Title of unit Living on Mars Grade level 4 and 5

Subject Cross-curricular Time frame 14- 1 hour classes

Developed by Lakeisha Robertson and Ashley Prefontaine

Project Overview

Driving Question: How can we use 3D printing to design tools to enable survival on Mars?

Background Research: Edutopia: Had students design a blueprint map of their colony including all the necessary components and then create a digital 3D model of the colony. They have used google sketchup or Mindcraft.edu when designing the digital model.

NASA imagine Mars: Has a complete set of lesson plans and lesson ideas to take students through the necessary steps of creating a colony on Mars. The final project has two options either a low-tech hand crafted models or high tech options including Google Sketch-up or Robotics.

Student Mission: As you know by now, the Earth’s resources are becoming depleted. The Government of Canada has calculated that we only have 1 year before the planet will be completely out of resources and covered with garbage. The government is seeking your help to set up a colony on Mars so they can begin moving people to a newer, safer home. They are giving you 14 days over the next 2 months to complete a model of how you plan to survive on Mars. The only problem is that Mars has no preexisting life that we know of and therefore likely no way to sustain humans.

Step 1: Research on the conditions of Mars and how it compares to the conditions on Earth, with an emphasis on survival. Step 2: Use research to plan what is needed to be built on Mars in order to survive.Step 3: Design 3D models of your 1-2 survival tools, possibly including habitable dwelling, transportation, and/or any other items deemed necessary by the students for survival, in TinkerCAD that are no larger than 100mm, and 3D print them. There will be a maximum of 8 3D printed objects and a minimum of 4 (1/student).Step 4: Create a presentation for the government using your 3D printed models as visual aids/as a diorama, as well as any other props you deem necessary.Rationale for Incorporating TechnologyIn this project we tried to find a balance between using technology and not using technology as both are important skills for students to have. The technology that we have chosen to use are internet research and 3D printing with a program called TinkerCAD. This is being balanced by many paper and pen based portions along the way.

The first technology the students use is the internet for researching along with many Mars related books from the library. By using both books and the internet students can practice research using valid methods. This also allows students to expand on information they find in the books by searching for more details or more recent findings that have yet to be published in a book. The use of internet research will help the students practice proper online research, they will need to think critically about their sources, and keep in mind that not all information on the internet is reliable. We have a few links for valid sources on the internet (All About Mars for example) regarding Mars and it’s habitation, should students be struggling to find valid sources on their own. However, when used properly, the internet provides the most up-to-date information on a variety of topics. Students may find they would like to find more information than the books provided and this gives them a means of governing their own research and finding reliable information on their own.

The second technology that we will be incorporating is the use of TinkerCAD formatting and 3D printing. The reason that we chose 3D printing was so that students could create and develop physical models of their ideas rather than just completing drawings. Of course technology could be avoided by having students build models using popsicle sticks, glue and other materials; however we believe that a 3D printed design will be more accurate to the students true vision as they are easier to manipulate and incorporate details prior to printing the design. 3D printing is a great way to build objects, particularly smaller ones as it is an environmentally friendly way to build which requires fewer materials, it is usually cheaper and faster than other methods of building. It also most often produces a product of better quality. 3D printing is continually becoming a more readily accessible form of construction, and as such would be a great benefit for students to become more comfortable and proficient with.

Through this project students will use a variety of methods to organize and execute their ideas. By planning on paper, students will be able to quickly outline their rough thoughts and be able to format and communicate these thoughts with others. Through the use of technology students will be able to bring their vision to life and very accurately display their thoughts and ideas. Students will be learning by creating their own understanding of Mars through their research and then using their understanding to develop their tools as students need to connect previous knowledge of life on Earth to new ideas about surviving on Mars. This type of learning theory is called constructivism.

