Grade/ Grade Band: 3-5th grade Topic: Surface of Mars connection Lesson # __2__ in a series of

_7___ lessons

Brief Lesson Description: The next step in the mission is to investigate the surface characteristics of Mars,
evaluating potential science research sites and associated landing regions. Research on Mars will tell us how
that planet evolved over time and what physical processes are at work both on Mars and Earth. Paramount to
our research is locating current and past sources of water. Why water? The fundamental requirements for life
as we know it are liquid water, organic compounds and an energy source for synthesizing complex organic
molecules (https://mars.jpl.nasa.gov/msp98/why.html). So learning about water on Mars may give us clues
about past or present Martian life. And somewhere along the line Mars, which research tells us was much like
Earth at its formation, lost all (or most) of its liquid water. This lesson engages students in examining the
surface features of rocky planets (Earth and Mars). Features will help students understand why a mission to
Mars is a viable endeavor (https://www.youtube.com/watch?v=5wiUU2RNvK0) .

Performance Expectation(s):
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or
the rate of erosion by water, ice, wind or vegetation.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earths features.

Specific Learning Outcomes: Students will be able to recognize common features of the surface of
Mars. Volcanoes, hydrogen-rich polar deposits that indicate large quantities of water ice close to the
surface, and signatures of ancient water on the surface. Students will construct a model of a volcano,
produce lava flows, and observe, draw, record, and interpret the history of the volcano. Students will
need to make the connection between the life cycle of a volcano and why they see these features on
Mars.

Lesson Level Narrative

Where is the safest place for the mission personnel to land? What weather features and hazards would the
team face when they finally arrived? These are the types of questions that the team will need to answer in
preparation for the landing. Your task is to map the possible landing areas for the mission. Your team will
describe the topography of volcanoes. Then, given certain surface features, will draw out a map from the
information gathered from Mars Global Surveyor and the Pathfinder missions.
Science & Engineering
Practices:
Students will analyze and
interpret data about volcanoes
on Mars and make a map of
their findings.
Disciplinary Core Ideas: Crosscutting Concepts:
ESSD2.A: Earth Materials and Patterns of change
Systems can be used to make
Water systems predictions.
help to shape the land Cause and effect
and affect the types of relationships are routinely
living things found in a identified, tested, and
region. Water, ice, wind, used to explain change.
and gravity break rocks,
soils, and sediments into
smaller particles.
ESS2.B: Plate Tectonics and
Large-Scale Systems Interactions
The locations of
mountain ranges, deep
ocean trenches, ocean
floor structures,
earthquakes and
volcanoes occur in
patterns. Most
earthquakes and
volcanoes occur in bands
that are often along the
boundaries between
continents and oceans.
Major mountain chains
form inside continents or
near their edges. Maps
can help locate the
different land and water
features areas of Earth.

Possible Preconceptions/Misconceptions:
Students of all ages may hold the view that Earth and Mars are not dynamic, that they have always been like
they are in the current era. Or, that changes that have occurred must have been sudden and comprehensive
(Freyberg, P. (1985). Implications across the curriculum. In Osborne, R. (Ed.), Learning in science(pp.
125-135). Students can have different views of the dynamics of the earth with direct instruction and
investigation of the topic. Moreover, younger students who engage in modeling and map reading about Earth
and Volcano topography may lead students to construct coherent explanations about the causes of
volcanoes(Duschl, R., Smith, M., Kesidou, S., Gitomer, D., Schauble, L. (1992). Assessing student
explanations for criteria to format conceptual change learning environments .

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Opening questions:
What can we expect to experience when we get to Mars? What is the weather like? What is
the best place to land and what can we tell about the conditions of Mars from the observations that
have been made from the unmanned missions?
What do you think we need to know about Mars before we land?

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary:

ELABORATE: Applications and Extensions:

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: