Unit Design Template
Project Title
Mars Colony
Project Designers
Jason Daniels
Grade Level/Content Areas
4th Grade, integrating Alaska Content Standards, specifically in the areas of Science and Technology
Project Synopsis/Description
In this unit, students will collect facts and information through a series of lessons relating to space exploration, specifically relating to Mars. Students will demonstrate what they have learned by applying this knowledge in teams to construct a future colony on Mars using Legos™. Students will also reflect on their experiences using a Web 2.0 technology. Students create a blog, using the school district's blog server, and make a Mars Journal blog page for reflections on each lesson as the unit progresses. The Class Blog is found here. Units of excellence emphasize a standards-based approach. Each team will write a description of their colony and defend their construction strategies in front of an audience of their peers. Students will use technology to create a model and write a description of their colony, and collect facts and information about space exploration.
Stage 1: Desired Results
AK Standards
Science
A. Science as Inquiry and Process
2) develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review;
G. History and Nature of Science
4) develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base;
Technology
A. A student should be able to operate technology-based tools.
2) use technological tools for learning, communications, and productivity
D. A student should be able to use technology to express ideas and exchange information.
1) convey ideas to a variety of audiences using publishing, multi-media, and
communications tools.
There are MANY other standards in science and technology this unit integrates. Due to this large volume of standards, I will focus on the four standards listed above.
Enduring Understanding
Exploring space requires individuality and an ability to work as a team.
Essential Questions
Why do people explore new places?
What can we learn by exploring?
What do humans need to survive?
Essential Unit Questions
What is Mars like?
How does Mars compare to Earth and the Moon?
How do we get to Mars?
How do we survive on Mars?
What will we do when we get to Mars?
Stage 2: Assessment Evidence
Culminating Performance Task
Students have been chosen as part of an elite group of space scientist assigned to colonize Mars. Students will design and construct a model of a colony on Mars in teams of 5-6. They will create a mission patch which will include the purpose of the mission and students’ names. Each student will be responsible for constructing one item and help on the construction of other items within the colony. As an extension, teams have the option to apply knowledge of how to get to Mars, how to survive on Mars, and what will be done while stationed on Mars by addressing the aforementioned questions in a Public Information Brochure.
Type(s) of understanding this performance emphasizes:
Explanation Interpretation Application Perspective
Dipstick Assessments (formative)
- Students will write a Mars Journal in which they collect and sort information about Mars and space exploration as the unit progresses. This Journal will serve as a reference when the construction phase of the culminating task takes place and as a check for understanding at the end of the unit.
- “Turn to your neighbor” assessments will be used to share something they’ve learned throughout the unit.
- Students will create a game and play it to learn about ground-based observations of, stories about, and missions to Mars.
- Students will design a travel brochure to a special place on Mars.
- Students will build a multi-stage balloon rocket.
- Students will demonstrate the orbital paths of Earth and Mars using classroom materials.
- Students will build their own model of the Mars Odyssey spacecraft to learn about the different instruments of the spacecraft.
- Students will create a “rough draft” of their colony online at Mars Funzone.
Students complete a reflective writing paper which engages students in a role playing perspective by writing to “fans” back home on Earth. This writing also allows the teacher to assess students comprehend the facets of Mars Exploration and to think creatively in their role as a Mars colonist.
Student Self-Assessment:
Part of the reflection writing asks students to think about difficulties and successes during the culminating task. Students also receive a scoring guide (see below) with performance indicators at each level of achievement. Reviewing this document throughout the unit provides an opportunity for students to self-assess.
