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Martian Soil Is There Anyone Out There? A science investigation pack for teachers of 9-12 year olds This resource was funded by the UK Space Agency and developed by ESERO-UK and CIEC Promoting Science. Partial funding for printing this resource came from the Department for Education (DfE). ESERO-UK The European Space Education Resources Office in the UK (ESERO-UK) is funded by the DfE and the European Space Agency. The aim of the office is to promote the use of space as a context to enrich the teaching and learning of Science, Technology, Engineering and Mathematics (STEM) subjects. ESERO-UK is part of the National STEM Centre and is located at the University of York. ESERO UK National STEM Centre University of York Heslington York, YO10 5DD t:+44 (0)1904 328377 E-Mail [email protected] Website: www.esero.org.uk CIEC Promoting Science CIEC promotes science teaching in primary and secondary schools in the context of industry in the 21st century. CIEC Promoting Science Department of Chemistry University of York Heslington York, YO10 5DD t:+44 (0)1904 322523 E-mail: [email protected] Website:www.ciec.org.uk ISBN: 978-1-85342-597-4 First published 2012 © The contents of this book have limited copyright clearance. They may be photocopied or duplicated for use in connection with teaching provided that an ackowlegement of the source is given. They may not be duplicated for lending, hire or sale. www.esero.org.uk www.ciec.org.uk Acknowledgements Many people were involved in developing the activities in this resource and subsequent trialling, and we would like to offer thanks to them: Jonathan Barton, CIEC Promoting Science Dr Allan Clements, Manager, ESERO-UK Joanne Rout, CIEC Promoting Science Tanya Shields, CIEC Promoting Science Michelle Smale, CIEC Promoting Science Dr Lewis Dartnell, University College, London Dr Nick Warner, Imperial College, London Kate Goddard, Imperial College, London Tom Lyons, Farnborough School Graham Shirville, Amsat-UK Heather MacRae, Venture Thinking Andrew Kuh, UK Space Agency Professor Sanjeev Gupta, Imperial College, London Sue Andrews, Author Allan Clements, Joy Parvin and Gayle Pook, Editors www.esero.org.uk www.ciec.org.uk Photographic acknowledgements We thank the following companies, organisations and individuals for giving us permission to use photographs. Curtis Akin, Yellowstone National Park Sue Andrews Dan Cowen, Upper Wright Valley Antarctica European Space Agency Valmai Firth Professor Chuck Fisher, Methane Worm Hanneke Luijtine, Mud flats Gayle Pook, Lava NASA U.S. Geological Survey Hawaiian Volcano Observatory Pool www.esero.org.uk www.ciec.org.uk Contents Introduction 1 Summary of activities 2 Curriculum coverage 3 Life 5 Activity 1 Martian soil 5 Activity 2 Looking for evidence of microorganisms 8 Life images 15 Landscape 17 Activity 3 Landscape discussion 17 Activity 4 Investigating craters 20 Activity 5 Investigating powdery surfaces 22 Activity 6 Investigating muddy surfaces 25 Activity 7 Volcanoes and lava 26 Activity 8 Investigating water channels 31 Landscape images 36 Landing 37 Activity 9 Identifying the best landing site for a Mars rover 37 Landing images 50 Appendices 1 Advance preparation 55 2 Discussion strategies - DIPS 57 3 Mars facts and missions 59 4 Glossary 61 5 Useful websites 63 www.esero.org.uk www.ciec.org.uk www.esero.org.uk www.ciec.org.uk Introduction This resource is based upon the quest to discover more about our solar system through space projects such as the European Space Agency’s Aurora programme, and NASA’s Curiosity mission seeking to gather evidence of life on the planet Mars. The children take on the role of space scientists or space engineers to discover more about Mars. Age range The activities in this resource are designed for children aged 9-12 years. Activities in the Life and Landscape themes are suitable for children in Years 5-6. Activities in the Landing theme are intended for children in Year 7 or to challenge Gifted and Talented primary children. Approximate duration The activities vary in duration from approximately 1 to 3 hours, depending on the circumstances in each school and class. Activities The activities are organised into three themes: Life, Landscape and Landing. They are designed to appeal to the imagination of children. See the table overleaf for a summary of the activities in each theme. Themes can be taught independently, and teachers can select the ideas in a particular section according to the interests of their pupils. The investigative activities and images in each theme provide a sequence that helps the children to explore features of the planet Mars in practical ways involving the use of key skills. They introduce the children to a range of challenges each requiring the use of enquiry skills, discussion and problem solving consistent with UK curricula requirements. It is intended that children develop their own ideas, and methods of recording and presenting their results and conclusions. To support this approach, hints and facts, and ideas for investigation and recording are provided, to be adapted by teachers to suit the