Professional Documents
Culture Documents
Contact information:
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:
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
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, ● 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.
Design Briefs:
10
11
12
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
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.
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.
● 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.
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
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
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
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.
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.
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.
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
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
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:
Scissors 10 pair
Duct tape, masking tape, clear office tape 2 rolls of each kind of tape
Box cutters ** 5
** Indicates adult supervision required
26
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
Formative Summative
❖ Conversation during debrief ❖ Pre-Assessment
❖ Guided Portfolio
❖ Post-Assessment
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
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.
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
Day 2
4:20-4:22 Pass out materials for plants Gina, Alex, Janelle, Sam
(seeds, cups)
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
Day 3
Day 4
Day 5
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
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:_______________________
Name: __________________________
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?
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
Wrap Up (Friday)
● Any left over materials that may be needed for finishing their designs
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.
Name Tags