Expedition Planning Template:​ Mission to Mars! (M2M!

)
Maggie Kane
(see Brainstorm page for MUCH more)

Content Area(s): Science Grade Level(s): 7 /8 Expedition Dates: August - December

Expedition ​Topic​: Space, Mars, exploration, immigration/emigration, sustainability

Expedition Case(s): Anchor ​Text(s)​:

● Space Travel: Getting acquainted with our solar system “Packing for Mars” by Mary Roach - read aloud
● Dear Diary: We’re Moving to Mars! “The Martian” by Andy Weir - student copies purchased
● To Colonize, or Not to Colonize, That is the Question Supporting Texts:
PH Science Explorer and various Astronomy texts

Guiding Questions

● How can we learn about and explore our solar system?

● Should we remain as Earthlings or colonize beyond Earth?
● Why are we so compelled to be pioneers/immigrants and settle in new places?
● What will it take to colonize and inhabit Mars?
● Is there life in the universe anywhere other than Earth?

Summary of ​Standards Bundles​ to be
taught in this unit (based on your 4 T’s
analysis)
MS-ESS1-1.
Develop and use a model to describe
phenomena: of the Earth-sun-moon
system to describe the cyclic patterns of
lunar phases, eclipses of the sun and
moon, and seasons.
Related Student Friendly Long-Term
Learning Target(s)
● What are the predictable patterns
caused by Earth’s movement in the solar
system?
● What is the universe and what is Earth’s
place in it?
(include: day and night, moon phases,
eclipses, tides, seasons)
Short Term LTs
● I can show understanding of the
effects that are caused by the
motion of Earth and the moon.
○ Day and night
○ Rotation, revolution, orbit,
axis, seasons
● I can model the motions of the
planets and moon around the sun
● I can model the relative size and
distance of objects in the solar
system
● I can diagram moon phases,
eclipses and tides
ASSESSMENTS
Homework (Hw)
Projects (Pj)
FINAL PRODUCT (FP)
(Pj) Track the Moon (4 wks)
(Hw) How Earth Moves!
(ASMT) Assessment #1 9/7
(Hw) ​Mars’ Dust Storm
reading/exploring
(FP) Construct a research
project and submit to JMARS
(NASA and ASU)

MS-ESS1-2.
Develop and use a model to describe
phenomena: the role of gravity in the
motions within galaxies and the solar
system.
MS-ESS1-3.
Analyze and interpret data to determine
scale properties of objects in the solar
system.
MS-ESS1-4.
Construct a scientific explanation based
on valid and reliable evidence obtained
from sources (including the students’
own experiments) and the assumption
● I can diagram a brief history of space
exploration
● I can design and use a model to explain
the physical conditions governing our
solar system and galaxy
(include: forces such as gravity and entropy,
study our 8 planets, what is the Milky Way,
types of galaxies)
● I can describe space exploration in
historical, present day and future context
● I can explain how Mars is similar and
different from Earth because of its place
in the solar system and physical
properties.
● I can calculate using scientific notation
and exploring scale to build a model
depicting our solar system
● I can use my growing understanding of
Mars to discover how we could explore
and possibly inhabit Mars.
● I can explain the reason for
seasons on Earth and predict
seasons on other planets
● I can explain the 5 theories of
moon formation and support one
with evidence.
● I can discuss issues with the early
days of the space race, raised in
“October Skies”
(​http://www.teachwithmovies.or
g/guides/october-sky.html​)
● I can model how craters are
formed on the moon and explain
how different diameter objects
traveling at various speeds
impact differently
● I can design and use a model to
explain the physical conditions
governing our solar system and
galaxy
● I can diagram a brief history of
space exploration
● I can build a scale model of the
solar
system​https://www.lessonplanet.
com/goto/pocket-solar-system-sci
ence-3rd-8th
●
● Project ​“Inhabit MARS”
egg landing challenge”
● Other
that theories and laws that describe the
natural world operate today as they did
in the past and will continue to do so in
the future from rock strata for how the
geologic time scale is used to organize
Earth's 4.6-billion-year-old history ​AND
Mars’ rock strata!
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description
of a process related to history/social
studies.
Humans relentlessly seek new areas to
colonize and occupy for economic,
agricultural and resource gain
Describe the main components of Earh’s place in space
System and explain how the Sun, Moon, and
Earth interact to cause day, year, seasons,
phases of the Moon cycles and eclipses.
Learning Target C:​ I can describes the main components of the Solar System and explain how the Sun, Moon, and Earth interact to cause day,
year, seasons, phases of the Moon, and
● I can use historical colonization stories to
guide my argument for/against colonizing
Mars ● Survival, what enabled him to be
● I can read The Martian citing relevant
successful, how did he figure it out,
information from the text curiosity and grit,
● How was he prepared to do this?
What did he have to do to survive?
What are the character traits that
Mark showed to get through this?
● Journal entries each (few) day after
reading the day prior. Use a variety
of prompts (give choice) to journal
or discuss, or do a recorded voice
journal entry from a prompt that
expands on a part of the book.
● Use different lenses (botany,
engineering, atmospheric science,
psychology, communications? )
Curriculum Framework
Target A: Earth in Space (15days)
• What motions does Earth make?
• What causes day/night cycles, yearly
cycles, phases of the Moon and the
seasons?
Eclipses (15 days) (Italic type is from NY, regular type is MK)