needs of their children. Resource website The following websites can be used to download the images and .pdf of the written resource. www.stem.org.uk/rx7kt www.cciproject.org/topicBank/space.htm Glossary The glossary contains definitions of words that appear throughout the teachers’ notes as highlighted text. www.esero.org.uk www.ciec.org.uk 1 Summary of activities Life Children consider the criteria essential for life and discuss what form life might take. They go on to: • compare and test samples of ‘soil’ identifying properties that indicate characteristics of Martian ‘soil’. • test for the possible presence of microorganisms. • investigate conditions affecting their growth. Landscape The children study images from Mars to note significant features and make hypotheses about their formation. They carry out and evaluate practical tasks to mimic crater formation, lava flow, and the creation of channels and deltas. Landing Children consider data from the viewpoint of scientists or engineers to identify the best landing site for the rover. They estimate the age of landing sites, identify landscape features such as craters, rocks, deltas, canyons, elevations and interpret scales, data and images. The class debates to decide the most appropriate location. Image of Mars surface from a lander 2 www.esero.org.uk www.ciec.org.uk Curriculum coverage England At the time of publication, the National Curriculum and assessment processes were undergoing review. For updates and information related to the 2013 curriculum and assessment, please visit www.ciec.org.uk.or the DfE website www.education.gov.uk/schools/ teachingandlearning/curriculum/nationalcurriculum. Science: The Life and Landscape themes cover substantial areas of Scientific Enquiry (Sc1) and Materials and their properties (Sc3) as well as Forces from Physical Processes (Sc4) in the current National Curriculum for Science. Aspects of Life and Living Processes (Sc2) are included in the Life theme. The activities can also be used to support work in Earth and Beyond (Sc4) and levels 3-5 of each assessment focus for Assessing Pupils’ Progress. Maths and Geography: The Landscape and Landing themes cover Using and applying number (Ma2), Understanding measures (Ma3) and Using, applying and handling data (Ma4).There are opportunities to measure and record, use scales and produce and interpret graphs and other data. They also include geographical enquiry and skills and understanding of places, patterns and processes. The children identify, compare and contrast key geographical features. Literacy and ICT: There are ample opportunities for ‘speaking and listening’ due to the high levels of discussion promoted throughout the resource. The Landscape and Landing themes cover ICT via internet-based research and preparation of presentations respectively. The children develop ideas, exchange and share information and describe and talk about the effectiveness of their work. KS3: The Landing theme covers key processes in science of critical understanding of evidence and use of ICT to communicate, to work creatively and collaboratively. In Maths the theme offers opportunities to apply competence and creativity (Key concepts) and to represent, analyse, interpret and evaluate in number and measures (Key processes). In Geography the children consider physical characteristics of places using geographical enquiry and visual literacy. The theme offers a creative context in English for speaking and listening, particularly in formal debate and presentation. Scotland Science: The Life theme covers aspects of biodiversity, body systems and cells, properties and uses of substances, and planet Earth. The Landscape theme focuses on forces, materials and properties and uses of substances. Topical science is covered in the Landing theme. Maths: The themes interweave skills of using and manipulating number throughout the practical tasks. They allow the children to communicate and reason mathematically (Number, money and measurement). They analyse and interpret data and draw conclusions. (Information handling) Literacy: All themes encourage children to share, explain and clarify their ideas, (Listening and Talking), to find and use information (Reading) and to select and convey information. (Writing-Organising and using information and Creating texts) Geography: The Landscape theme allows children to investigate factors affecting formation and shaping of landscapes. (People, place and environment) ICT: All themes provide opportunities for using ICT to access information and to create and capture text and images to communicate in creative ways. (ICT to enhance learning) www.esero.org.uk www.ciec.org.uk 3 Curriculum coverage Third Level: The Landing theme allows pupils to use mathematical skills in applying number and measures, interpret maps and apply scale and to analyse a variety of data. In science they consider the possibility of life elsewhere in the universe (Planet Earth-Space). They can investigate the physical features of a natural environment and interpret images and geographical information. (Social studies).
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