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Maslow’s Mars Teacher Guide

PTC Inc.

Written by Tiffany Davis, Jennifer Flanagan, and Sue Hall.

Copyright © 2015 PTC

Notice of Rights All rights reserved under copyright laws of the United States and other countries. K-12 teachers may print and use this curriculum/tutorial/worksheet for classroom purposes only. All credit and trademark notices must accompany any such reproduction made in whole or in part.

Trademarks PTC, the PTC Logo, and all PTC Product names and logos are trademarks or registered trademarks of PTC and/its subsidiaries in the United States and in other countries.

Acknowledgements Original concept from Ayora Berry, Jordan Cox, and Alyssa Walker. Edited by Ayora Berry.

STUDENT EXPERIENCE The project begins with introducing the design challenge of creating a Mars Colony using only materials from two transport spaceships and local planetary resources. In the Explore phase, students begin by defining their challenge goals and roles. They then research space travel, biospheres, agriculture, mechanics, building, forms of energy and forms of government. The next phase of the project is the Create phase. Supported by their research and creative techniques such as brainstorming and modeling, students will create a scale model of their Mars Colony. In order to optimize their designs, students will calculate volumes and to lists generated in the Explore Review. In the last phase of the project – the Share phase – students focus on specific industry roles such as a Scientist (e.g. design a hydroponic experiment) or an Anthropologist (e.g. systems of Government/feudalism) in order to simulate what real world professionals would do to ready their design solution for the marketplace.

PROJECT DETAILS Guiding Principle: Maslow’s Hierarchy of Needs

Product: Mars Colony Design

Subject(s): Common Core ELA, NGSS Practices,

Engineering, and Social Studies.

Grade: 5-8

MASLOW’S MARS

STUDENT CHALLENGE: Develop a Mars Colony that

uses materials from the Plymouth-Mayflower spaceships and local resources that satisfies

the first two levels of Maslow’s Hierarchy of Needs and one

additional level.

UNIT SUMMARY

The SpaceZ Corporation has issued a Request for Proposals to develop a colony on Mars. SpaceZ will provide two transport ships, the Speedwell and Mayflower, which can hold a total of 130 people. Colonists must survive for two years using only the materials they can take with them on their transport ships or materials they can find on Mars. The colony must satisfy the first two levels of Maslow’s hierarchy of needs (physiological needs and basic safety/security), plus one additional level (love and belonging, self-esteem, or self-actualization). In the Explore phase, students learn about Maslow’s hierarchy of needs and identify how those needs are met here on Earth. After researching how those needs might change on Mars, students generate supply, equipment/tools, personnel and facilities requests for the new Mars colony.

UNIT ASSESSMENT

F O R M A T I V E A S S E S S M E N T

• Group discussion and question/answer • Voyage to Mars packet, including short answer questions, open response

questions, notes and concept maps

S U M M A T I V E A S S E S S M E N T

• Teacher conference to review final requisition order from packet

EXPLORE

EXPLORE UNIT: STANDARDS

STANDARDS L1 L2 L3 L4 L5 L6

Next Generation Science Standards: Practices for Science & Engineering

Asking questions and defining problems. X X

Developing and using models. X

Planning and carrying out investigations. X X

Analyzing and interpreting data. X

Obtaining, evaluating and communicating information.

X X X X X X

Next Generation Science Standards: Disciplinary Core Ideas, MS-ETS1 Engineering Design

ETS1.A: Defining and delimiting engineering problems

X

ETS1.B: Developing possible solutions X X

National Education Technology Standards for Students (ISTE)

1c: Use models and simulations to explore complex systems and issues.

X

3b: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources.

X X X

Common Core Standards for ELA

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

X X

SL.7.1 Engage effectively in a range of collaborative discussions building on others’ ideas and expressing their own clearly.

X X X X X X

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.

X X X

National Center for History in the Schools History Standards

U.S. History Content Standards, Era 2, Standard 2: How political, religious, and social institutions emerged in the English colonies.

X

Historical Thinking Standards, Standard 3: The student engages in historical analysis and interpretation.

X

LESSON #1: MARS UV MINI-CHALLENGE

S UM MA RY

As a hook to get them excited about the Maslow’s Mars colony unit, students will create pipe-cleaner “astronauts” with built-in radiation detectors (UV beads) and then test ways to protect astronauts from UV radiation while on Mars. This activity also provides a great starting point to discuss human needs on Mars, including safety.

O B JE CT IVE S

• Explain what ultraviolet radiation is and why it poses a health/safety risk for astronauts on

Mars.

• When experimenting with different materials and strategies make predictions and

accurately observe and record results.

• Analyze how the material used to create a model changes the model’s effectiveness.\

A CT IV I TY S T EP S

1. Discuss:

a. What happens if you stay out in the sun for too long?

b. How do you protect yourself?

c. What are you protecting yourself from?

2. Distribute Voyage to Mars student packets and set out materials for creating and testing UV

people.

3. Follow the directions in the handout packet for making an astronaut model out of beads

and pipe cleaners.

4. After students have made their predictions, tested protective materials, and recorded and

analyzed their results, discuss:

a. What is ultraviolet radiation? Help students distinguish between the different types of

energy produced by the sun: heat (we can feel); light (we can see); UV radiation

(can’t see or feel).

b. What materials were most effective at protecting your astronaut model? Why?

c. Why is UV radiation a health/safety concern?

d. What other safety concerns for astronauts on Mars? Any other needs you can think

of?

R ES OUR CE S

• UV astronaut: 2 pipe cleaners and 3 UV beads per student. Beads available from Steve

Spangler Science (stevespanglerscience.com): $17 for a pack of 500 beads.

• Various materials that could be used to “protect” astronaut model from ultraviolet

radiation, for example: white and colored construction paper, foil, plastic wrap, paper,

sunglasses, masking tape, paper, cloth, cotton batting, paper cups, plastic cups,

sunscreen (different SPFs), hand lotion etc. You may even wish to include containers of

water for experimentation!

• Voyage to Mars student packet, specifically the Mars UV Mini-Challenge

• Student Explore Guide slides

E S T IMA TE D T I ME : 4 5 -6 0 MIN UT ES

LESSON #2: PLANNING

S UM MA RY

Students will use a video about colonizing Mars, a 1622 broadside from the VA colony, and a diagram of Maslow’s hierarchy of needs to explore what it takes to create a successful colony. Students will also familiarize themselves with the project challenge and the groups, assignments, and due dates for each phase of the project.

O B JE CT IVE S

• Explain the project challenge and main phases (explore, create, share) in the unit.

• Define/explain: colony, Maslow’s hierarchy of needs.

• Identify groups, assignments, and due dates for each phase of the project.

• Create a basic list of supplies needed by a group of people settling a largely unknown

land.


1. Explain project challenge and give brief overview of unit. Discuss: what do you need to

know to effectively meet the challenge?

2. Watch “Colonizing Mars” video, and discuss:

a. What is a colony?

b. How are the Mars colonists the same as/different from the people who colonized

America?

3. Display/discuss Maslow’s hierarchy of needs.

a. Maslow believed that all humans have the same basic needs. Do you agree? Why

or why not?

b. Do those needs change when you change … place (Earth. v. Mars), time (1622 v.

2014)?

4. Distribute Voyage to Mars packets and ask students to complete the Maslow’s Hierarchy

worksheet.

5. Read/discuss the broadside published by the Virginia Company in 1622 for colonists going

to Virginia.

a. What were the “inconveniences” that the author of the broadside was referring to?

b. What is the largest section of this list? What does that mean?

c. What problems would ship captains have if each settler brought all of these

provisions?

6. Distribute Voyage to Mars packets and ask students to complete the Mars Packing List

worksheet.

7. Review and discuss project challenge requirements and constraints. Your colony …

a. Can use only materials from your two ships (Speedwell and Mayflower) or materials

you find on Mars.

b. Must satisfy the first two levels of Maslow’s hierarchy of needs plus one more level.

c. Must initially fit on a space the size of a soccer field and can include only 130

people.

8. Discuss/review project groups and assignments. Note: go to www.jigsaw.org for more

information on using the jigsaw method of cooperative learning.

R ES OUR CE S


• Colonizing Mars video, available at: www.youtube.com/watch?v=nLpWEMcuyP0

• Voyage to Mars student packet, specifically the Maslow’s Hierarchy of Needs and Mars

Packing List worksheets

• 1622 Virginia Company broadside, available at: www.learnnc.org/lp/editions/nchist-

colonial/5338#comment-1879


LESSON #3: RESEARCH COLLECTION I

S UM MA RY

Students will label a 3D model of a yacht to explore how living in a confined space changes the way that Maslow’s needs are met.

O B JE CT IVE S

• Manipulate a 3D model in Creo View: rotate, pan, explode parts, create cross sections,

and annotate model.

• Apply Maslow’s needs to a confined living space.


3D Yacht Model

Note: If you have a computer lab available, have students work in pairs to complete this activity. If you do not have access to a lab, project the model onto an interactive whiteboard and complete the activity as a whole class.

1. Explain challenge (apply Maslow’s hierarchy to a yacht).

2. Give a brief overview of Creo View.

3. Have students use the “Exploring 3D Models” handout to explore and label yacht

elements/spaces based upon Maslow’s Hierarchy of Needs.

4. Discuss as a group:

a. How did you label the different parts of the yacht? Were all of Maslow’s needs met?

Why or why not?

b. How is the yacht the same as/different from the community where you live?

R ES OUR CE S


• Exploring 3D Models handout

• Computer(s) with Creo View software and 3D yacht model, both available from

http://www.ptc.com/communities/academic-program/k12/teachers/creativity-lab/pbl-

library

E S T IMA TE D T I ME : 4 5 -6 0 MIN UT ES (Y A CH T MO DE L )

LESSON #4: RESEARCH COLLECTION II

S UM MA RY

Students will divide into expert groups to research (online) how Mars is different from Earth.

O B JE CT IVE S

• Find, evaluate and use online resources to answer factual questions.

• Identify ways that Mars differs from Earth, particularly conditions that make it difficult for

humans to survive there.


1. As a group, create a K-W-L chart on flipchart or whiteboard:

a. What do we know about Mars already?

b. What do we want to know/need to know about Mars to create a colony?

2. Organize students into expert groups. Suggested groups: building and housing; power and

life support; food and water; governing and communications; science and exploration;

health and safety.

3. Model basic research skills, using UV radiation: keyword searching, website evaluation,

bookmarking, citing sources, and taking notes. Note: a list of research questions and

sources, organized by expert group, is provided in the student packet to scaffold students

who find the research difficult.

4. Collect information: search, bookmark, cite, and take notes.

R ES OUR CE S


• Voyage to Mars student packet, specifically the Mars Research Resources and the Mars

Colony Research handouts

• Computers or iPads for conducting research

• Google Doc spreadsheet for students to record notes (recommended, not required)

E ST IMA TE D T I ME : A T LEA ST T WO , 4 5 -6 0 MIN UT E C LA S S P E R I ODS

LESSON #5: RESEARCH ANALYSIS

S UM MA RY

Working in their expert groups, students share the results of their research through concept maps that identify the problems/challenges colonists will face on Mars and possible solutions.

O B JE CT IVE S

• Use what they have learned about Mars to identify specific problems/challenges that

pose a threat to humans attempting to create a colony on the surface.

• Use what they have learned about Mars to identify at least three possible solutions to

each problem or challenge.


1. Model completing the Mars Research Concept Map using UV radiation:

a. Review notes.

b. Identify appropriate community element/need: health/safety.

c. Identify possible problems/challenges: overexposure to UV radiation due to thin

Martian atmosphere. Emphasize the importance of using your research notes to

discover/explain why this is a problem on Mars.

d. Brainstorm possible solutions: space suit with built-in radiation detector; build colony

underground so people are shielded by rocks/surface material; heavy-duty

sunscreen.

2. Distribute Voyage to Mars packets and ask each group to complete at least one concept

map per person.

R ES OUR CE S


• Voyage to Mars student packet, specifically the Concept Map worksheet

• Computers or iPads, if using Google Doc spreadsheet for student notes (recommended,

not required)

E ST IMA TE D T I ME : 4 5 -6 0 MIN UT ES

LESSON #6: EXPLORE REVIEW

S UM MA RY

Each group of “experts” submits a requisition order to the projector director (teacher). Each requisition order should include a list of supplies, equipment/tools, personnel and facilities needed for their area of expertise.

