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Build a Community on Mars!

In this lesson offered by the Mars Explorer Program (MEP), students will explore the question ‘Can Mars Support Human Life?’ by creating a 3D city on Mars using TinkerCAD – a child-friendly 3D modelling software. Along the way, students will develop a variety of reading, media literacy and computing skills, and develop their scientific knowledge about Mars’ atmosphere, landscape and resources. 

Created by Haydn Hanna

Big Question:

Can Mars support human life?

Subjects:

Language (Reading, Media Literacy)
Science and Technology

Grade Level:

Junior (Grades 4-6)


Learning Outcomes

Students will create an annotated, 3d model of a Mars settlement produced using Tinkercad, a free, child-friendly 3d modelling software.

Curriculum Objectives

Cross-Curricular and Integrated Learning

The Ontario Curriculum for Grades 1-8 states that “…in cross-curricular learning, students are provided with opportunities to learn and use related content and/or skills in two or more subjects” and “Integrated learning provides students with opportunities to work towards meeting expectations from two or more subjects within a single unit, lesson, or activity.” In this unit, students will work towards meeting expectations from both the Language and Science & Technology Curriculums, as well as develop their STEM education. 

Language

Reading

  • Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (L3, L5, L7, L9).
  • Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning (L3, L5, L7, L9).

Media Literacy

  • Demonstrate an understanding of a variety of media texts (L3, L5).
Science and Technology

Below are the general curriculum expectations outlined in the Grades 1-8 Science Curriculum that will be met during this unit:

  • Relate science and technology to society and the environment (Intro, Outro). 
  • Develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving (L1, L3, L5, L7, L9).
STEM Education

According to the Ontario Curriculum, “K–12 STEM education is the study of science, technology, engineering, and mathematics, including cross-curricular and/or integrative study, and the application of those subjects in real-world contexts” and, “…among the transferable skills developed through STEM education are computational thinking, coding, design thinking, innovating, use of the scientific method, scientific inquiry skills, and engineering design skills. These skills are in high demand in today’s globally connected world, with its unprecedented advancements in technology.” The quest to build a city on Mars and make humanity interplanetary is a very compelling ‘real-world’ context, calling on all of humanity’s collective “computational thinking, coding, design thinking, innovating, use of the scientific method, scientific inquiry skills, and engineering design skills.”

Transferable Skills

The Ontario Curriculum states “Transferable skills are the skills and attributes that students need in order to thrive in the modern world.” Each transferable skill is accompanied with student descriptors. Here are the student descriptors for each transferable skill students can expect to gain during this unit.

Global Citizenship and Sustainability

  • Students make responsible decisions and take actions that support quality of life for all, now and in the future.

Digital Literacy

  • Students demonstrate a willingness and confidence to explore and use new or unfamiliar digital tools and emerging technologies (e.g., open source software, wikis, robotics, augmented reality).
  • Students understand how different technologies are connected and recognize their benefits and limitations.

Lesson Sequence

This learning module begins with a 15 minute introduction to the unit that offers a challenge to students. Can they find the answer to the question “Can Mars Support Human Life?” Students will then be introduced to the purpose of 3D modelling, and given a chance to explore the TinkerCAD platform. 

Students will engage their curiosity, and research the questions they have about Mars.

Students will use the knowledge they gained from the previous lesson to accurately model the terrain on Mars

Students will develop their media literacy by analyzing the design of two websites of space companies developing habitats for Mars. Students will use the knowledge of habitats from the previous lesson to add a Martian habitat to their 3D model.

Students will read a biography of Kimbal Musk, an entrepreneur developing urban farming techniques (that are transferable to Mars). Students will use the knowledge found in the biography to help inform the design of their Martian farm. 

Students will learn about nuclear power, geothermal, solar and wind as ways to generate energy on Mars by reading a discussion text. They will then use this knowledge to model any combination of power sources. To conclude this learning module, students will have an opportunity to share their cities with their peers and reflect on the original question, “Can Mars support human life?


Additional Teacher Resources


Mars

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