This project hits all levels of Bloom’s Taxonomy: Through research students must remember and understand when navigating through research. They must then apply the knowledge they have gained to their planning and construction of 3D objects. While using the collaborative approach to the project students must analyse and evaluate in order to ensure that the project is more cohesive as a unit. And students will create using their research and their imaginations to construct a thought-out answer to a proposed problem.Learning Outcomes

Potential Grade 4 Outcome Connections

Math:Number: outcomes 8, 9, 10, 11

Potential Grade 5 Outcomes Connections

Math:Shape and Space: outcomes 1, 2, 3, 4, 5, 6, 7, 8, 9 (may apply)

Shape and Space: outcomes 4, 5, 6

Science: Waste in our World: outcomes 3, 8, 11, 12 (may relate)Plant Growth and Change: outcome 1 (all outcomes relate in some way)

Language arts:general outcomes 3: manage ideas and informationgeneral outcome 4: enhance clarity and artistry of communication

Social studies:General outcome 4.1: basics of geography, climate, and geology (although not of Alberta it should still help their understanding of these concepts)

Science:Classroom Chemistry: outcomes 1, 8Weather Watch: outcomes 9, 14 (all outcomes relate in some way)

Language arts:general outcomes 3: manage ideas and informationgeneral outcome 4: enhance clarity and artistry of communication

Social studies:General Outcome 5.1: geography and resources(although not of Canada it should still help their understanding of these concepts)

Assessments:Formative:

● Project planning/daily observations: all the handouts given to the students will be used for the students to plan. This will allow us to keep track of their progress with the project as well as help guide them through the material. This will be used as assessment FOR learning so that we can give them feedback and monitor student progress.

● Peer feedback: a major part of collaboration revolves around peer feedback and the ability to communicate ideas in a manner that allows the students to make changes or continue in the direction they were originally headed. Peer Feedback will be assessment AS learning as the students will be working together for the growth of their knowledge and the growth of their peers knowledge.

Summative:● 3D printed objects of students’ designs. These will show how

accurately the design turned out as well as the thought and planning that went into different aspects of the design. This will be used as Assessment OF learning in the sense that we will be looking at the 3D objects and evaluating their overall relation to the students planning and their use of peer feedback to enhance their design. This will be assessed by a checklist and comments from us for each student.

● Final product will be a presentation of all culmination ideas from the project. This will display students understanding of how each aspect of survival on Mars can be accomplished, based on extensive research. This will hopefully be presented to the rest of the students peers so that the students have the ability to share their final work and the knowledge they gained with their peers. This will be Assessment OF learning as the presentations will be

marked on a checklist basis of the whole group rather than the individual.

All Assessment OF learning will be in the form of narrative feedback, which will be passed along to the students’ teacher. These narrative assessments could be included in report cards, at the discretion of the teacher.

***We know that there is most likely going to be changes to this plan as we go along as that is how teaching works, but we also know the more we have planned in advance the easier it will be to flow between days and activities. This is an overview of the 14 days in the classroom.***

Date Lesson Title Lesson Activities Resources/ materials

February 6th

9:05-10:05Project Introduction/Research

Get to know you activity (10 minutes):● Since this is our first meeting with the students it is important to establish

relationships.● To allow the students to get to know us, we will tell them our name, favorite subject,

hobby and anything else that seems important.● We will then ask the students to share their name, favourite subject and a

hobby/interest with us.

Project introduction (15 minutes):● Handout the student mission.● Discuss the student mission. Refer to project handouts below.

○ Read the mission.○ Explain the basic plan/layout for completing the mission.

Research (30 minutes):● Discussion:

○ Guiding question: What do humans require to survive?

Project introduction sheet with project guidelines.

Two column

■ Possible answers: food, water, shelter, oxygen, etc.○ Guiding question: What aspects of earth’s environment seem important to

human survival?■ Possible answers: soil conditions, temperature, amount of sunlight,

gravity etc. ● Now that you know what is important to our survival, what are the conditions of mars

like and how do they compare?Closure (5 minutes):

● How is the research going? Has anyone learned anything interesting about mars they want to share?