O B JE CT IVE S

• Translate their problem/solution maps into specific lists of supplies, equipment/tools,

personnel, and facilities.

• Use their research notes on Mars to explain why each item is needed.


1. Model completing the Voyage to Mars Requisition Order using UV radiation:

a. Review concept maps and select most promising solutions (space suit and building

underground; sunscreen would run out/be difficult to manufacture on Mars).

b. List supplies, equipment/tools, personnel and facilities needed to implement

solutions (for example, will need two facilities to implement space suit solution:

storage lockers and changing room).

c. Use Google Doc research notes to justify items on the list.

2. Distribute Voyage to Mars packets and ask each group to complete their requisition order.

3. Meet with each group to evaluate and revise their requisition order before moving on to the

Create phase of the project.

R ES OUR CE S


• Voyage to Mars student packet, specifically the Requisition Order worksheet

• Computers or iPads, if using Google Doc spreadsheet for student notes (recommended,

not required)

E ST IMA TE D T I ME : 6 0 -7 0 MIN UT ES T O C OMP LE TE R EQ UIS I T ION O RD ERS , & A T L EA ST 1 5 MIN UT ES T O ME ET W I TH EA CH GRO UP

UNIT SUMMARY

The SpaceZ Corporation has issued a Request for Proposals to develop a colony on Mars. SpaceZ will provide two transport ships, the Speedwell and Mayflower, which can hold a total of 130 people. Colonists must survive for two years using only the materials they can take with them on their transport ships or materials they can find on Mars. The colony must satisfy the first two levels of Maslow’s hierarchy of needs (physiological needs and basic safety/security), plus one additional level (love and belonging, self-esteem, or self-actualization).

In the Create phase, students form “colony groups” and research ideas for creating a colony in extreme environments and small spaces. They then create a 2D sketch, to scale, showing both interior and exterior views of their colony. Using the appropriate software (Creo, Bryce, Google Sketch Up, Photoshop, Excel) students construct a 3D model of their Mars habitat, along with a pie chart showing space allocation by Maslow’s needs. Construction of a model from craft materials is an option.

UNIT ASSESSMENT


Group discussion, question and answer, teacher check-ins.


3D model and pie chart; scoring rubric for model to be completed by students (self evaluation) and teacher.

CREATE

CREATE UNIT: STANDARDS STANDARDS

L7 L8 L9 L10 L11


Asking questions and defining problems. X

Developing and using models. X X

Planning and carrying out investigations. X X

Analyzing and interpreting data. X X

Obtaining, evaluating and communicating information.

X X

Next Generation Science Standards: Disciplinary Core Ideas, MS-ETS1 Engineering Design

ETS1.A: Defining and delimiting engineering problems X

ETS1.B: Developing possible solutions X X

ETS1.C: Optimizing the design solution X X


1c: Use models and simulations to explore complex systems and issues.

X X


X



X


X

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples.

X X

Common Core Standards for Math

6.RP.A.3c Find a percent of a quantity at a rate of per hundred.

X

6.RP.A.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

X

7.G.A.1 Solve problems involving scale drawings of geometric figures, computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

X X

7.G.B.6 Solve real world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.

X X

LESSON PLAN 7 CREATE IDEATION

S UM MA RY

Students will form “colony groups” containing one “expert” from each of the expert groups. They will research ideas for creating a colony in extreme environments and small spaces, then brainstorm and negotiate to collaboratively find a solution to the problem.

O B JE CT IVE S

• Identify environmental factors necessary for survival.

• Make predictions of how much space will be needed to meet the needs of the colony.

• Negotiate with other “experts” to maximize space requirements.


1. Review challenge and give overview of lesson.

2. Show “product story” slides of extreme environment, space construction and small spaces:

• Underwater structures

• Yacht

• Recreational vehicle/motor home

3. Use computers to independently research ideas for survival and construction in small spaces

and extreme environments. Compile research and sort ideas on to worksheet.

4. Transcribe best results on to Post-it notes. Use for negotiation.

5. Share and negotiate—“How do we meet the needs in one small habitat?” Place Post-it

notes on poster board with final results.

