Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Content and Pacing Middle Q3 – 8th Grade

Facilitator: Kerlyn Prada

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome

8:45 – 9:45 Inquiry-based Space Science Content - Q3 NGSSS and the 5Es

9:45 – 10:45 Inquiry through Gizmos (Mario Junco)

10:45 – 11:00 Break

11:00-11:30 Inquiry-based Space Science Content - Q3 continued Infusing Common Core (C-E-R)

11:30 – 12:30 Lunch

12:30 – 1:30 Inquiry-based Space Science Content - Q3 continued Infusing Common Core (CIS), NGSSS and the 5Es

1:30 – 2:30 Lab Rotations

2:30 – 3:30 Developing a 5E Lesson Brainstorming and topic selection Infusion of Common Core State Standards in Math and

Language Arts

Follow up: (Due Friday, 2/21/14)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Common Core standards.

2. Assignment must be turned in on Edmodo. (EdModo Code: us558h)

What does effective science instruction look like?3.

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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

SC.8.E.5.3: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. (Level 3: Strategic Thinking & Complex Reasoning)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to compare relative distance and relative size in terms of light and space travel, as well as general composition of astronomical bodies in the universe

Use a scale model of the universe to develop a plan for space travel including specific limitations

of space travel. (See www.scaleofuniverse.com for a sample

scale model.)

Score/Step 4.0

I am able to compare relative distance, relative size, and general composition of astronomical bodies in the universe.

Create a scale model of the solar system and relate the scale to galaxies and the university.

Score/Step 3.0 Target

(Learning Goal)

I am able to distinguish among the relative distance, relative size, and general composition of astronomical bodies in the universe.

Use a graphic organizer to distinguish astronomical bodies in the universe based on

relative distance, relative size, and general composition

Score/Step 2.0 I am able to recognize relative distance and relative size of

astronomical bodies in the universe.Identify astronomical bodies based on relative

distances and relative sizes.

Score/Step 1.0 I am able to distinguish among the Sun, planets, moons, asteroids,

and comets.

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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

SC.8.E.5.7: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. (Level 2: Basic Application of Skills &

Concepts)Scale Learning Progression Sample Progress Monitoring and Assessment

Activities

Score/Step 5.0

I am able to differentiate the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions

Based on characteristics of objects in the Solar System such as gravitational force, distance from

the Sun, speed, movement, temperature, and atmospheric conditions, explain why other astronomical bodies cannot support life.

Score/Step 4.0

I am able to compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions

Develop and use a model to compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from

the Sun, speed, movement, temperature, and atmospheric conditions.

Score/Step 3.0 Target

(Learning Goal)

I am able to compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions

Develop a model of the Solar System and use the model to describe the differences in

temperature, size, gravitational pull, distances, and atmospheric compositions of objects in the

solar system.

Score/Step 2.0 I am able to identify the characteristics of objects in the Solar System

such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions

Identify differences in temperature, size, gravitational pull, distances, and atmospheric compositions of objects in the solar system.

Score/Step 1.0

I am able to recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets (surface composition, presence of an atmosphere, size, relative position to the Sun, relative temperature, and relative length of a year)

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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

SC.8.E.5.9: Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction

and 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. (Level 3: Strategic Thinking & Complex Reasoning)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze how astronomical bodies in the Solar System affect each other including the Sun on the Earth (seasons, tides, eclipses) and the Moon on the Earth (tides, phases of the moon, eclipses) along with the relative position of each body

Analyze how relative positions of Earth-Sun-moon and corresponding tides affect extreme

weather events.

Analyze the historical implications of eclipses.

Score/Step 4.0

I am able to relate the effect of astronomical bodies on each other included the effect of the Sun and the Moon on the Earth (seasons, tides, eclipses, phases of the moon)

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Use the model to describe the

role of gravity in the motions of the Earth-sun-moon system.

Score/Step 3.0 Target

(Learning Goal)

I am able to recall the effect of astronomical bodies on each other including the effect of the Sun and the Moon on the Earth (seasons, tides, eclipses, phases of the moon)

Use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Use the model to describe the role of gravity in the motions of the Earth-sun-moon system.

Score/Step 2.0 I am able to recognize some of the relationships between the

Sun, Moon, and Earth (seasons, tides, eclipses, phases of the moon)

Recognize some of the relationships between the Sun, Moon, and Earth

Score/Step 1.0

I am able to describe how the Moon appears to change shape over the course of a month.

I am able to recognize that Earth revolves around the Sun in a year and rotates on its axis every day.

I am able to relate that the rotation of the Earth and movement of the Sun, Moon, and stars are connected.

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THE MARTIAN SUN-TIMES

Next Generation Sunshine State Standards Benchmark: SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.).Background Information for the teacher: Sources: NASA.gov and http://nineplanets.org/mars.html

Part 2 - Solar System Distance Scale Model Objective:Students will use mathematical equations, measuring tools and skills to create an accurate scale model of the solar system.

Background Information:Distances in space can sometimes be hard to imagine because space is so vast. Think about measuring the following objects: a textbook, the classroom door, or the distance from your house to school. You would probably have to use different units of measurement. In order to measure long distances on Earth, we would use kilometers. But larger units are required for measuring distances in space. One astronomical unit equals 150 million km (1 AU = 150,000,000 km), which is the average distance from the Earth to the Sun.

Materials:- receipt paper rolls (adding machine tape) or old VHS tape

- meter stick - metric ruler - markers or colored pencils - scissors

Explore1. As a class, decide what scale you will use to determine your measured distance from the Earth to the

Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10 cm = 1 AU).2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape needed to

complete your scale model activity. (10 cm x 40 = 400 cm of tape). 3. Place your values in Table 2.4. Cut the adding machine tape to the appropriate length.

Note: If you would like to include the Sun and Asteroid Belt, be sure to cut extra length (5 cm – 7cm should be adequate) at the start of your distance scale model. Students should also consider that the Sun’s size will not be to scale.

5. Mark one end of the tape to represent the Sun.6. Measure from the edge of your group’s drawn Sun the distances for each planet. Place a dot where

each planet should be placed. Include your scale on the model.7. Once all of the planets have mapped out, each group member should choose one or two planets to

draw and color. Use your textbook or materials provided by your teacher as a reference.

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TABLE 2: Scaled Distances of Planets

PLANET

Distance from the Sun in

Astronomical Units (AU)

Standard-Scale(chosen by class/group)

AU x scale unit

Distance of Planet in the chosen

scale.(cm)

Mercury 0.4

Venus 0.7

Earth 1.0

Mars 1.5

Jupiter 5.2

Saturn 9.5

Uranus 19.5

Neptune 30.2

Pluto (Dwarf Planet) 40

Results and Conclusions:1. Why do you think scale models are important?2. Why were you instructed to multiply the distances in AU by 40 to determine how long your scale model

needed to be?3. Compare and contrast the distances of the inner and outer planets from the Sun

Extension:1. Draw the planets by scale according to size (diameter) on the distance scale model.2. Research other celestial bodies in the universe (other known stars and galaxies). Using AU and units such

as a light year, include these in you distance scale model.

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Conclusion Writing Claim-Evidence-Reasoning

How do scientists classify objects in the solar system?

Claim

Reasoning

Evidence

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Wrong-way planets do gymnastics

By Stephen Ornes / April 28, 2010

Cartwheels aren't just f or gymnasts anymore — a gang of distant, unusual planets, a team of astronomers say, may have done giant, deep-space cartwheels to get into place. And those cartwheels are making scientists think again about what they know about planet formation.

These planets are unusual because they orbit, or move around their stars, backward. In the solar system, all eight major planets (sorry, Pluto!) move around the sun in the same direction: counter-clockwise when looking down on the sun's north pole. The sun, too, is spinning in that direction.

Scientists believe that all the planets in the solar system were formed from the same giant disk of debris — mainly gas and dust — that was slowly moving around the sun billions of years ago. Since the debris was moving, the planets, including Earth, that formed also moved in the same direction as the debris.

This image is from a video that illustrates a planet in retrograde orbit: The star is spinning to the right and the planet is rotating to the left. See the European Southern Observatory's video.

In addition, the paths of all the planets should be in the same plane. Imagine a giant, flat piece of paper that cuts through the middle of the sun and extends to the end of the solar system. If all the planets orbit in the same plane, then all their orbits will be on that piece of paper.

That's the way it works in the solar system, so astronomers have wondered whether planetary systems around other stars work in the same way.

Last summer, astronomers found six planets moving around their host stars in the opposite direction. This finding suggests that scientists may have to think again about how planets form. All six of these planets are "hot Jupiters." Hot Jupiters are giant — as big as or bigger than Jupiter — and orbit so close to their host stars that they're blazing hot.