1. Compares and contrasts the characteristics of the Sun, Moon and Earth
2. Examines and explains the scientific theories on the formation of our Solar System, Earth, and Moon
3. Distinguishes objects in the Solar System from those outside it
4. Sequences pictures of phases of the Moon and explain why the Moon appears to change shape
5. Draws a sketch that shows the position of the Sun, Earth, and Moon to explain the new and full moons
6. Explains solar and lunar eclipses
7. Uses a model to show how the Earth rotates with respect to the Sun resulting in day and night
8. Uses a model to show how the tilt and orbit of Earth result in seasons
9. Uses a model to show how the Earth orbits the Sun resulting in a year
10. Explains how gravity affects the movement of the Sun, Moon and Earth
11. Explore the 5 leading theories that led to the formation of the Moon

Target B: Earth in the Solar System (15 days)

List, describe and explain the objects in the solar system (other than Earth, moon, sun), the physics of their motion, and how they are different
and similar to Earth.

1. Describes the objects of our solar system

2. Calculate scale of our solar system
3. Explain the motions of the Solar System (Sun, planets, moons, asteroids, comets) including role of gravity and entropy
4. Make a model of the solar system highlighting scale and distance
5. SImilarities and differences: between Earth, Mars and one other planet

Target C: Learning About Mars (24 days)

1. Insight landing late November

2. Nov. 8 trip to Discovery Center in Colorado Springs
3. Martian surface - topography
4. HiRISE image sets
5. Ethics of exploration and settlement beyond Earth (socratic seminar)

Target D: Mission to Mars (18 days)

1. Design and build prototype of Martian base or dwelling

2. Read “The Martian” and hold discussions, lit circles, debates
3. Chemistry and physics lessons sprinkled throughout
4. Intense weather on other planets research
5. Design a probe to measure some aspect of weather on Mars
6. Present to class
 Questions to Consider
When promoting inquiry and engagement…
(Choose an entry point to consider based on what you already know or need. There’s no need to plan for all of these entry points below.)

Topic Targets
How, if at all, is the topic of the module related to a local issue (current  Which experts/professionals do the real world work represented by the 
or of historical significance)?  major standards driving your module? What might it look like to explore 
Wondering if the desire to move to Denver could be incorporated, studying why  the model products those experts/professionals create of those module 
people want to move here, what they are seeking.  standards manifested in real-world work? 
   
   
Is there a local case of the module topic that could be explored through  Which additional science and/or social studies standards bundle well with 
field work and/or connection with local experts?   the content topic of your literacy module? 
Who in the area can offer us a field opportunity to study space? Considering the 
Discovery Center in C. Springs. 
 
Tasks Text(s)
When experts/professionals do the real world work represented by the  Because of the important text-dependence of the modules (which is 
standards driving your module, what are those real world products?  what makes them deeply aligned to Common Core instructional shifts 
What is a piece or version of them that your students could do or  for literacy), there is no recommendation to alter the anchor text for 
contribute to?  the module. 
   
  If you are considering a local case or issue to explore, what supplementary 
If there is a local case of your module’s topic, what field work options  articles, texts, or other resources will be helpful to use? Are these texts 
connect with that local case? What local experts should we reach out to  complex when evaluated by the qualitative text complexity rubrics? 
in connection with this local case?  (​informational text​ and/or ​literary text​) 
   
Who might be a local audience or beneficiary that could be authentically  Packing for Mars 
impacted in a positive way by the final performance task?  The Martian 
 
 ADD ROWS AS NEEDED IN THE LEARNING EXPERIENCE PLANNING TEMPLATE BELOW
(​To clearly document alignment between your instructional arc of lessons and your assessments, use row shading as shown below. If you
prefer documenting individual lessons on the scaffolding plan (not a requirement), using this row shading format will help make instructional
arcs between assessments clear.​)

Assessment Tasks ​Overview:

Assessment Prompt/Summary Bundle of Standards Addressed Lessons/Learning Experiences that prepare for this
INCLUDE TARGET DATE OF ASSESSMENT (standard # & nickname) assessment

Duration ​(#  Possible Supporting/Daily Instructional Plans Meeting Students’ Needs

of days or  Targets ​(Include content, literacy,  (High-level; not lesson plan level of detail) (Name optional components, choices, structured 
lessons) and habit targets) support) 

Module Summarized or copied from Notes from module lessons plans and/or own thinking
Lessons 1-5 unit at glance chart.
Enhancement Content standards teaching Arc of learning experiences/lessons teacher-designed to either
Lessons and/or other preparation ● Teach content standards (science/social studies)
towards more authentic final ● Teach lessons towards any performance tasks
product enhancements designed to “expeditionize” the module
Module Summarized or copied from
Lessons unit at a glance chart
6-11
Character Trait Learning Experiences Assessment/Reflection/Feedback Opportunities
Connections

Now calendar out your planned learning experiences.​ (on Drive)

Timeline for Expedition

W Monday Tuesday Wednesday Thursday Friday
K
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