R ES OUR CE S

• Requisition orders from Explore phase (one from each “expert” group)

• Student Guide Create slides, especially Product Story slides

• Computers with Internet access for exploring underwater structures website

• Computer(s) with Creo View and 3D models (yacht and RV) installed

• Voyage to Mars student packet, specifically the Create Ideas handout

• Post-it notes

• Poster board


LESSON PLAN 8: CREATE CONCEPT DEVELOPMENT

S UM MA RY

Students will create a 2-D sketch of their colony, showing both interior and exterior views. Sketch will be to scale.

O B JE CT IVE S

• Students will explain the key features and functions of the colony and the space

necessary for it.

• Create sketches from scratch

• Combine and modify sketches

• Convert measurements to metrics


1. Make individual sketches

2. Meet in colony groups and combine ideas into one shared sketch

3. Sketch their final colony idea on graph paper, to scale.

4. Convert measurements from metrics to US customary units (inches and feet), using handout.

R ES OUR CE S

• Student Create Guide slides

• Metric graph paper

• Rulers

• Colored pencils

• Calculators

• Metric conversion handout

E S T IMA TE D T I ME : 9 0 MIN UT ES

LESSON PLAN 9: CREATE MODELING

S UM MA RY

Students will construct a 3D model Mars habitat that includes both interior and exterior views, and then label the model.

O B JE CT IVE S

• Use software( i.e. Creo, Bryce, Google SketchUp, Photoshop) or craft materials to create

a 3D model with both interior and exterior views.

• Measure length and width of each component of the model (US customary units).

• Clearly and neatly label each component of the model with its name and

measurements.


1. Review project challenge requirements and constraints. Your colony …

2. Can use only materials from your two ships (Speedwell and Mayflower) or materials you find

on Mars.

3. Must satisfy the first two levels of Maslow’s hierarchy of needs plus one more level.

4. Must initially fit on a space the size of a soccer field and can include only 130 people total.

5. Send students to their colony groups; students should use software or craft materials to

create a 3D model of their Mars colony. If using software, students might find it helpful to

subdivide their groups:

o Sub-group 1: create exterior view

o Sub-group 2: create interior view

6. Once the model is complete, ask students to label each component with:

o Name of space/component.

o Measurements (length and width, in US customary units).

R ES OUR CE S

• Sketches from previous lesson

• Computers with 3D modeling software (and printer) or

craft materials

E ST IMA TE D T I ME : A T LEA ST T WO , 6 0 -7 5 -M IN U TE C LA SS P E R I ODS

LESSON PLAN 10: CREATE OPTIMIZATION

S UM MA RY

Students will label their models to identify which of Maslow’s needs each component of the model satisfies. Students will then calculate and graph the percentage of space given to each of Maslow’s needs. Students will practice using the 3D Creo yacht model, and then apply what they have learned to their group’s Mars colony model. Finally, students will use their graphs to optimize their colonies: does the habitat effectively meet the needs of the colony?

O B JE CT IVE S

• Calculate square footage and percentages.

• Set up a data table and create a pie chart.

• Use pie chart to evaluate how successfully the colony meets Maslow’s needs.


1. Display 3D Creo model of yacht (used in Lesson 3), and review Maslow’s need labels. Ask

students to label their Mars colony models to identify which need from Maslow’s hierarchy

each component of the colony satisfies.

2. Ask students to complete the “Area of Components” and “Space Given to Each Need”

handouts for the yacht. Use the handouts to review how to calculate area, convert from feet

to meters, calculate percentages, and create a pie graph.

3. Once students have successfully graphed the percentage of space on the yacht given to

each of Maslow’s needs (see sample answer key on next page), send students to their

colony groups to repeat the same process with their Mars colony models: calculate the area

taken up by each component, and then create a pie chart that shows the percentage of

space in the model dedicated to each of Maslow’s needs. Note: in order to challenge

students, the handouts in the student packet do NOT set up the data tables for calculating

area and percentages for the Mars colony model. If your students need that scaffolding, you

will have to create new handouts for them.

4. Have each group check in with you once their calculations and pie chart are complete. Ask

each group: does the habitat satisfy the first two levels of Maslow’s hierarchy of needs plus

one more level? Students should revise as needed.

