https://www.youtube.com/watch?v=uP4lovTaTSE
Next Generation Science Standards (NGSS) Lead States (2013). ​Next Generation Science
Standards: For States, By States​. Washington, DC: The National Academies Press.
Pennsylvania Department of Education (2013). ​Standards aligned system​. Retrieved from
http://www.pdesas.org/
29

FRIDAY
Title: Grade Level
Mission Accomplished! 2-4

Standards
ITEEA STL:
Standard 9​. Students will develop an understanding of engineering design. Benchmark C: The
engineering design process involves defining a problem, generating ideas, selecting a solution,
testing the solution(s), making the item, evaluating it, and presenting the results.

Standard 10​. Students will develop an understanding of the role of troubleshooting, research
and development, invention and innovation, and experimentation in problem solving.
Benchmark D: Invention and innovation are creative ways to turn ideas into real things.

NGSS
4-PS3-4​. Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.

Objectives:
❖ By the end of this lesson, astronauts in training will reflect on their experience of the
entire week by describing what things went well and what things could be improved.
➢ Standards: STL Standard 10, Benchmark D; NGSS 4-PS3-4
➢ Assessment: Guided Portfolio (last page), informal discussions
❖ Following the final design challenge, astronauts in training will reflect on their use of
the engineering design process in an informal debriefing in small groups and in the
whole group setting.
➢ Standard: STL Standard 8, Benchmark C
➢ Assessment: Informal discussions

Materials:
❖ Post-Assessment (Ticket to Arrive)
❖ Astronaut Certificates (1 for each student)
If needed to fix any designs:
❖ Cardboard (any leftover cardboard from the week)
❖ Aluminum foil (1 roll)
❖ Pipe cleaners
❖ Construction paper (any left over from the week)
❖ Popsicle sticks (1 bag)
30

❖ Pencils (1 for each student)


❖ Rulers (1 for each groups of students)
❖ Saran wrap (1 roll)
❖ Straws (1 bag)
❖ Hot glue (2 hot glue guns)
❖ Elmer’s glue
❖ Duct tape (2 rolls)

Lesson Activator (Set Purpose)


The Mission Specialists will briefly make connections to the previous day’s work by asking
questions about how the astronauts in training used the engineering design problem and asking
if anyone has questions or concerns. The astronauts in training will then be given additional
time to complete their colony. They will complete the last step of their guided portfolio and
reflect on their own colonies and different structures. They will reflect on their designs and
give feedback that will include: what they liked about it, what can be improved, what part of
the process was easy/hard, etc.

Body of lesson
The astronauts in training will tour the other colonies and give feedback on designs and
structure. They will be given a worksheet to fill out and write their feedback. Questions will
include what they liked about the design, what things could be improved, and how they think
they would survive on this colony in Mars.

Lesson Summarizer (Closure & Wrap-Around to Purpose), Extending Thinking


The astronauts in training will be arriving back on Earth with their ticket to arrive. Before they
get off of the spaceship, they will need to fill out the post-assessment on their ticket before
returning home.
The astronauts in training will also be getting their hydroponic plant back to take home with
them. The Mission Specialist will go over proper techniques to take care of the hydroponic
plant once it’s taken home:
How to switch plant to soil
Water
Sunlight
Temperature
Introduce the take home extension project, the anemometer, and how it connects to the projects
they did over the week.
Lastly, astronauts in training will go through a ceremony and will be given a certificate to
certify that they are now astronauts.
31

Formative or Summative Assessment of Student Learning

Formative Summative
❖ Informal observations ❖ Post-Assessment - Ticket to Land
❖ Anecdotal records ❖ Guided Portfolio (last page)
❖ Small- and whole-group discussions

References
International Technology Education Association (2000). ​ Standards for
technological literacy: Content for the study of technology​ (3rd ed.). Reston, VA:
ITEA.
Next Generation Science Standards (NGSS) Lead States. (2013). ​Next Generation Science
Standards: For States, By States​. Washington, DC: The National Academies Press.
Pennsylvania Department of Education (2013). ​Standards aligned system​. Retrieved from
http://www.pdesas.org/