● We will pick up this research on Friday. So turn off your computers and get cleaned up so you can go back to class.

chart one for earth's characteristic and one for mars.

Books (found in UofL Curr Lab) and computers for research purposes.

February 8th

10:30-11:30Research Introduction (15 minutes):

● We are going to pick up where we left off on Wednesday and give you more time to research.

● Remember that the more research you have the better prepared you will be when you travel to Mars.

● We will inform students that all travel will be provided by NASA.Research (30 minutes):

● Continue researching using books (some books provided) and computers● Think outside the box when researching. The more you know now the easier the other

steps will be.Discussion (10 minutes):

● Does everyone feel that they have enough information on Mars and travelling to Mars?

● If no, have students continue to research and ask again at the end of the class● If yes, pair and share

○ With a partner share and compare your research○ What is the same among your research? What is different? Did you find

different answers to same questions? ○ Talk with that partner and decide which elements of survival are most

important. Number them 1 through ___ with 1 being the most important and

student table for last class

books (found in UofL Curr Lab) and computers

____ being the least important. ■ ____ depends on the number of survival elements the students have.

Closure (5 minutes):● Next class as a whole group we will go over your findings and determine what

aspects of survival are most important so you can begin designing your survival tool.● Make sure you have turned off your computer and cleaned up.● See you on Wednesday.

February 13th

9:05-10:05 Brainstorming/Planning

Brainstorm (25 minutes):● List on the board the students’ top 4-6 survival necessities.● Have students brainstorm possible ideas of a design/tool for each of the survival

necessities.○ Guiding question: How are you solving the problem of not having these

necessities on Mars?Responsibilities designation (5 minutes):

● Determine who is responsible for designing each tool ● Remind students that the government gave them this project as a group and that they

have a deadline so it is important that they divide up the tasks. ● Let students try to determine how they should be divided. If they are struggling

suggest:○ Writing down the survival necessity they want to design that is their number 1

choice. If no one else wrote it down then it is theirs. If others wrote it down and you can’t decide who gets to design it do rock paper scissors.

○ If students are upset they did not get there first choice remind them that they are a group and even though they are not designing it, they will get the chance to design something else and will be able to give their peers feedback on the designs

● Each student will have two responsibilities - one major( basic survival need) and one minor (if there is not enough time this will not affect their survival)

Rough draft (25 minutes):● You have the rest of this time to plan and design a rough draft of your object or tool. ● Think about what the tool should look like and how it will work.

○ Remember you are going to 3D print this object and then show it off as part of

whiteboard or large piece of paper

Planning paper for their designs

the diorama● You can draw a rough sketch with labels or write a paragraph explaining your design

ideas. Do what you like as long as you can explain it well enough that your peers will understand your ideas.

● During this time design your necessary tool and luxury tool. Ensure your necessary tool is well designed because you will not be able to survive without it.

Closure (5 minutes):● On Friday we are going to start by discussing your plans so far. Do not worry if they

are not done, we just want to see what you have and maybe give you some new ideas to think about. After we do that you will have the rest of Friday’s class to continue your plan and perfect your rough draft.

February 15th

10:30-11:30Planning Introduction to giving feedback (10 minutes):

● Like we told you on Wednesday, we are going to discuss our plans and get peer feedback.

● This is how we would like you to give feedback to your peers, okay?○ Step 1: Listen to your peer explain their ideas fully.○ Step 2: If you have a suggestion or feedback you should word it as “ I liked

__________ about your design…■ ... did you consider doing ____________?”■ … i wonder what would happen if_______________?

○ Step 3: the presenter will listen to your feedback and may respond with,■ I really liked the way I have it but thank you for the suggestion.■ Thanks you, I never thought of that, I will consider changing my

design.● Remind students that they don’t have to change there designs but they are a group and

for that reason it is good to take other people's suggestions into consideration.Peer feedback (20 minutes, 5 minutes per student):

● Students will share ideas and receive feedback 1 at a time.● We will help guide the discussion, but not give feedback.