R ES OUR CE S

• Computer with 3D Creo model of yacht (used in Lesson 3)

• Calculators

• Student Guide Create slides

• Area of Yacht and Percentage of Yacht handouts Student Handouts

• Yacht calculations sample answer key (next page)

• Computers with graphing software (and printer) or graph paper and colored

pencils, for creating pie charts.

E ST IMA TE D T I ME : A T LEA ST T WO , 6 0 -7 5 -M IN U TE C LA SS P E R I ODS

Yacht Calculations: Answer Key This table shows one way to complete the “Area of Components: Yacht” handout.

Space Maslow’s Need Length in feet

Width in feet

Square footage

for each

Number of

spaces

Total square footage

Kitchen Basic needs (Level 1) 10 15 150 1 150

Sleeping area (5 bunks)

Basic needs (Level 1) 10 10 100 5 500

Engines Safety (Level 2) 10 15 150 1 150

Satellite dish/ communications system

Safety (Level 2) 2 3 6 1 6

Bathroom/toilet (3)

Basic needs (Level1) 3 5 15 3 45

Lounge areas (3-4)

Community (Level 3) 10 15 150 4 600

Pool Basic Need (Level 1) or Community (Level 3) or Self Esteem (Level 4)*

5 16 80 1 80

Eating area (2-3)

Basic Need (Level 1) or Community (Level 3)*

10 15 150 2 300

Bridge Safety (Level 2) 5 8 40 1 40

Life raft (2) Safety (Level 2) 3 9 27 2 54

Paddleboard (2)

Basic Need (Level 1) or Safety (Level 2) or Self Esteem (Level 4)*

2 12 24 2 48

Anchor Safety (Level 2) 6 2 12 1 12

*More than one right answer; discuss as a class. For example, the pool could be categorized as:

• Basic need, because people on the yacht require exercise to stay healthy; • Love/belonging, because the pool could be a place for people on the yacht to

socialize; • Self-esteem, because people on the yacht feel better if they are fit and strong

LESSON PLAN 11: CREATE REVIEW

S UM MA RY

Students will compare their pie charts and model colonies to the supply lists, personnel lists and space requests generated in the Explore phase (the “Requisition Order” handout in their packets). After analyzing their data to see if the needs of the colony have been effectively met, students will use the 3D Model Rubric to evaluate their Mars colonies.

O B JE CT IVE S

• Compare Mars colony model and pie chart to supply, personnel and space needs

identified at the beginning of the project.

• Use a rubric to evaluate a group project.


1. Ask students to review their Requisition Order handouts from the Explore Phase, and

compare the needs they identified at the beginning of the project to the their 3D Mars

colony model and pie chart. Students should check each item in the list that is included in

their Mars habitat, and star each item that is not included.

2. Discuss as a class:

o Did you create a habitat that can accommodate all your colony requires?

o Which of Maslow’s needs did your colony satisfy? Which needs were not addressed?

o Which of Maslow’s needs took the most space? The least?

3. Ask students to use the 3D Model Rubric handout (in their packet) to evaluate their colony.

R ES OUR CE S

• Voyage to Mars student packet, specifically the Requisition Order (completed in

Explore Phase) and 3D Model Rubric

E ST IMA TE D T I ME : 4 5 -6 0 MIN UT ES

UNIT SUMMARY

The SpaceZ Corporation has issued a Request for Proposals to develop a colony on Mars. SpaceZ will provide two transport ships, the Speedwell and Mayflower, which can hold a total of 130 people. Colonists must survive for two years using only the materials they can take with them on their transport ships or materials they can find on Mars. The colony must satisfy the first two levels of Maslow’s hierarchy of needs (physiological needs and basic safety/security), plus one additional level (love and belonging, self-esteem, or self-actualization). In the Share phase, students focus on specific industry roles and work in teams to develop a presentation to “pitch” their proposal for a colony to the SpaceZ Corporation. Roles include: artist (mission patch and presentation slides), anthropologist (tour of the colony), engineer (materials list and failure modes and effects analysis), entrepreneur (business plan), environmental specialist (power and environmental controls for the colony), and a food and water specialist (plan for feeding and hydrating colonists).

UNIT ASSESSMENT


Teacher check-ins with each colony group


Scoring rubric to be completed by students (self and peer evaluation) and teacher.