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Illustrated here are a few planets that orbit their stars in the wrong direction. The lower right image shows a planet orbiting in the same direction its parent star rotates.These six aren't the only problematic planets. Some other recently discovered planets orbit in the forward direction around their host stars, but their orbital planes tilt at various angles.

At a recent meeting of astronomers in Glasgow, Scotland, Andrew Collier Cameron proposed an explanation f or these wrong-way and tilted planets.

Cameron, an astronomer at the University of St. Andrews in Scotland, suggested that a much larger object — another star, or a giant planet, perhaps — may have come along. Gravity is a force that comes with mass, so planets or stars with more mass have more gravity, and thus a stronger pull on other objects. Large objects have strong gravitational forces, and these strong forces may have affected the way the planets move around their stars. Astronomers believe these forces can be so strong that they cause the planet's orbit to f lip like a jump rope over the star.

This effect, called the Kozai mechanism, may explain how a hot Jupiter ends up orbiting backward around its star. It may also explain how the other planets ended up with tilted orbits.

Cameron says the wrong-way planets match up with the change his team would have expected from the Kozai mechanism. "That looks very much like what we're now observing," Cameron says. "It looks almost too good to be true."

Other scientists say it's too early to say f or certain whether the Kozai mechanism is responsible f or the planets' behavior. "Their data isn't that definitive to eliminate any other possibilities," Adam Burrows told Science News. Burrows is a scientist at Princeton University.

Astronomers have identified more than 400 exoplanets, and most of them are gas giants, like the hot Jupiters. (Exoplanet is short f or "extra-solar planet," which is a planet outside the solar system.) Astronomers would like to find a small, rocky planet not too far from or too close to its star — one that looks a lot like Earth. These types of planets are most likely to host life as we know it, so if we find an Earthlike planet, we may find life somewhere else in the universe.

Then again, we may not. If Cameron is right, then hot Jupiters on strange orbits may f ling rocky debris — debris that would have made a small planet — out of the system. So in a way, more hot Jupiters may mean fewer Earthlike planets. More studies are needed to know for sure why some planets run backward around their host stars.

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Benchmarks: Carefully select text that aligns with State Standards/Benchmarks

Title of Text/Article:

Wrong-way Planets Do Gymnastics

NGSSS for Science Benchmarks:

Comprehensive Science 3 (2002100)SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. AA (Cognitive Complexity: Moderate)

Content Integration

Comprehensive Science 3 (2002100)The student will be able to Compare and/or contrast how the Sun, planets, and moons to those of Earth

are alike and different Compare and/or contrast gravitational force, distance from the Sun, speed,

movement, temperature, and atmospheric conditions.

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Mathematical Practices

MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question Generation).

Preparations: o Number paragraphs of selected text/article for ease of locating text evidence during discussions.o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to

communicate upfront for students the lesson’s final question and learning outcome.o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking.

Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

o Directed Note-taking: Develop a graphic organizer with headings appropriate for the CIS text. Select a small text segment and preplan corresponding note(s) to model the note-taking process.

o Question Generation: Select a small text segment and preplan a corresponding question(s) to model the Question Generation process for students.

o Any audio visuals, specimens, and/or samples to enhance lesson.

Guidelines: o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)

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o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).

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* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Visual Hook: Wrong-way Planets Do Gymnastics By Stephen Ornes /April 28, 2010 (http://www.sciencenewsforkids.org/?s=wrong-way+planets+do+gymnastics) and The Earth, Moon, and Gravity by Pearson Interactive Science, Florida

Hook Question: How do scientists discover new planets outside of our solar system (exoplanets)?

Individual responses

Predictive Written Response to Complex Text-Based QuestionHow are these exoplanets similar and different to the planets in our solar

system?

Vocabulary InstructionPara-graph

#Academic or Discipline Specific

VocabularyWord Part

or Context

Para-graph

#Academic or Discipline Specific

VocabularyWord Part or Context

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Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or

context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.

opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking S – this section of text shows a similarityD – this section of text shows a difference

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

Reading #2Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Visual Hook: Exoplanets – PBS Learning

Directed Note-Taking Guiding Question: Using evidence from the text and video clip, how are these newly

discovered exoplanets similar and different to the planets in our Solar system? Para-graph

#

NoteSimilarity Difference

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Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

First Draft Written Response to Essential QuestionUsing evidence from the text and video, how are these newly discovered exoplanets similar and different to the planets in our Solar system?

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners, written

conversations

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* * * CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation

Question Generation: How will new technology help with future discoveries Para-graph

#

Questions Check relevant categories below

Similarity Difference

Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate questions

about information in the text collaboratively or independently. To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:oextended efferent text discussionostudents to seek/locate answers in text-reading throughout the remainder of the

chapter/unit focusing on unanswered questions in collaborative inquiry.

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* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to: identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factors affect the type of planets in

the different solar systems and how they behave?

The Final Written Response will be used as an assessment for student learning.

The Final Written Response can be used as an assessment for student learning, aligning to FCAT Item Specifications.

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What Causes the Seasons?

Benchmark: SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. (AA)SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1)SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5

Overview:Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different times of the year. The amount of solar radiation received by the Earth or another planet is called insolation. The tilt of the axis produces the seasons. In this experiment, a simulated Sun—a light bulb—will shine on a temperature probe attached to a globe. You will study how the tilt of the globe influences warming caused by the lighted bulb.

Objective: Compare simulated warming of your city by the Sun in the winter and in the summer. Explain the causes of the cycle of seasons on Earth.

Materials: Globe of the Earth Tape Metric ruler Temperature probe or thermometer Lamp with 100-watt bulb Ring stand and utility clamp 20-cm Length of string

Procedure:1. Prepare the light bulb (simulated Sun).

a. Fasten the lamp to a ring stand as shown in Figure 1.

b. Stand the ring stand and lamp in the center of your work area.

c. Position the globe with the North Pole tilted away from the lamp as shown in Figure

d. Position the bulb at the same height as the Tropic of Capricorn. Note: The Sun is directly over the Tropic of Capricorn on December 21, the first day of winter.

2. Attach the temperature probe to the globe.a. Find your city or location on the globe.b. Tape the temperature probe to the globe with the tip of the probe at your location. Place the tape

about 1 cm from the tip of the probe.c. To keep the tip of the temperature probe in contact with the surface of the globe, fold a piece of

paper and wedge it under the probe as shown in Figure 2.3. Position the globe for winter (in the Northern

Hemisphere) data collection.a. Turn the globe to position the North Pole (still tilting away from

the lamp), your location, and the bulb in a straight line.b. Cut a piece of string 10-cm long.

Figure 1

Figure 2

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c. Use the string to position your location on the globe at 10 cm from the bulb (you may position farther, up to 20 cm, depending on the intensity of the lamp that you are using).

d. Do not turn on the lamp until after you have recorded the initial temperature.4. Collect winter data.

a. Record the initial temperature.b. After 5 minutes record the final temperature.c. Turn off the light.

5. Record the beginning and final temperatures (to the nearest 0.1°C).6. Position the globe for summer data collection.

a. Move the globe to the opposite side of the lamp.b. Position the globe with the North Pole tilted toward the lamp. Note: This represents the position of

the Northern Hemisphere on June 21, the first day of summer.c. Turn the globe to position the North Pole, your location, and the bulb in a straight line.d. Use the string to position your location on the globe 10 cm from the bulb.e. Do not turn on the lamp until after you have recorded the initial temperature.

7. Collecting summer data.a. Let the globe and probe cool to the beginning temperature that you recorded for the winter setup.b. When the globe and probe have cooled, begin data collection.c. Record the final temperature after 5 minutes. Turn the lamp off.

Data: (Record all data to the nearest 0.1°C.)Winter Summer

Final temperature °C °CBeginning temperature °C °CTemperature change °C °C

Processing Data:1. In the space provided in the data table, subtract to find the temperature change for each season.2. How does the beginning and final temperature change for summer compare to the temperature

change for winter?3. During which season is the sunlight more direct? Explain.4. What would happen to the temperature changes if the Earth was tilted more than 23.5 degrees?5. As you move the globe from its winter position to its summer position, the part of the globe closest

to the bulb changes. Describe how it changes.6. What other factors affect the climate in a region?7. Identify the test variable, outcome variable, and any controlled variables in the experiment.8. Why is this model useful for understanding the seasons and how is it limited?9. What improvements can be made to this model of the seasons?

Elaboration:

Repeat the experiment for locations in the Southern Hemisphere and other areas (different latitudes) in the Northern Hemisphere to develop an understanding of climate zones.

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IMAGINARY ALIEN LIFE FORMSAdapted from Mars Critters http://ares.jsc.nasa.gov/ares/education/program/Data/marsCritters.pdf and

Solar System Activities: Search for a Habitable Planet http://solarsystem.nasa.gov/educ/docs/modelingsolarsystem.pdf

Next Generation Sunshine State Standards Benchmark: SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. (AA) (Also assesses SC.8.E.5.4 and SC.8.E.5.8.); SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (AA) (Also assesses SC.7.L.15.1 and SC.7.L.15.3.)SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.

About This ActivityIn groups or as individuals, students will use their knowledge of Mars and living organisms to construct a model of a plant or animal that has the critical features for survival on Mars. This is a “what if” type of activity that encourages the students to apply knowledge. They will attempt to answer the question: What would an organism need to be like in order to live in the harsh Mars environment?

ObjectivesStudents will:• draw logical conclusions about conditions on Mars.• predict the type of organism that might survive on Mars.• use a Punnett Square to predict offspring genotupe and phenotype• construct a model of a possible martian life form.• write a description of the life form and its living conditions focusing on necessary structural adaptations for survival.

BackgroundTo construct a critter model, students must know about the environment with extremes in temperature. The atmosphere is much thinner than the Earth’s; therefore, special adaptations would be necessary to handle the constant radiation on the surface of Mars. Also the dominant gas in the Mars atmosphere is carbon dioxide with very little oxygen. The gravitational pull is just over 1/3rd (0.38) of Earth’s. In addition, Mars has very strong winds causing tremendous dust storms. Another requirement for life is food—there are no plants or animals on the surface of Mars to serve as food!

Scientists are finding organisms on Earth that live in extreme conditions previously thought not able to support life. Some of these extreme environments include: the harsh, dry, cold valleys of Antarctica, the ocean depths with high pressures and no Sunlight, and deep rock formations where organisms have no contact with organic material or Sunlight from the surface.

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Vocabularyecology, adaptations, gravity, geology, atmosphere, radiation exposure, weather, environment, genotype, phenotypePart 1Materials

paper (construction, tag board, bulletin board, etc.) colored pencils glue items to decorate critter (rice, macaroni, glitter, cereal, candy, yarn, string, beads, etc.) pictures of living organisms from Earth Student Sheet, Mars Critters Student Sheet - Activity 1, If You Went to Mars Mars Fact Sheet (pg. 56)

ProcedureAdvanced Preparation

Gather materials. Set up various art supplies at each table for either individual work or small group work. This activity may

be used as a homework project. Review the “If You Went to Mars” sheet, Mars Fact Sheet, and the background provided above along

with the research conducted in the Martian Sun-Times activity or other desired research.Classroom Procedure

1. Ask students to work in groups to construct a model of an animal or plant that has features that might allow it to live on or near the surface of Mars.

2. Have them consider all the special adaptations they see in animals and plants here on Earth.3. They must use their knowledge of conditions on Mars, consulting the Mars Fact Sheet, If You Went

to Mars, and other resources such as web pages if necessary. Some key words for a web search might be “life in space” or “extremophile” (organisms living in extreme environments).

4. They must identify a specific set of conditions under which this organism might live. Encourage the students to use creativity and imagination in their descriptions and models.

5. If this is assigned as homework, provide each student with a set of rules and a grading sheet, or read the rules and grading criteria aloud and post a copy.

6. Review the information already learned about Mars in previous lessons.7. Remind the students that there are no wrong critters as long as the grading criteria are followed.8. Include a scale with each living organism.9. Students select two different organisms that will mate.10. Revisit/Introduce Genetics:: Select one trait, the height of the “Mars Critter,” and generate a

Punnett Square to predict the genotype (genetic make-up) and phenotype (physical characteristics) of the offspring that the two organisms would produce, if mated. Students will learn more about this in upcoming topics. For simplicity – tell students that the height trait will have a paired allele, each parent giving one possible allele to the offspring and tall is dominant and expressed in the offspring when present. Complete a sample Punnett Square, as a reminder. Advanced students may explore incomplete dominance.

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Student Sheet

If You Went to Mars

From: “Guide to the Solar System.”By the University of Texas, McDonald Observatory

Mars is more like Earth than any other planet in our solar system but is still very different. You would have to wear a space suit to provide air and to protect you from the Sun’s rays because the planet’s thin atmosphere does not block harmful solar radiation. Your space suit would also protect you from the bitter cold, temperatures on Mars rarely climb above freezing, and they can plummet to -129oC (200 degrees below zero Fahrenheit). You would need to bring water with you, although if you brought the proper equipment, you could probably get some Martian water from the air or the ground.

