How can human life be
sustained on Mars?
Heather Brown1, Tad Duffy2, Tom Grace3, Loren Hennick3, Larry Smith3, Danika Le Duc4
1. Hillview Middle School 2. Clayton Valley High School 3. Arroyo High School 4. California State Univeristy, East Bay
Essential Question/Problem
Earth is quickly becoming uninhabitable. Our
planet is suffering from multiple problems:
overpopulation, mass starvation, wars,
food/water and energy shortages, pollution,
catastrophic weather, and economic distress. As
a result, a small human colony will be
established on Mars to determine large scale
feasibility.
The four major
needs for human
settlement are
food, shelter,
materials and
energy.
Scientific Investigation
The specific societal needs that must be
addressed for long term Mars colonization and to
answer the generative question are:
• How will enough water be found and food
grown to sustain the population?
• What type of shelters and space suits will be
needed to protect the inhabitants from adverse
atmospheric conditions?
• What materials are available for construction?
• What energy resources are abundant enough
to be exploited for human needs?
This image shows clouds
and the Northern polar cap
on Mars. The Martian ice
caps contain both water ice
and frozen CO2 and expand
and contract with the
Martian seasons. Source:
NASA Mars Global Surveyor
Learning Objectives (CA Sci. Standards)
Grades 10 - 12: Chemistry 1: a, b, c, d;
2:a, d, e; 3: a, d, e; and 11: a, b, c, d
1. Students will be able to organize the
elements in increasing atomic number and
explain how periodicity of the physical and
chemical properties of the elements relates
to atomic structure.
2. Students will combine atoms to form
molecules by sharing electrons to form
covalent or metallic bonds or by exchanging
electrons to form ionic bonds.
3. Students will describe chemical reactions by
writing balanced equations and calculate the
masses of reactants and products.
11. Students will compare and contrast the
differences nuclear fusion and fission.
Students will be able to classify alpha, beta,
and gamma radiation based on the different
amounts and kinds of damage in matter and
the different penetrations.
Investigation & Experimentation
Standards: a, f, and g
Students will develop their own questions and
perform investigations.
The Phoenix lander
scraped the Martian
surface and uncovered
water ice just below
the soil. Source:
NASA Phoenix Mission
Living in an extreme
UV radiation
environment, such as
Mars, will require
protection unlike
anything on Earth. We
will need to shield
both individuals and
structures.
A metal-making process
known to the ancient Romans
could be pressed into service
to bring Mars into the Iron
Age and start opening the
solar system to human
habitation.
"If you look at the soil
composition of Mars, the one
thing that really strikes you is
that it's 5 to 14 percent iron
oxide," said Dr. Peter Curreri,
a materials scientist at
NASA's Marshall Space
Flight Center. "It's almost
ore-grade material."
Key Lessons and Activities
•Engagement
We will use NASA imagery to engage students to
research the best locations on Mars for
settlement, water/food, materials and energy
resources. Students will research the
colonization infrastructural challenges of differing
gravitation, atmosphere, chemical composition
and radiation conditions compared to earth.
•Exploration
Student teams will research and collaborate in
class, the library and outside of class on their
group paper and PowerPoint presentation using
NASA and other resources. Within each group,
students will select which subtopic to research
and present.
Research-Based Instructional Strategies
• Explicit Direct Instruction (EDI)
• Project-Based Learning
• Cooperative Learning
• Think-Pair-Share
• Anticipatory Reading
• Graphic Organizer
• Lab work & written
reports using vocabulary
front loading
(Inquiry/Investigation/Experimentation)
• Daily Formative Assessment
Capstone Project/Investigation and
Assessments
Students will create a group research paper and a
PowerPoint presentation based on classroom
activities and their individual and team research.
•Explanation
PowerPoint presentations will be individually
We will present a variety of ways students can
evaluated by peers and teacher. In addition CSUEB
access the curriculum and practice process skills. faculty may observe and act as an authentic
• Project-Based & Inquiry Model: Building the
audience participant.
Periodic Table activity
• Inquiry Model: Water filtration experiment
Implementation Plan and Next Steps
• Radiation challenge NASA video provide note Starting in Fall 2010:
taking template
• Finalize scoring guides, time lines, manipulatives,
• “Bringing Mars into the Iron Age” article use and assessment tools
Directed Reading and Thinking Activity (DRTA) • Discuss possible cross curricular activity with
• “Classification of Chemical Substances” lab
English Department.
front loaded vocabulary
• Gather student feedback bimonthly.
• Teachers collaborate monthly.
•Elaboration
We will challenge students within each subgroup Resources
The following are available at www.nasa.gov:
to assemble and determine which site best fits
one of the four needs for human settlement on
1.NASA mission websites for past, current and future Mars
Mars based on NASA resources.
•Evaluation
Each subgroup will present their rationale in
front of class for a specific site best suited for
their resource development using notes
templates. The class will vote on the best overall
location for the colony’s
development.
Curreri thought that the Solar Clipper
could be pressed into double duty
once it arrives at Mars. The
Clipper's solar
Cells would provide
more than enough
power to run the
Mars outpost. The
trick is getting the
electricity to the ground.
missions (Phoenix, Mars Rovers, etc.)
2. Space Faring: The Radiation Challenge Module 2:
Radiation Damage in Living Organisms (video)
3. “Bringing Mars into the Iron Age” (article)
4. “Genesis Search for Origins” (video)
5. What is Your Cosmic Connection to the Elements? (PDF)
6. “Getting Dirty on Mars” (activity guide)
7. Environmental Control and Life Support Systems Water
Filtration Challenge (educator guide)
Areas of Focus for Instructional Growth
Will work to revise laboratories and activities to
make them more inquiry based, student centered,
and accessible to struggling readers and English
Language Learners.