Finish designing (25 minutes):● Before allowing students to continue, remind them that we have a break from school

and to make sure they clearly draw and label their ideas so they don’t forget their plan

students planning pages

when they come back.● Remind them again that this is just a rough draft to put their ideas into motion and

that they will most likely continue to adapt and make changes as they transfer there design into TinkerCAD.

Closure (5 minutes):● Ensure all of your materials are stored in your duotangs. We will collect these and

hold on to them until next time.● Next class we are going to talk about the size you will make your designs and how

your designs with fit together.

February 27th

9:05-10:05 Planning/ sizingIntroduction (10 minutes):

● As you know the government wants you to build a mini replica of what your colony on mars is going to look like.

● Now that you have the basic design of your tools it is going to be a good time for group discussions about sizing your models.

● Remember that you are a group so when you have finished and printed your models they should fit together to complete a group display.

● For example: it would not be good for the designers to build a toilet bigger than the bathroom stall. so you need to think about how your pieces of the colony are going to work with your teams pieces of the colony

Group discussions about sizing (45 minutes):● Students may want to draw a potential map of their colony to decide where

everything should go.● Then they will want to decide as a team what the biggest object should be and what

the smallest object should be and everything in between.● Once they have a general outline of the sizes they should start to talk using numbers

so that when they start implementing their designs into tinkerCAD next class they will be making their object the right size throughout rather than having to changes the sizes at the end.

Closure (5 minutes):● Determine where students are at with deciding on measurements.● if necessary will will use part of next class to finish discussion about the

measurements

planning papers

● have students clean up and get ready to return to class

March 1st

10:30-11:30Designing on tinkerCAD

Introduction to collaborative design (10 minutes):● Layout the design procedure that we will be following:

○ Students will each be asked to begin designing their project on TinkerCAD.■ Rules for designing on TinkerCAD will outlined:

● Avoid overhangs of more than 45 degrees.● The object should have a flat base, and everything sits on the

ground and not in the air.○ They will then come back as a group and show the other group members their

design so far.○ Group members take note of what other students are doing and see if they

can/should make adjustments to their own design to better help the pieces to work together (ie. if one student is in charge of water collection, maybe they would like to use the roof of the greenhouse to help catch water)

○ Students can also make constructive suggestions to their group mates as well.○ Students will then return to their individual designs and make adjustments

based on what they saw others doing.○ This process will be repeated several times.

Initial Designing (45 minutes):● Students will begin their initial designing on TinkerCAD based on the plans that they

made last class.● We will be assessing how much experience the students have with designing on

TinkerCAD. If more time is needed to go more in depth about the usage of TinkerCAD, we will spend more time familiarizing the students with TinkerCAD.

Closure (5 minutes):● When there is 5 minutes left students will be asked to save their design, pack up and

get ready to go back to class.

Laptops with TinkerCAD

March 6th

9:05-10:05Designing on tinkerCAD

Introduction (5 minutes):● Students will gather in the work space and open their designs that they started the

previous class.First Group Share (15 minutes):

● Students will come together as a group and present what they have so far.

Laptops with TinkerCAD

● Students will take the time to carefully explain the logic their design. They may feel free to illustrate any struggles they are having and ask for suggestions, if they wish.

● Students will give feedback and see if there is anything they liked in their classmates’ work that they would like to incorporate into their own.

Continuing Designing (35 minutes):● Students will continue to tweak and add to their design.● If a student finishes their design early, they may begin printing it.

○ They can then either help a group mate with their design or possibly design another survival tool for the project.

