Mars-Bound

by Evelyn Baldwin, Brigitte Wetz, and Liz Brown

Introduction

Anchor Video
Concept Map

Project Calendar

Lesson Plans

Letter to Parents

Assessments

Resources

Modifications

Grant

Investigation Lesson – Map Interpretation - Geology

LESSON PLAN – Mapping the Surface of a Planet

Name(s):

Brigitte Wetz

Title of Lesson:

Mapping the Surface of a Planet

Source of Lesson:

NASA - http://msip.asu.edu/pages/pdfs/MappingStudentGuidev200.pdf

Length of Lesson:

2 class periods (1 hr. 40 min.)

Description of the Class:

Geology – Mars Rover Curriculum

TEKS Address - Geology:

(c)  Knowledge and skills.

(1)  Scientific processes. The student, for at least 40% of instructional time,

conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A)  demonstrate safe practices during field and laboratory investigations;

(B)  make wise choices in the use and conservation of resources and the

disposal or recycling of materials.

(2)  Scientific processes. The student uses scientific methods during field and

laboratory investigations. The student is expected to:

(A)  plan and implement investigative procedures including asking

questions, formulating testable hypotheses, and selecting

equipment and technology;

(B)  collect data and make measurements with precision;

(C)  organize, analyze, evaluate, make inferences, and predict trends from

data;

(D)  communicate valid conclusions.

(3)  Scientific processes. The student uses critical thinking and scientific problem

solving to make informed decisions. The student is expected to:

(A)  analyze, review, and critique scientific explanations, including

hypotheses and theories, as to their strengths and weaknesses using

scientific evidence and information;

(B)  draw inferences based on data related to promotional materials for

products and services;

(C)  evaluate the impact of research on scientific thought, society, and the

environment;

(D)  describe the connections between geology, meteorology,

oceanography, and future careers; and

(E)  research and describe the history of geology, meteorology,

oceanography, and contributions of scientists.

(6)  Science concepts. The student knows the processes of plate tectonics. The

student is expected to:

(A)  research and describe the historical development of the theories of

plate tectonics including continental drift and sea-floor spreading;

(B)  analyze the processes that power the movement of the Earth's

continental and oceanic plates and identify the effects of this movement including faulting, folding, earthquakes, and volcanic activity; and

(C)  analyze methods of tracking continental and oceanic plate movement.

(8)  Science concepts. The student knows the processes and end products of

weathering. The student is expected to:

(A)  distinguish chemical from mechanical weathering and identify the

role of weathering agents such as wind, water, and gravity;

(B)  identify geologic formations that result from differing weathering

processes;

(C) illustrate the role of weathering in soil formation.

I. Overview

Students work in groups to interpret a map of Mars and identify surface features. In two class periods, it would be best to do activities one and three. If using three class periods, the second activity can be reincorporated.

II. Performance Objectives

The student will be able to:

· Identify surface features on Earth and apply those to Mars

· Use correct terminology when describing aspects of surface features

· Give a geologic history of the surface of a planet

· Learn how to read maps in general

III. Resources, Materials, and Supplies needed for a class of 24

For each group of 4:

1 Activity 1 Image - http://msip.asu.edu/pages/pdfs/ActivityOneImage.pdf

1 Activity 1 Context Image –

http://msip.asu.edu/pages/pdfs/ActivityOneContext.pdf

1 Activity 2 Image - http://msip.asu.edu/pages/pdfs/ActivityTwoImage.pdf

1 Activity 3 Image - http://msip.asu.edu/pages/pdfs/ActivityThreeImage.pdf

For the entire class:

24 Student Activity Worksheets –

http://msip.asu.edu/pages/pdfs/MappingStudentGuidev200.pdf

IV. Safety Considerations

None

V1. Set-up

1. None

Five E Organization

Teacher Does Student Does

Engage: Time: 5 minutes Show students a topographic map of Austin/Texas/United States and ask them to point out any features they see. Ask the students the following: What features do you see? How do you know those features are what you are seeing? How did that feature form? Tell the students that they will be doing a map interpretation lab on Mars but first you must perform a demonstration of how light affects shadows on objects.

Students look at the maps Rivers, canyons I’ve been there, It just looks like it. Wind, water Students observe demonstration, taking notes, and then form groups.

Explore: Time: 60 minutes Have students begin on the lab activity. Each student will examine the activity images and work as a group to answer the questions. Each student is to write an answer on their own worksheet. During the exploration, I will ask the groups the following questions (also, questions similar to these will be on the lab sheet): Which geological principles did you use in Activity 1 and why? What features did you notice near Olympus Mons (Activity 1)? What’s the story of this region (Activity 1)? [What are the winds on Mars like (Activity 2)?] [Are the Mars poles bright or dark and why (Activity 2)?] How tall are the 3 volcanoes in Activity 3? What kind of volcano is Tharsis Montes and why (Activity 3)? What’s the story of the image (Activity 3)?

Students begin. Students work diligently in their groups, asking any questions if they have them. The Principle of Cross-Cutting Relationships because the river cuts the lava. Canyon, crater, river bed. Olympus Mons erupted. River runoff (or lava from a later eruption) cut a canyon through the lava flow. Later runoff through the canyon carved the smaller channel. A meteor impacted in the area, causing a crater that partially covered the canyon and smaller river bed. [The winds were blowing east-west at the time the picture was taken.] [Bright due to ice.] 12,000 m each Shield because of their wide bases and low slopes The Tharsis Montes volcanoes formed and then erupted, sending lava flowing out onto the surrounding plain. Two smaller volcanoes erupted, adding more lava to the initial flow. Finally, some object impacted the surface, creating a crater on the lava flow.

Explain: Time: 20 minutes Go around to each group and answer questions in all three activities. If any answers disagree, ask the students to explain their reasoning and as a class come to a consensus on the correct answer.

Students discuss results with the class.

Extend/Elaborate: Time: 15 minutes Give each group another image of Mars that they haven’t seen and ask them to write a story or play of what happened in the image.

Students will then present their findings to the class by reading their paper or acting it out.

Evaluate: Time: 0 minutes Evaluation is constant in this lab from how well students work in a group to how well they critically think and how accurate their story in the extension/elaboration is.

Students turn in their worksheets.