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)

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Table of Contents

Topic of Module 5 Goal of Module 5 Target Grade Level 5 Objectives 5 Time Needed 6 Standards 7 Pre-requisite Skills 9 Glossary 9 Facts About Mars 11 Science Content 12 Distance and Size 12 Temperature and Atmosphere 13 The Color of Mars 13 Seasonal Variations on Mars 13 Missions To Mars 14 Topography of Mars 14 Clouds on Mars 15 Earth and Water 17 Water and Mars 17 ALH84001 18 Facts Comparing Mars and Earth 19 Day 1 – Comparing Earth and Mars Objectives Materials Needed 20 Activity #1 Comparing Earth and Mars 21 Activity #2 Internet Research 22 Activity #3 Writing a Short Story 23 Comparing Earth and Mars Worksheet 24 Internet Research Worksheet 25 Create a Short Story Worksheet 27

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Day 2 – Where is The Water? Objectives Materials Needed 28 Activity #4 Where is The Water? 29 Where is the Water Worksheet 30 Day 3 – What Do We Need To Live? Objectives 30 Materials Needed 31 Activity #5 – Earth and Mars Atmospheric Pressure and Temperature 32 Activity #6 – Design Your Own Space Suit Sample Responses 33 Space Suits – Student Sample Work 35 Earth and Mars Atmospheric Pressure and Temperature Worksheet 36 Design a Mars Space Suit Worksheet 37 Day 4 – Constructing A Habitat on Mars Objectives Materials Needed 38 Habitat Student Work Samples 39 Activity #7 – Building A Habitat for Mars 40 Assessments 41 Mars Vocabulary Word Search Worksheet 42 Facts About Mars Worksheet 43 Mars Vocabulary Word Search Worksheet (Key) 44 Mars Assessment #1 Fill in the Blanks 45 Mars Assessment #1 (Key) 46 Formal Assessment #2 Multiple Choice 47 Formal Assessment #2 (Key) 49 Resources and References 51

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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….

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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.

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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

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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.

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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.

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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.

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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.

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Facts about Mars

Mars is a very exciting planet. The facts below can serve to introduce some of the features of the Red Planet.

Mars is different from Earth in size. Mars is about 1/2 the size of Earth.

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.

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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

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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.

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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.

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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

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Cloud Streets

Fog or Ground Hazes

Plume Clouds

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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.

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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.

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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 – 9.8m/sec squared Mars – 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

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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

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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.

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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.

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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.

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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?

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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?

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Website: Information found: What do we know about NASA’s space mission to Mars? Website: Information found:

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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. Assign one student to each job 2. Write a Short Story 3. Ask your teacher to read and edit your short story 4. 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.

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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)

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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.

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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?

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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.

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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)

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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.

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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.

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♦ 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

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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

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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?

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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.

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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)

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Habitat Examples – Student Work

Work in progress!

Still working!

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Almost finished!

Nice job crew!

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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.

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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.

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Mars Vocabulary Word Search Worksheet

Directions: Find the Mars vocabulary words listed below in the word search and circle each of them.

Red Planet Word Search S N O M S U P M Y L O K W K Y U E B O S Q Q F Y B W J M X C L Y M V T I R F P R E U F M U N A L P I N A I D I R E M H A F B G U S E V C R A T E R R V O H E O M E C N A T S I D R D Q X V X A N P C B V H A B I T A T J L E E N S L R O S N O U E R U T A R E P M E T I Y G G X O T S Y P O L A R C A P S W J A M C K I M I V J N A S A S H H R E V O R W O D D T D Z Q C A R B O N D I O X I D E A S E A Z C I ATMOSPHERE CARBON-DIOXIDE DEIMOS DISTANCE GRAVITY HABITAT IRON-OXIDE MARS MERIDIANI-PLANUM NASA OLYMPUS-MONS PHOBOS POLAR-CAPS ROVER TEMPERATURE WATER

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Facts About Mars

Write Four Facts you have learned about Mars.

1. _____________________________________________

________________________________________________

2. _____________________________________________

________________________________________________

3. _____________________________________________

________________________________________________

4. _____________________________________________

________________________________________________

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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 Planet Word Search S N O M S U P M Y L O K W K Y U E B O S Q Q F Y B W J M X C L Y M V T I R F P R E U F M U N A L P I N A I D I R E M H A F B G U S E V C R A T E R R V O H E O M E C N A T S I D R D Q X V X A N P C B V H A B I T A T J L E E N S L R O S N O U E R U T A R E P M E T I Y G G X O T S Y P O L A R C A P S W J A M C K I M I V J N A S A S H H R E V O R W O D D T D Z Q C A R B O N D I O X I D E A S E A Z C I ATMOSPHERE CARBON-DIOXIDE DEIMOS DISTANCE GRAVITY HABITAT IRON-OXIDE MARS MERIDIANI-PLANUM NASA OLYMPUS-MONS PHOBOS POLAR-CAPS ROVER TEMPERATURE WATER

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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? ___________

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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

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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

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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?

o 2nd

o 1st

o 6th

o 3rd 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

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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

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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?

o 2nd

o 1st

o 6th

o 3rd 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

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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://www-curator.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/