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Notes for Teachers

Context: This lesson takes place in a classroom for one or more hours.
Students may work in small groups of 2-4.
Begin by introducing the concept of exploring Mars and the search for life beyond Earth.
Engage students with captivating images or videos of Mars to spark their curiosity and interest in the topic.

List of Materials

Mars research materials (books, articles, online resources)
Poster boards or large sheets of paper
Craft supplies (cardboard, foil, straws, craft sticks, etc.)
Art supplies (markers, colored pencils, etc.)
Scissors, glue, and tape
Planet Earth Book

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Standards

Arizona Grade 6 Science Standards

Core Ideas for Knowing Science

E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

E2: The Earth and our solar system are a very small part of one of many galaxies within the Universe.

Science & Engineering Practices

● ask questions and define problems

● develop and use models

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● obtain, evaluate, and communicate information

Arizona ELA Standards

RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 6-8 text complexity band independently and proficiently.

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Objective(s):

Students will explore the field of astrobiology and the possibility of life on Mars through research, critical thinking, and hands-on activities.
Students will design and create a model Martian habitat that addresses the challenges of sustaining life in a Martian environment.
Students will apply their understanding of astrobiology, Mars' environment, and scientific concepts to make informed design decisions.

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Agenda 60 minutes

What is Life on Mars? What’s the purpose?

Students will introduce the concept of "life on Mars" and the potential existence of living organisms, even in microbial form, on the planet Mars.
Students will extend their knowledge of habitability.

Student will investigate the conditions and environments on Mars helps scientists identify the factors that make a planet habitable.

This knowledge can guide future exploration and our search for life beyond Earth.

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What is Life on Mars: A Scientific Exploration

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Life on Mars: A Scientific Exploration

The Mars Exploration Program is a science-driven program that seeks to understand whether Mars was, is, or can be, a habitable world.

The search for life on Mars remains one of the most active areas of research in planetary science, with numerous missions and experiments underway to try and answer this age-old question.

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Hands-on Activity Instructions

In a group of 2-4.
Students will engage in a hands-on activity to create a model Martian landscape.
Students will apply their knowledge of Mars' surface features and geological processes.
Students will explore the challenges and possibilities of life on Mars through creative design and critical thinking.

Materials:

Modeling clay or play dough (red or orange if available)
Craft materials (foam balls, pipe cleaners, rocks, etc.)
Construction paper or cardboard
Scissors, glue, and tape
Markers or colored pencils
Reference materials on Mars' surface features (books, articles, online resources)
Life on Mars Video

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Assessment

Reflection Questions

Summarize your experience with the Life on Mars lesson.
What was the most significant insight or lesson learned?
What would you do differently?

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Differentiation

Content Differentiation:

Provide different levels of research materials or articles that vary in complexity, allowing students to access information at their appropriate reading level.
Offer additional resources or reading materials for students as needed.
Provide support materials or graphic organizers to help struggling students organize their research findings.

Process Differentiation:

Allow students to work in pairs or small groups, pairing students with mixed abilities. This promotes collaboration, peer support, and the sharing of ideas and knowledge.
Provide clear instructions, step-by-step guidelines, or a checklist to help students stay on track and manage their time effectively.
Offer flexible timelines or extended time for students who require additional time to complete the activity.

Product Differentiation:

Provide options for the final product. Instead of creating a model Martian landscape, allow students to choose alternative ways to demonstrate their understanding, such as a written report, a digital presentation, or a multimedia project.
Offer different levels of complexity for the model Martian landscape, allowing students to choose the level that suits their abilities and interests.
Use visuals, graphic organizers, or modeling to support understanding and help students visualize the features and challenges of Mars.

Extension:

Students can research a different planet and create a model of the landscape or a Google slides presentation.