The Martian surface is dusty and red, and huge duststorms occasionally sweep over the plains, darkening the entire planet for days. Instead of a blue sky, a dusty pink sky would hang over you.

West Rim of Endeavour Crater on MarsImage Credit: NASA/JPL-Caltech/Cornell/ASU

http://www.nasa.gov/mission_pages/mer/multimedia/gallery/pia11507.html

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Fourth planet from the Sun

Distance from the Sun:Minimum: 206,000,000 kilometersAverage: 228,000,000 kilometers

(1.52 times as far as Earth)Maximum: 249,000,000 kilometers

Eccentricity of Orbit: 0.093 vs. 0.017 for Earth (0.00 is a perfectly circular orbit)

Distance from Earth: Minimum: 56,000.000 kilometersMaximum: 399,000,000 kilometers

Year: 1.88 Earth years - 669.3 Mars days (sols) – 686.7 Earth days

Day: 24.6 Earth hours

Tilt of Rotation Axis: 25.2o vs. 23.5o for Earth

Size: Diameter: 6794 kilometers vs 12,76 kilometers for EarthSurface Gravity: 0.38 9 or ~ 1/3) Earth’s gravityMass: 6.4 x 1026 grams vs. 59.8 x 1026 grams for EarthDensity: 3.9 grams/mL vs. 5.5 grams/mL for Earth

Surface Temperature: ColdGlobal extremes: -125oC (-190oF) to 25oC (75oF)Average at Viking 1 site high 010oC (15oF); low -90oC (-135oF)

Atmosphere: Thin unbreathableSurface pressure: ~6 millibars, or about 1/200th of Earth’s Contains 95% carbon dioxide, 3% nitrogen, 1.5%argon, ~0.03% water (varies with

season), no oxygen. (Earth has 78% nitrogen, 21% oxygen, 1% argon, 0.03% carbon dioxide.)Dusty, which makes the sky pinkish. Planet-wide dust storms black out the sky.

Surface: Color: Rust redAncient landscapes dominated by impact cratersLargest volcano in the solar system (Olympus Mons)Largest canyon in the solar system (Valles Marineris)Ancient river channelsSome rocks are basalt (dark lava rocks), most others unknownDust is reddish, rusty, like soil formed from volcanic rock

Moons Phobos (“Fear”), 21 kilometers diameterDeimos (“Panic”), 12 kilometers diameter

MARS FACT SHEET

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Part 2: Search for a Habitable PlanetNext Generation Sunshine State Standards:SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. (AA)(Also assesses SC.8.E.5.1 and SC.8.E.5.2.)SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.)

Objective:This lesson focuses on characteristics of planets that make them habitable. Living creatures need food to eat, gas to breathe, and a surface that provides a comfortable temperature, gravity, and place to move around. These requirements are related to what the planet’s surface and atmosphere are made of, and how large (gravity) and close to the Sun (temperature) the planet is located. The inner planets are small (low gravity), relatively warm, and made of solid rock. Some of them have atmospheres. The outer planets are large (high gravity), cold, and made of gaseous and liquid hydrogen and helium. A creature that might be comfortable on a gas giant would not be comfortable on a small rocky planet and vise versa.

Vocabulary: habitable, life requirements, planet characteristics, surface and atmospheric composition (chemical examples) Time Required: One to two 45 minute class periods

Materials: Creature Cards Solar System Images and Script Planet Characteristics Table

Students will define the life requirements of a variety of creatures and learn that these relate to measurable characteristics of planets the creatures might inhabit. By evaluating these characteristics, students discover that Earth is the only natural home for us in our solar system and that Mars is the next most likely home for life as we know it.

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ProceduresActivity 1. Define Habitability and Design CreaturesThis lesson has students take the places of extraterrestrial creatures exploring our solar system in search of new homes. They define creature life requirements and relate them to planet characteristics in order to choose homes. Several of these creatures have life requirements quite unlike life as we know it, where water and carbon are essential, and some are downright impossible. The goals here are not to study biochemistry, but habitability of planets. Bizarre creatures had to be invented for them to find homes on some of the planets in our solar system. Another goal is to encourage creativity and teamwork in designing creatures and selecting planets. This activity is one that is outside of the box.

ENGAGE1. Set the stage by reading introduction:

We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

First we need to know what makes a planet habitable so we can set up probes to measure the characteristics of various planets. The different requirements for life can be related to measurable planetary characteristics. What do creatures require to live?

EXPLORE2. Brainstorm on requirements and characteristics. Lead the students in producing a table similar to the one

below. Encourage free-thinking, there aren't specific right answers, but lead students to the following topics, among others.

Life requirements Planet characteristics food to eat surface & atmosphere composition gas to breathe atmosphere composition comfortable temperature temperature range ability to move surface type (solid, liquid, gas) gravity size

3. Ask students what kinds of probes might be used to measure these characteristics. Answers may range from general to specific and may be based on science fiction. Examples may include cameras, radar, thermometers, and devises to measure magnetics, altitude, and light in all wavelengths from radio waves, through infrared, ultraviolet, and X-ray to gamma-ray. [Secondary school classes might do one of the excellent activities on the electromagnetic spectrum or activities related to solar system missions.]

4. Divide students into six or more teams (more than one group can design the same creature). Explain that each team represents one of the six different types of creatures on our mission. Today we will make models of creatures having specific life requirements. Later we will collect data on a new planetary system in order to search for new homes.

5. Distribute one creature card to each team. Each card contains the information on a single line A-F below. Tell students that each team is supposed to create a creature that fits the characteristics on their creature card. Students may select art supplies (or drawing supplies) and should be able to complete their creatures in approximately 15-20 minutes. Students will name their creature ambassador and be ready to introduce it to the class. Encourage teamwork and creativity.

[Teacher, you may get questions on some of the food or gases. Handle these as they come, but do not provide this vocabulary ahead of time unless it comes up during brainstorming. Simply explain that they are various

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chemical elements or compounds. They are needed only for matching with planetary characteristics and should not be tested vocabulary.] 6. Ask each team to introduce their creature ambassador and to explain their creature's needs and any specific

features of the model. This will take longer than you expect because students really get involved with their creatures.

Creature Food Breathes Motion TemperatureA helium hydrogen flies coldB rock carbon dioxide flies hotC carbon oxygen walks moderateD methane hydrogen swims coldE water carbon dioxide walks moderateF carbon oxygen swims moderate

Assessment: Evaluate team presentations and collect descriptions of how their creature meets its life requirements.

EXPLAINActivity 2. Tour solar system and evaluate for habitability

1. Prepare students for solar system tour. Tell students that they will have to take notes on the planets to report back later. Students will work in the same teams as when they made creatures. The grade level/ability will determine how the teacher structures the information gathering. Each team may record the information on all planets or on just one or two planets. Young students may simply compare planet characteristics to those on their creature cards and check off boxes of matching characteristics on the planet chart.

2. Distribute copies of the blank planet characteristics chart or put it on the blackboard/overhead. Show slides/photos of the planets and read the text provided below. For elementary students, exclude the data in parentheses. For secondary students, include the data. As you tour the planets, it may be necessary to repeat each section twice for younger students to get enough information to report.

3. Compile information on overhead or blackboard planet characteristics chart as teams report data they recorded on planet (size, surface type, composition, atmosphere and temperature). Attached table gives suggested answers. Students will probably be able to name the planets, but this is not a test. Alternatively, each student could fill in a chart to allow evaluation of listening skills. Also, students could work cooperatively to complete one chart per team.

4. Have teams compare the characteristics chart on the planets with the creature requirements on their creature card. Decide which planets (if any) would be suitable homes for their creature. Report their choices orally and explain, if necessary. Tabulate on the blackboard.Creature Planet(s)A 4, 5 (Saturn and Jupiter), but also 2,3 (Neptune and Uranus)B 8 (Venus)C, F 7 (Earth)D 2,3 (Neptune and Uranus)E 6 (Mars)

No creatures can live on planets 1 or 9 (Mercury or Pluto)

5. Ask students to create a finale or read the finale below.

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Now that the creatures have evaluated habitable planets we will send down spaceships to check out the surfaces in detail. Creatures A, B, D and E find uninhabited planets that are just suited to their needs. They decide to settle on their chosen planets. Creatures C and F are both interested in the same planet. Creature F finds the salt water to be a perfect home for it, while creature C finds the land to be overpopulated and polluted. They decide that there isn't room for one billion more inhabitants and decide to look for a habitable planet in another solar system.

Assessment: Collect Planet Characteristics tables and compare with the suggested answers above. Do not require a perfect match, but allow students to think critically and creatively. Allow adaptations of the environment (such as turning water into hydrogen and oxygen) and other reasonable modifications.

EVALUATEWriting assignment: Ask students to write a paragraph explaining why the planet they found will or will not be suitable for their creature. The paragraph could be in the form of a news report to be sent back to their dying solar system.

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PLANET CHARACTERISTICSStudent Sheet

Size Surface Type and

Composition

Atmosphere Temperature Name

1

2

3

4

5

6

7

8

9

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CREATURE CARDS

We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable

planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to the class and explain how it meets its needs for life.

Creature A

Food Helium Breathes Hydrogen

Motion Flies Temperature Cold

We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to the class and explain how it meets its needs for life.

Creature B

Food RockBreathes Carbon dioxideMotion FliesTemperature Hot

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We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to the class and explain how it meets its needs for life.

Creature C

Food CarbonBreathes OxygenMotion Walks

Temperature Moderate

We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable

planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to the class and explain how it meets its needs for life.

Creature D

Food MethaneBreathes Hydrogen

Motion SwimsTemperature Cold

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We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to the class and explain how it meets its needs for life.

Creature E

Food WaterBreathes Carbon DioxideMotion WalksTemperature Moderate

We are space travelers from a distant star system. The crew of our spaceship includes six different types of creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our home planets are heating up and soon we will need new places to live. It is our mission to find habitable planets for our six different types of creatures with different life requirements. In all we need to find new homes for five billion inhabitants.

Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to the class and explain how it meets its needs for life.

Creature F

Food CarbonBreathes OxygenMotion SwimsTemperature Cold

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Search for a Habitable PlanetSolar System Images and Script

Today we are traveling through an outer section of the Milky Way galaxy. There are many, many stars. We are approaching a medium-sized star, the type that often has habitable planets. As we draw closer we see that there are nine planets orbiting this star.

We will tour this planetary system and use our probes to measure planet characteristics in our search for a habitable planet. Record this information about your planet then when we have completed our tour we will collect all our results. We will evaluate our results to look for a new place to live.

We will now tour this new planetary system, starting from the outside and going toward the star: We are approaching the first planet.

The first “planet” is tiny (2350km). In fact, it was downgraded from a planet to a dwarf planet in 2006 mainly because it orbits around the Sun in “zones of similar objects that can cross its path.” It is made of rock and methane ice. It has almost no atmosphere (just a trace of methane) and is very cold (-230oC).

The second planet is a medium large (49,500km) and made of liquid hydrogen and helium. It has a thick atmosphere of hydrogen, helium and methane. It is very cold (-220 oC).

The third planet is very similar to the 2nd except that it has a small ring system. It is medium large (51,000 km) and made of liquid hydrogen and helium. It also has a thick atmosphere of hydrogen, helium and methane and is very cold (-210 oC).

The fourth planet is large (120,500 km) and has an extraordinary ring system. It has no solid surface, but is a giant mass of hydrogen and helium gas outside and liquid hydrogen inside. It is cold (-180 oC).

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Search for a Habitable PlanetSolar System Images and Script

The fifth planet is the largest (143,000 km) in this planetary system. Like the fourth, it is a gas giant made of hydrogen and helium with no solid surface. It is also cold (-150oC) in the upper atmosphere, but increases in temperature and pressure and becomes liquid in the interior.

The sixth planet is small (6786 km) and rock. There is some water ice in polar regions and a thin atmosphere of carbon dioxide. The temperature is moderate (-23oC).

The seventh planet is medium small (12, 750 km). The surface is made of liquid water and rock with some carbon compounds. The atmosphere is mostly nitrogen and oxygen with some carbon dioxide and water vapor. The temperature is moderate (21oC).

The eighth planet is also medium small (12,100 km). The atmosphere of carbon dioxide is so thick that we can’t see the rocky surface beneath it, but need our radar probes. The temperature is very hot (480oC).

The ninth planet is tiny (4880 km) and rocky. It has almost no atmosphere (just a hint of helium). Temperatures are generally hot, but extreme variable, ranging from -180oC on the space-facing side to 400oC on the star-facing side.

We have now finished our tour and it’s time to compile all of our data. Each team will report its results and we will make a comparison chart.

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