Schedule:
Day/Time Activity Practicum Teachers

Day 1

4:00-4:10 Hand out name tags, Mission Alex


Assignment/Video

4:10-4:15 Mars Survival Discussion Jenna

4:15-4:17 Explain Mission 1 Design Brief Brittany

4:17- 4:25 Helmet Sketching All

4:25- 4:40 Helmet Construction All

4:40-4:42 Ticket to Launch Pre Janelle


Assessment/ Board Spaceship

4:42-4:52 Read “Our Solar System” Mariel

4:52-5:00 Book Discussion Gina

5:00-5:10 Wrap Up/Reflection Sam

5:10-5:15 Introduce Next Day Mission Mariel, Brittany, and Jenna


32

Day 2

4:00-4:10 Read “Life on Mars” and Brittany


introduce the mission (find food)

4:10-4:15 Create list on whiteboard to Brittany, Jenna, Mariel


determine what resources the
plants need to survive

4:15-4:20 Explain the technique of Jenna


hydroponics

4:20-4:22 Pass out materials for plants Gina, Alex, Janelle, Sam
(seeds, cups)

4:22-4:35 Split into Groups/ Plant lettuce Jenna


hydroponically

4:35-4:37 Pass out and explain design brief Brittany and Jenna pass out,
Mariel - Explain

4:37-4:40 Pass out and explain guided Brittany and Jenna pass out,
portfolio Mariel - Explain

4:40-5:10 Start designing and building Brittany, Mariel and Jenna will
greenhouse walk around, All practicum
teachers will be group helpers

5:10-5:15 Review structures and list on Brittany, Jenna, Mariel


whiteboard

Day 3

4:00-4:05 Introduction/ Pre-Assessment Gina/Jenna- pass out assessment

4:05-4:10 Read ​Life on Mars​ by Jon Agee Samantha

4:10-4:15 Chalkboard Splash Gina

4:15-4:16 Role play: Janelle Gets Sick Janelle

4:16-4:20 Introduce design brief/guided Samantha- design brief


portfolio Gina- guided portfolio

4:20-5:00 Start construction of shelter Everyone else is assigned a


group
Katie, Erika- Materials Table
Melissa, Lexi- Exacto Knife
Aneshka, Teagan- Hot Glue
33

5:00-5:10 3-in-a-row worksheet Kristin-pass out papers


Gina- explain

5:10-5:12 Post Assessment Jenna-pass out assessment

5:12-5:15 Group Debrief Gina and Samantha

Day 4

4:00-4:05 Introduction Alex/Janelle

4:05-4:20 Read ​Energy Island Alex/Janelle

4:20-4:25 Introduction to wind turbines Alex/Janelle

4:25- 4:30 Design Brief/Explanation of Alex/Janelle- explanation


criteria and guidelines Gina- hand out portfolios

4:30-5:00 Construction Time Alex/Janelle


Sam and Jenna-materials table
Mariel, Gina, Brittany -small
group helpers
Everyone else - floaters/small
group help
Erika,Melissa, Lexi -
supervising tools

5:00-5:15 Testing Period Alex/Janelle


Mariel -timing
Brittany - collecting data
Alex/Janelle - collect guided
portfolios

Day 5

4:00-4:20 Questions about engineering All - assist in extension time


design process and of fixing designs if necessary
questions/concerns; time
Aneshka and Kristin -
allowed for additional time to
fix designs materials table
Brittany - hand out guided
portfolios
34

4:20-4:25 Reflection on designs All​ - ​Prompt questions during


reflection time if needed

4:25-4:45 Touring colonies and feedback Mariel​ - ​hand out colony


feedback paper
All - tour with the groups as
they look at the colonies

4:45-4:50 Arrival back to Earth; Samantha - hand out post


post-assessment assessment once on spaceship
back to Earth

4:50-4:55 Hydroponic plant explanation Jenna

4:55-5:00 Take home activity explanation Alex

5:00-5:15 Astronaut Ceremony Gina - facilitate ceremony


Janelle - hand out certificates
Teagan, Kristin, Aneshka,
Katie, Erika, Melissa, Lexi -
collect guided portfolios and
take pictures for data; take
anecdotal notes throughout
the day
35

Class Member Assignments:


Monday:
● Alex, Gina, Jenna, Janelle, Samantha, Brittany, Mariel - ​Overview of the
week/Introduction to the day and activities
● Brittany and Mariel - ​Helmet introduction and supervision
● Janelle - ​Pre-assessment
● Alex, Gina, Jenna, Janelle, Samantha, Brittany, Mariel - ​Explanation of Solar System
● Aneshka and Lexi - ​Materials table (2)
● Teagan and Kristin - ​Launch simulation (2)
● - ​Solar System Planets
● Teagan, Kristin, Lexi, Aneshka, Melissa, Erika, Katie - ​Group helpers/floaters