Scoring guide
| Mars Journal | Public Information Brochure (optional) | Teamwork | Colony Presentation | Colony Construction | Reflection | |
Mission Complete! [5 points] | * Journal writing is clear and easy to read. * Journal clearly answers 3 essential questions * Student refers to Journal during construction phase. | * Brochure clearly answers key questions within the content of the brochure. * The writing and illustrations are thought provoking, interesting, and organized. | * Student works well with teammates, sharing the responsibility among team members to complete tasks toward constructing the Mars Colony. | * Student adds new ideas to the team’s colony presentation and adds a creative response to each question. * Student has eye contact and speaks clearly to audience. | * Colony builds all structures needed to support life on Mars. * Colony is logically planned using information from Mars Journal to support decisions. | * Student thoughtfully reflects on their work throughout the project. | |
You will survive! [3 points] | * Journal writing is fairly clear, but a little difficult to read. * Journal clearly answers 2 essential questions. * Student refers to Journal during construction phase | * Brochure answers essential questions within the content of the brochure. * The writing and illustrations are present and somewhat interesting. | * Student works with teammates, sharing the responsibility among team members to complete tasks toward constructing the Mars Colony. | * Student adds ideas to the team’s colony presentation and adds a response to each question. * Student has eye contact and speaks to audience. | * Colony builds most or all structures needed to support life on Mars. * Colony is planned using information from Mars Journal to support decisions. | * Student reflects on most of their work throughout the project, but may omit details. | |
You better stay home! [1 point] | * Journal writing is not clear and not easy to read. * Journal answers 1 essential question * Student may not refer to Journal during construction phase. | * Brochure does not answer key questions within the content of the brochure. * The writing and illustrations are short with no detail, and little editing. | * Student does not work well with teammates, does most or little of the work to complete tasks toward constructing the Mars Colony. | * Student adds no new ideas to the team’s colony presentation and does not add a response to questions. * Student has little eye contact and speaks quietly to audience. | * Colony does not build all structures needed to support life on Mars. * Colony is not logically planned without using information from Mars Journal to support decisions. | * Student is not able to thoroughly reflect on their work throughout the project. | |
Points |
|
|
|
|
|
| |
A = 26 - 30 points B = 21 - 25 points C = 16 - 20 points D = 11-15 points
Stage 3: Learning Plan
Knowledge and skills students need in order to reach unit goals and complete culminating task successfully?
Students need to know…How humans travel to Mars Surface features of Mars Basic needs for survival on another planet Expectations for the culminating tasks How to categorize information How to use legos to build objects How to speak in front of an audience How to navigate and utilize various Types of online content
| Students need to be able to…(*Star skills that require practice): Speak in front of an audience* Write a reflection response about the colony project Build structures using Legos™ to support colony mission on Mars* Use teamwork to complete mission Create a Mars Journal to record data Create a Public Information Brochure Create a “rough draft” of their colony model* Collect data using a Mars Rover* |
Resources
Teacher resources:Extra computer lab time Computer projector cart Balloons, straws, tape, paper, string, scissors, glue, ruler, meter stick Globe Same websites as student resources Mars Colony Rubric Brochure samples Legos™ Kit Books: Mars Rovers Robots 4th Grade Science Text | Student resources:Brochure samples Legos™ Kit Mars Colony Rubric Space-explorers.com Internet websites: Find your weight on Mars at: Clickable Map of Mars Images of channels on Mars: Books: Mars Rovers, Scholastic Publishers Robots, Reading A-Z book 4th Grade Science Text
|
Accommodations
Groups will be mixed to allow for cooperative learning. There will be five to six students per group. Groups will be mixed by variety of technology skills, learning styles, and also socially (who works well together and who does not). Special education needs will be coordinating with the special education staff as needed. There will be 4 groups per class to accommodate the limited amount of classroom space.
Students with disabilities will be accommodated accordingly. Students needing additional assistance, special education students, and students with learning or behavior issues will be paired with other students.