SHARE

SHARE UNIT: STANDARDS STANDARDS

L12 L13


Obtaining, evaluating and communicating information. X X



X X

2b: Communicate information and ideas effectively to multiple audiences using a variety of media and formats

X

2d: Contribute to project teams to produce original works or solve problems

X X



X


X

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.

X

National Art Standards

Creating, Standard 1: Generate and conceptualize artistic ideas and work.

X

Creating, Standard 2: Organize and develop artistic ideas and work. X

Creating, Standard 3: Refine and complete artistic work. X

Presenting, Standard 6: Convey meaning through the presentation of artistic work.

X

LESSON PLAN 12 SHARE PLANNING

S UM MA RY

Students will prepare to share their proposal for a Mars colony by developing a “sales pitch” to present to the SpaceZ Corporation. Each student will pitch based upon his or her expertise: Anthropologist, Entrepreneur, Engineer, Environmental Specialist, Food and Water Expert. The Artist will create a mission patch and finalize the presentation.

O B JE CT IVE S

• Students will create deliverables for the group pitch based upon their area of expertise. • Students will take this information and present it as a story.


1. Show one of the following videos and discuss what makes a good story:

• TED talk: JJ Abrams the Mystery Box

• The Art of Visual Storytelling: Queen City Project at TEDxCincyStories

• Out Loud: Bill Harley at TEDxMosesBrownSchool

• How To Tell A Story: Quick-Learn Storytelling Techniques!

2. Ask students in each colony group to choose a role and begin work.

3. Rotate to each colony group for “check-ins” as students work on final pitch:

• Students should create storyboards and slides for their areas of expertise. Some

students will create other deliverables—see attached descriptions.

• Each colony group should practice its presentation.

R ES OUR CE S

• Handouts: storyboard, SpaceZ checklists • Presentation software: Google Presentation or PowerPoint

E ST IMA TE D T I ME : 3 -4 C LA SS ES

LESSON PLAN 12: ARTIST

S UM MA RY

The artist will create a mission patch for the group. The artist will be responsible for organizing the experts’ information and creating the presentation for the “sales pitch” to SpaceZ Corporation.

O B JE CT IVE S

• Students will create a mission patch.

• Students will create the “sales pitch” presentation for their group.


Mission Patch

1. Discuss the purpose of a mission patch.

2. Show students some examples of famous mission patches.

3. Have students identify and explain the symbols used in patches.

4. Review the principles and elements of design.

Presentation

5. Discuss what makes a good presentation.

6. Show examples of good and bad presentations.

7. Explain “Twitter Rule” (no more than 140 characters per slide).

R ES OUR CE S

• Scanner, if needed • Drawing software: Draw, Sketchpad3, Pixlr (free through Google), Photoshop


LESSON PLAN 12: ANTHROPOLOGIST

S UM MA RY

Students will develop a tour of the colony. Students will present their tour during the “sales pitch” to SpaceZ Corporation.

O B JE CT IVE S

• Students will create slides for the “sales pitch” to SpaceZ Corporation: explain how the

colony will be developed, and give a comprehensive tour of the colony that includes interior

and exterior views and the size and location of different components.

• Students will connect each area with Maslow’s hierarchy of needs.


1. Students should review 3D model of colony generated during Create phase, and then

develop a tour of their colony. Remind students to include the size and location of different

components and describe how each area connects to Maslow’s hierarchy of needs.

2. Students should create/collect all the images of the colony (interior and exterior) that they

wish to use in their presentation and give them to the artist in the group.

3. Students will use the storyboard handout and work with the artist to plan slides.

4. Students will create note cards for their section of the presentation.

5. Students should practice their section of the presentation with the group.

R ES OUR CE S

• Images of the colony the group created or found • Handouts: storyboard and SpaceZ checklist


LESSON PLAN 12: ENTREPENEUR

S UM MA RY

Students will develop a business plan for the new Mars colony. Students will present their business plan during the “sales pitch” to SpaceZ Corporation.

O B JE CT IVE S

• Students will create a business plan. • Students will create slides for the sales pitch to SpaceZ Corporation.


1. Explain what an entrepreneur is and have the students make a list of some famous entrepreneurs.

2. Show/discuss the business plan handout, and then ask students to complete business plan for their colony.

3. Students will use the storyboard handout and work with the artist to plan slides. 4. Students will create note cards for their section of the presentation. 8. Students should practice their section of the presentation with the group.

R ES OUR CE S

• Handouts: storyboard, business plan, and

SpaceZ checklist


LESSON PLAN 12: ENGINEER

S UM MA RY

Students will develop a materials list and failure modes and effects analysis for the new Mars colony. Students will present their materials list and FMEA during the “sales pitch” to SpaceZ Corporation.

O B JE CT IVE S

• Students will research and create a materials list. • Students will complete a failure modes and effects analysis. • Students will create slides for the sales pitch to SpaceZ Corporation.


1. Explain what an engineer is. 2. Students will research and list materials that will be used to build their colony. 3. Show/discuss the failure modes and effects analysis, and then ask students to complete

FMEA for their colony. 4. Students will use the storyboard handout and work with the artist to plan slides. 5. Students will create note cards for their section of the presentation. 9. Students should practice their section of the presentation with the group.

R ES OUR CE S

• Handouts: storyboard, failure modes and effects analysis,

and SpaceZ checklist


LESSON PLAN 12: ENVIRONMENTAL SPECIALIST

S UM MA RY

Students will develop environmental control systems for the new Mars colony. Students will present their environmental control systems during the “sales pitch” to SpaceZ Corporation.

O B JE CT IVE S

• Students will research how to regulate temperature, pressure, radiation, and oxygen for the Mars colony and choose appropriate systems/components.

• Students will research/select forms of energy that can be used to power the Mars colony. • Students will create slides for the sales pitch to SpaceZ Corporation.


1. Explain what an environmental specialist is. 2. Students will research and list systems for regulating temperature, pressure, radiation, and

oxygen that will be used to keep their colony safe for human habitation. 3. Students will research and list systems for powering their colony. 4. Students will use the storyboard handout and work with the artist to plan slides. 5. Students will create note cards for their section of the presentation. 6. Students should practice their section of the presentation with the group.

R ES OUR CE S

• Handouts: storyboard and SpaceZ checklist


LESSON PLAN 12: FOOD & WATER SPECIALIST

S UM MA RY

Students will develop a plan for supplying food and water for the new Mars colony. Students will present their plan during the “sales pitch” to SpaceZ Corporation.

O B JE CT IVE S

• Students will research how much food and water colonists will need, and methods for growing food and finding/making water on Mars.

• Students will develop a plan for providing food and water to colonists, including a list of food and equipment to bring from earth, an explanation of how they will grow food and find/make water on Mars, and a sample menu.

• Students will create slides for the sales pitch to SpaceZ Corporation.


1. Explain what an environmental specialist is. 2. Students will research and list systems for regulating temperature, pressure, radiation, and

oxygen that will be used to keep their colony safe for human habitation. 3. Students will research and list systems for powering their colony. 4. Students will use the storyboard handout and work with the artist to plan slides. 5. Students will create note cards for their section of the presentation. 6. Students should practice their section of the presentation with the group.

R ES OUR CE S

• Handouts: storyboard and SpaceZ checklist


LESSON PLAN 13 SALES PITCH

S UM MA RY

Each colony group will present its “sales pitch” to SpaceZ Corporation (ideally a group of STEM professionals from the community, but could also be another class or teachers from your building). Students will use the rubric to evaluate themselves and their peers.

O B JE CT IVE S

• Students will present a polished and effective “sales pitch”. • Students will reflect on their own learning by evaluating themselves and their peers.


1. Review rubric with class.

2. Bring each colony group up to present their “sales pitch” to the SpaceZ Corporation and the class.

3. After each presentation, give students time to evaluate themselves and their peers. Each student

should complete the section of the rubric specific to his or her role (artists evaluate artists, engineers

evaluate engineers, etc.)

R ES OUR CE S

• Multiple copies of the rubrics • Computer with projector

E S T IMA TE D T I ME : 1 -2 C LA SS ES

Maslow’s Mars - PTC · additional level (love and belonging, self-esteem, or self-actualization)....

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Transcript of Maslow’s Mars - PTC · additional level (love and belonging, self-esteem, or self-actualization)....