Closure (5 minutes):● When there is 5 minutes left students will be asked to save their design, pack up and

get ready to go back to class.March 8th

10:30-11:30 Designing on tinkerCAD

Introduction (5 minutes):● Students will gather in the work space and open their designs that they have been

working on.Second Group Share (15 minutes):

● Students will come back as a group and have another group share, following the same guidelines as the first one.

Continuing Designing (35 minutes):● Students will continue to tweak and add to their design.● If a student finishes their design early, they may begin printing it.

○ They can then either help a group mate with their design or possibly design another survival tool for the project.

Closure (5 minutes):● When there is 5 minutes left students will be asked to save their design, pack up and

get ready to go back to class.

Laptops with TinkerCAD

3D Printer

March 13th

9:05-10:05 Designing on tinkerCAD

Introduction (5 minutes):● Students will gather in the work space and open their designs that they have been

working on.Third Group Share (15 minutes):

● Students will come back as a group and have another group share, following the same guidelines as the first one.

Laptops with TinkerCAD

Continuing Designing (35 minutes):● Students will continue to tweak and add to their design.● If a student finishes their design early, they may begin printing it.

○ They can then either help a group mate with their design or possibly design another survival tool for the project.

Closure (5 minutes):● When there is 5 minutes left students will be asked to save their design, pack up and

get ready to go back to class.

3D Printer

March 15th 10:30-11:30

Designing/Printing

Introduction (5 minutes):● Students will gather in the work space and open their designs that they have been

working on.Fourth Group Share (15 minutes):

● Students will come back as a group and have another group share, following the same guidelines as the first one.

Continuing Designing (35 minutes):● Students will continue to tweak and add to their design.● If a student finishes their design early, they may begin printing it.

○ They can then either help a group mate with their design or possibly design another survival tool for the project.

Closure (5 minutes):● When there is 5 minutes left students will be asked to save their design, pack up and

get ready to go back to class.

Laptops with TinkerCAD

3D Printer

March 20th

9:05-10:05Designing/Printing

Introduction (5 minutes):● Students will gather in the work space and open their designs that they have been

working on.● This is the last day to finish their designs so they can be printed before next week's

class.Finishing Designs/Printing (50 minutes):

● Students will finish their designs on TinkerCAD and begin to print their designs. ● Once students have printed their design, they may assist those who are working on

more complex designs and are not finished.Conclusion ( 5 minutes)

● We are so excited to see all your hard work come together in the final piece of your

Laptops with TinkerCAD

3D Printer

project.● If you did not get a chance to complete your printing please ensure it is printed by the

next session on Friday.● Each student should have at least 1 object designed and printed, some students may

have both of their objects.March 22nd

10:30-11:30Putting the pieces together

Introduction (5 minutes):● Today is the day where you final can start to put your model together.● We have brought you red poster paper to be your surface of Mars.● Remember when you did your planning of your colony you had designed a map. This

may be helpful for putting your colony together.● Have fun!

Building the colony (25 minutes):● Students will work together to decide where they want the pieces to be placed.● Once they have there entire map organized they can either trace the base of the

objects so they know where to put them for their presentation or they can glue them to the poster paper.

● If 3D prints are not yet completed, they spend this time just marking out their presentation, and mapping out the poster paper with the expected size of the objects.

Drafting the presentation (25 minutes):● you each designed 1-2 objects. you are responsible for presenting on the objects you

designed. ● You will want to tell the government specific details about your models such as its

purpose, how it works, why it is located where it is and any other important details. ● One you know what you are going to say about your objects you will come together

as a group and decide the order that you are talking about your objects.● You have the rest of today and next wednesday's class to work on your presentation.

Closure (5 minutes):● make sure you clean up and put all your work safely away so you have it for next

class.● see you all on wednesday

Large red poster board

3D Models

presentation planning guide

March 27th

9:05-10:05Drafting presentation

Introduction (5 minutes):● Today you are to finish writing your presentation. when you are done it is a good idea

to practice your presentation and make sure it flows from one person to the next. Drafting the presentation (50 minutes):

● Students will have the remainder of the time to finish their write-up on their object and practice the presentation with the rest of their group.