Planning Learning Experiences and Instruction
Sequence of Teaching and Learning ExperiencesMany of these experiences come from www.space-explorers.com | Timeline | |
Overview: This lesson introduces students to the planet Mars. Students will learn general information about Mars and compare the Red planet to Earth in order to answer the question: “What do you know about Mars?” Students will create their Mars Journal Page in their school blog and record and reflect on learning throughout the unit. Technology: Mars Funzone/LCD projector/Internet http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/planets.html | 2 class periods
[1 class period = 45 minutes] | |
Overview: This lesson introduces students to the history of Mars exploration. Students will create a game and play it to learn about ground-based observations of, stories about, and missions to Mars. At the end of the game students will post what they learned about the history of Mars on their Mars blog. Technology: Mars Funzone/LCD projector/Internet | 1-2 class periods | |
Overview: Mars is often called the Red Planet. This lesson instructs students to look at images online to explore what Mars looks like. The lesson also explains why much of the planet’s surface is red. Students will explain why Mars is red on their Mars Journal blog page. Technology: Internet access per student http://www.seds.org/~spider/spider/Mars/Pics/sm97.jpg http://www.seds.org/~spider/spider/Mars/Pics/9927a.jpg | 1 computer lab period | |
Overview: This lesson gives students a closer look at the surface of Mars. Students will learn that the gravitational pull on Mars is weaker than on Earth. They will study an online, clickable map and design a travel brochure to a special place on Mars. These activities will help answer the question: "What is the surface of Mars like?" on their Mars Journal blog page. Technology: Internet access per student Find your weight on Mars at: http://www.spacekids.com/playanddo/ppounds/index.htm
Clickable Map of Mars http://www.space-explorers.com/internal/mss/lessons/module2/marsmap/ | 1 computer lab period and 1 class period | |
Overview: Students will do an activity that shows how flowing water can form channels on the surface of a planet. They will learn about some typical features that flowing water creates and use their knowledge to consider whether water once flowed on the surface of Mars. Students will reflect on their experience in their Mars Journal blog page. Technology: Mars Funzone/LCD projector/Internet Images of channels on Mars: | 1 class period | |
Overview: This lesson introduces students to rockets. Students will learn the stages of a rocket launch as well as the physical science concepts behind how rockets work. Students will explain how rockets fly in their Mars Journal blog page. http://www.spaceexplorers.com/internal/mss/lessons/module2/launch.mov http://www.spaceexplorers.com/internal/mss/teachers/lessons/module2/balloon_staging.pdf | 1-2 class periods | |
Overview: Students know that Mars is the fourth planet from the Sun and that it is far away from Earth. In this lesson students will demonstrate the orbital paths of Earth and Mars using classroom materials. They will understand that NASA teams must know these orbital paths before launching spacecraft to Mars. Students will also see the trajectory of Mars Odyssey. http://www.space-explorers.com/internal/mss/lessons/module2/year.html http://www.spaceexplorers.com/internal/mss/lessons/module2/mgstraj.html | 1 class period | |
Overview: This lesson introduces students to the Mars Odyssey mission. Students will visit an online diagram of Odyssey and then build their own model to learn about the different instruments of the spacecraft. This will help them determine the goals of the mission. Students will explain what the purpose of the Odyssey mission were in their Mars Journal blog page. Technology: Internet access per student http://www.space-explorers.com/internal/mss/lessons/module2/odyssey_parts.html http://marsprogram.jpl.nasa.gov/kids/pdfs/M01_AeroBoxColor.pdf | 1 class period | |
Culminating task: Students will now work in teams to design and create a computer draft, and a scale model of a working colony on Mars. Each colony must include: A food storage building, equipment building, greenhouse, first aid building, sleeping quarters, laboratory, nuclear reactor, control room, and exercise room. Technology: Mars Funzone/LCD projector/Internet | 4-5 class periods | |
These are the labels which correspond to the required structures in the colony
|
|
|
Control Room | First Aid | Greenhouse |
|
|
|
Food Storage | Sleeping room | Nuclear Reactor |
|
|
|
Lab | Equipment Room | Exercise Room |
Author Reflections
Why is this a good unit?
Units that provide students with opportunities to construct or create a product to show understanding of the unit goals can dramatically influence student excitement and retention of the learning goals. This unit asks students to reflect on their experiences in a Web 2.0 technology. Students create a blog, using the school district's blog server, and make a Mars Journal blog page for reflections on each lesson as the unit progresses. Units of excellence emphasize a standards-based approach. Units incorporating lessons which support a culminating task are effective. Units supported by prior learning, whose lessons follow a logical framework answering unit questions throughout the learning are successful. I believe this unit of learning about Mars exploration and colonization is one of those units. It will be fun, engaging, and memorable for all who participate.
Posts
