Middle school students are often intrigued by the excitement of exploration and the adventures of explorers, as their enthusiasm for Indiana Jones attests. Space exploration should be no exception. With new images now available from the Mars explorer, Phoenix, teachers can capitalize on student interest in exploration to meet some of the Earth and Space Science content standards of the National Science Education Standards. Comparing the features of Mars to Earth, for example, reinforces concepts of planetary motion and the related concepts of gravity, day, year, and seasons. The effect of the atmosphere as related to the sun’s energy and weather can also be contrasted. And, as the lesson described below indicates, content standards within the History and Nature of science, Science and Technology, and Science as Inquiry are also met.

Probes–unpiloted devices sent to explore space–have been landing on Mars since 1971. (At the probes link, scroll about one third of the way down the page to find the heading “Probes to Mars.”) But the latest probe to land is collecting observations never before collected. The Phoenix mission to Mars has an interesting history documented at this site hosted by the University of Arizona. The site contains access to the multitude of fascinating images being captured by Phoenix as well as articles documenting the mission. It might surprise students that this is not solely a NASA project but a collaborative of NASA, the Jet Propulsion Laboratory, Lockheed Martin and University of Arizona, underscoring the nature of science as a human endeavor building knowledge from multiple sources.

How to Turn This News Event into an Inquiry-Based, Standards-Related Science Lesson

Ask, “Why do explorers do what they do?” Ask students who some of the famous, historic explorers were. Are there any modern day explorers, or is the age of exploration over? Do they mention any space explorers? Ask if anyone knows who John Glenn or Neil Armstrong is. Do explorers always have to be human? Have they heard about Jason, the deep sea robotic explorer? Space exploration is also accomplished often by remote vehicles. Who knows the names of some of those (Galileo, Mariner, Magellan, Pioneer)? As a pre-assessment, consider giving students a few minutes to draw their conception of what a space probe might look like. They should label as many parts as they can and be prepared to orally describe what the parts are and what they are capable of doing. Allow time for student sharing their ideas. During this time, no one is to make judgments about how realistic or accurate their conceptions are. Students can make their own judgments after the lesson and revise their drawing appropriately.

Show them an image of Phoenix or this short, trailer animation by copying and pasting the following URL in your Internet browser: http://phoenix.lpl.arizona.edu/video/edl_teaser_low.mov. For a more detailed simulation of the Phoenix landing shown in real time use this URL: http://phoenix.lpl.arizona.edu/video/edl_hud_english_low.mov. Both are available in either low or high bandwidth. Do students notice any parts equivalent to the parts on their own drawing? Are there parts they omitted?

Ask what motivates scientists to explore Mars. What do they hope to find or think they might find? As a means of reinforcing some methods of science, ask “What would it mean, what can be inferred if such things are found? What types of observations can Phoenix collect?” Note that it is capable of testing the soil for elemental content, in addition to being able to send photographic images. In small groups or as a class, have students generate questions that Phoenix might be able to help answer. Students can also make predictions regarding the kinds of information Phoenix might reveal or the kinds of probes to be designed in the future, their destinations, and their missions. As an extension, students might be directed to peruse the Worldbook article or specific parts thereof.

As a means of reinforcing the nature of science, ask “Can scientists be certain that the inferences they make and the conclusions they draw from the data collected by Phoenix are ‘true’?” Explain. Lead students to understand the concept of certainty and the reliance upon ample empirical evidence from a variety of sources that enable logical inferences and conclusions that are fairly certain. In the absence of ample empirical evidence or variety in data sources, scientists will normally qualify their inferences and conclusions reminding us that the evidence is yet incomplete and thus our current understandings may change when more evidence accumulates.

Here are additional resources from the National Science Digital Library Middle School Portal related to space exploration and Mars: Phoenix Mission to Mars: Final Seven Minutes of Terror; Mission to Mars; and Would Life on Mars be on or Below the Surface?

We Need Your Help

We want and need your ideas, suggestions, and observations. What would you like to know more about? What questions have your students asked? Do you have a favorite activity that you would like to share? We invite you to share with us and other readers by posting your comments. Please check back each week for our newest post or download the RSS feed for this blog. You can also request email notification when new content is posted (see right navigation bar).

Let us know what you think and tell us how we can serve you better. We want your feedback on all of the NSDL Middle School Portal science publications. Email us at msp@msteacher.org.