Tuesday:
● Brittany - ​read story
● Jenna - ​explain hydroponics
● Mariel - ​design brief
● Brittany, Jenna, Mariel - ​anchor charts, facilitation of projects (plant and greenhouse)
● Alex - ​group helper
● Janelle - ​group helper
● Samantha - ​group helper
● Gina - ​group helper
● Teagan and Kristin - ​Crash simulation (2) and possible group helpers for the one left
over group
● Aneshka and Lexi - ​Materials table (2)
● Katie and Erika - ​Group questioning floater (will walk around when students are
sketching and designing and ask why they are doing each step) (2)

Wednesday:
● Jenna- ​pass out all papers: pre-assessment, post-assessment
● Samantha- ​read the story
● Janelle- ​role plays “getting sick”
● Brittany- ​pass out design challenge/guided portfolio
● Alex-​pass out post-it notes
● Gina- ​lead the chalkboard splash activity
● Mariel- ​assess correct/incorrect responses based on needs/wants from chalkboard
splash
● Samantha-​explain design brief
● Gina- ​explain the guided portfolio
● Katie and Erika- ​materials table
36

● Melissa and Lexi- ​exacto knife


● Teagan and Aneshka- ​hot glue
● All- ​group helper and facilitating discussion
● Kristin- ​pass out 3-in-a-row worksheet
● Gina and Samantha-​ facilitate the final debrief

Thursday:
● Alex and Janelle​ - read story and introduction
● Gina​ - hand out guided portfolios
● Alex and Janelle​ - explain design challenge
● Samantha and Jenna​ - materials table
● Mariel, Gina, Brittany - ​Small group helpers
● Mariel - ​Testing station(timer)
● Brittany - ​testing station (data collector)
● Teagan, Kristin, Aneshka, Katie - ​floaters/small group helpers/observers
● Erika, Melissa, Lexi - ​supervision of tools
● Janelle and Alex -​ collect guided portfolios

Friday:
● All​ - assist in extension time of fixing designs if necessary
● Aneshka and Kristin​ - materials table
● Brittany​ - hand out guided portfolios
● All​ - Prompt questions during reflection time if needed
● Mariel​ - hand out colony feedback paper
● All​ - tour with the groups as they look at the colonies
● Samantha​ - hand out post assessment once on spaceship back to Earth
● Jenna​ - explain care for hydroponic plant
● Alex​ - explain anemometer that students will take home
● Gina​ - facilitate ceremony
● Janelle​ - hand out certificates
● Teagan, Kristin, Aneshka, Katie, Erika, Melissa, Lexi - ​collect guided portfolios and
take pictures for data; take anecdotal notes throughout the day
37

Assessments:

Monday Pre-Assessment:
1. Which planet is the closest to the Earth?
a. Mars
b. Saturn
c. Neptune
2. Is there water on Mars?
a. Yes
b. No
3. The spacecraft that is currently on Mars is called the ___________________________
4. Describe the weather on Mars.
5. What is one thing that you hope to learn during this week?

Tuesday:

Name:_______________________

Going Green on Planet Red: Pre-assessment

1. Can we grow plants on Mars? If so, how?

2. List the conditions a plant needs to survive.

Name: __________________________

Going Green on Planet Red: Post-assessment

1. Can we grow plants on Mars? If so, how?

2.List the conditions a plant needs to survive.


38

Wednesday:

Pre-Assessment
1. True or False: The temperature on Mars in generally hot.
2. Multiple Choice: Which of the following is something that humans do ​not​ need to survive?
a. Oxygen
b. Water
c. Food
d. Computer
3. True or False: There is water on Mars.

Post Assessment
1. True or False: The temperature on Mars in generally hot.
2. Multiple Choice: Which of the following is something that humans do ​not​ need to survive?
a. Oxygen
b. Water
c. Food
d. Computer
3. True or False: There is water on Mars.

Thursday:
Pre- and post assessment

Name: 
Colony Name: 
1. Can the weather be a source of ​energy​?   
 
 
 
2. If so, ​how​? 
 
 
 
3. Think about the weather conditions on ​Mars​. How could we get power to do 
things? 
 
 
39

Friday:
Post -Assessment that goes along with Monday’s Pre-Assessment
1. Which planet is the closest to the Earth?
a. Mars
b. Saturn
c. Neptune
2. Is there water on Mars?
a. Yes
b. No
3. The spacecraft that is currently on Mars is called the ___________________________
4. Describe the weather on Mars.
5. What is one thing that you hope to learn during this week?

Tools, Materials, & Supplies


·​ ​ ​Paint; metallic grey or white and black (needed for tomorrow if possible)
·​ ​Rollers/paint trays (needed for tomorrow if possible)
·​ ​Duct tape (needed for tomorrow if possible)

Helmet activity: (Monday)


● Laptop (1 with VGA outlet)
● Projector (1)
● 1 design brief for each student
● Guided portfolio (1 for each student)
● 1 “Ticket to Launch” per student
● “The Magic School Bus Presents Our Solar System” Book
● Brown paper bags (1 for each student)
● Paper plates (at least a 20 pack)
● Construction paper (1 package of assorted colors)
● Paper bowls (at least a 20 pack)
● Pencils (1 for each student)
● Markers (assorted colors)
● Masking tape (2 rolls)
● Glue sticks (at least 10 glue sticks)
● Clear tape (at least 6 rolls)
● Liquid glue (at least 5)
40

Greenhouse/Hydroponic plants : (Tuesday)


● Corrugated cardboard (3, 3 feet sheets)
● Aluminum foil (1 roll)
● Construction paper (1 Pack)
● Pencils (1 for each student)
● Rulers (5 rulers)
● Small paper cups (1 for each student with tiny holes already poked in them)
● Seeds (1 packet)
● Saran wrap (1 roll)
● Masking tape (1 roll)
● Duck tape (3 rolls)
● Clear tape (5 rolls)
● Liquid glue (5 containers)
● Accessible whiteboard (1)
● Permanent markers (array of colors)
● “Life on Mars” book by Mary Kay Carson

Shelters (Wednesday)
● Post-it Notes- 2 per student
● Pencils- 1 per student
● Large Corrugated Sheets of Cardboard- 25 sheets at least 3x3 feet
● Scissors- 10
● Box Cutter*- 1 per teacher
● Tape measure- 1 per group
● Assorted Colors Markers- 5 pack
● Saran Wrap- 2 Boxes
● Aluminum Foil- 3 Boxes
● Assorted Colors of Construction Paper- 40 Sheets
● Assorted Colors of Pipe Cleaners- 50
● Duct Tape- 5 Rolls
● Design Brief- 1 per student
● Guided Portfolio- 1 per group
● Book: ​Life on Mars by Jon Agee
41

* = For Teacher Use Only

Wind Turbines (Thursday)


● Corrugated cardboard (3- 3ft sheets)
● Hot glue, hot glue guns** (2 glue guns, 10 sticks)
● Skewers (1 bag of 50 6-8” skewers)
● Toothpicks (1 box of 100)
● Cardboard tubes (10 tubes)
● Bottle caps (20 caps of various sizes)
● Craft foam sheets (25 pieces)
● Deli foam sheets (12 sheets)
● Scissors (10 pairs)
● Variable- speed tabletop fans (2 fans)
● Duct tape, masking tape, clear office tape (2 rolls of each kind of tape)
● Box cutters** (5)
● 3 oz plastic cups (6 cups)

** Indicates adult supervision required

Wrap Up (Friday)
● Any left over materials that may be needed for finishing their designs

Take home activity


● ​6 cups/child
● 1 straw/child
● ​3 wooden skewers/child
● ​adhesive putty
42

Classroom Guidelines:
● Our Mission to Mars curriculum will have a similar setup each day since the week is
scaffolded and builds off the previous day
● There will be a materials table each day. Two mission specialists will be responsible for
the materials table at all times. An additional two mission specialists will be responsible
for supervising tool use and enforcing proper safety skills.
● The lead mission specialists (practicum teachers) will be facilitating each lesson. If other
mission specialists are not given jobs specifically, they will be small group helpers,
floaters, or observing the astronauts in training to use for data.
● All mission specialists should be facilitating discussions and asking students to explain
their thinking when designing, sketching, etc. to gauge student understanding of the
engineering design process.
● The students will be in colonies (small group) starting on Tuesday when they begin
Mission #2.
● There needs to be a large enough area to store each colonies’ structure as well as the
spaceship used to “travel” to Mars and back to Earth.

References:
Dolenc, N., Wood, A., Soldan, K., & Tai, R. (2016). Mars colony. ​Science & Children​, ​53​(6),
30-35.

*​References are attached to individual lesson plans


*All images included are copyright free
43

Other Support Materials:


Monday parent letter
44

Friday take home letter


45

3 in a row assessment for Wednesday


46

Name Tags

You might also like