● remind the students that they should be specific as the government may have questions for them.

Closure (5 minutes)● Good work today!● On friday you will get to practice a few time and then you will get to present your

final project to us.● It's time to pack up and head back to class.

presentation planning guide

March 29th

10:30-11:30Presenting and conclusion

Introduction (5 minutes):● Today is the day that the government is coming to watch your presentation. ● It appears that the government has yet to arrive so you have a bit of time to set up and

practice before you have to present.Practicing (25minutes):

● students will be given a bit of time to get organized and practice before the government shows up to watch their presentation.

Presenting (5-10 minutes):● Students will present their 3D models and colony to us (the government).● Once the students have finished presenting to the government, we will decide if their

proposal for survival on Mars was successful and whether they will be getting the the job as the first people to colonize mars.

Closure ( 15 minutes):● Once the students receive word that their proposal was successful (or not!), we will

celebrate.● We will thank the students for allowing us to be part of there adventure to Mars and

make any final concluding remarks.

3D models/red poster board

script/ props need for presentation

Resources Cited:

Barnes, P. (2018). How Can We Survive on Mars? Retrieved from https://www.edutopia.org/article/how-can-we-survive-mars

NASA Imagine Mars - Mars Survival Kit. (2012). Retrieved from https://mars.nasa.gov/participate/marsforeducators/soi/

Possible Extension Activity: Have you already printed out your model? Well this activity was made for you. While you wait for the rest of your team to finish their designs, we thought we would challenge you to measure your device and decide how big you want

the real version to be. Once you know the size for the real version calculate the area of the components. once you know the area calculate the cost for the materials used to build the life sized device.

Student Handouts Below

How Can We Survive on Mars?

Your Mission: As you know by now, the Earth’s resources are becoming depleted. The Government of Canada has calculated that we only have 1 year before the planet will be completely out of resources and covered with garbage. The government is seeking your help to set up a colony on Mars so they can begin moving people to a newer, safer home. They are giving you 14 days over the next 2 months to complete a proposal of how you plan to survive on Mars. The only problem is that Mars has no preexisting life that we know of and therefore likely no way to sustain humans.

You must research Mars and develop prototypes of the survival tools you will be taking with you. Your prototypes will be 3D printed and must be part of a diorama. The 3D printed objects should be no larger than 100mm and should be designed to fit with the objects that your fellow teammates are creating.

Good Luck the survival of the Earth rests in your hands!

Research Organizer

Life on Earth Life on Mars

Survival Tool Planning Guide

Object 11. What is my survival need? What tool is the best to help me satisfy my need?

2. Are there any devices on earth that could inspire my tool?

3. Drawing or write-up about my tool design. You may want to evaluate the advantages and disadvantages with your design.

Object 2

1. What is my survival need? What tool is the best to help me satisfy my need?

2. Are there any devices on earth that could inspire my tool?

3. Drawing or write-up about my tool design. You may want to evaluate the advantages and disadvantages with your design.

Presentation Planning Guide

For the presentation make sure that you include the name of your object, the purpose of the object, how your object works, where your object is located in the colony and what problem it solves for living on Mars.

object 1:

Purpose:

How it works:

Where it will be located:

What problem it solves on Mars:

object 2:

Purpose:

How it works:

Where it will be located:

What problem it solves on Mars:

Individual Assessment Checklist:

Name: _________________________________________

_____ Student constructed a well-organized plan prior to construction.

____ Student engaged with teammates in the collaborative process (peer feedback).

____ Student has 1 completed 3D object.

Comments:

Group Assessment for Presentation:

_____ Colony is well organized.

_____ Presentation is engaging.

_____ Students provided description of objects as well as their importance in the mission.

_____ Students collaborated and appear to be a team.

_____ Students seem well informed, and knowledgeable about their proposal.

Comments: