Marsville
The Cosmic Village
Marsville: The Cosmic Village
Teachers Resource Guide
Table of Contents:
Page #s
What is Marsville?
1-2
Marsville Terms Glossary
3-4
Marsville in the Classroom:
15
Unit 1: Teamwork
Mission Patches
Mission Uniform
16-18
Unit 2: ABC Mars Fact Sheet
19-27
Unit 3: System Overview and Design
Mars Survival Kit
28-41
Unit 4: System Presentation
42
Unit 5: Habitat Construction
Build a Mini Habitat
43-44
Unit 6: Nutrition in Space
Plan your lunch
45-51
Unit 7: Communication
52-53
Unit 8: Link-Up Day
54-59
What is Marsville?
Marsville is an experiential project that asks youth to create a new human world, a
settlement on Mars. This scientific and mathematical based simulation experience
stresses communication and problem solving skills. This six week project involves
youth working in groups of 5 to 7 called “Teams.” in their classroom or meeting
location and then combining with two other teams of youth to work as a “Habitat
Crew” for preparing to bring the parts of their habitat and to participate in a link-up
day experience as they build and live in their habitats, creating a full scale Mars city.
In their Team, students will:
 build a teamwork relationship as they design their team Mission Patch and
plan their team uniform.
 learn exciting facts about Mars.
 create an imaginative life support system based on their Mars ABC facts
and their knowledge of how those systems work here on earth and must
be adapted to operating in the Mars environment.
 plan a well-balanced meal for their team members using the Food Guide
Pyramid and specific weight requirements for the meal, and packaged to
create minimum waste.
 use technology to learn and communicate with others.
 effectively communicate with the other two teams in their Habitat on
resources each will develop and transport to construct their Habitat living
quarters at the link-up site.
 utilize community resources to help understand concepts.
 make their own decisions and create answers to problems.
On Marsville Link-up Day--student teams will:
 get acquainted with other students participating at the Marsville Link-Up
site.
 be evaluated on their lunch through checking and weighing in their
lunches.
 be evaluated on their team-work efforts, communication process with the
other two teams in their habitat crew, and their life support system design
and construction.
 join together with the other two teams in their habitat to create habitat
crews who will:
o construct habitats with resources prepared and transported by each
of the teams.
o link their habitats to form the "Cosmic Village' and walk through the
self-contained village from one habitat to the next.
o share their Life Support system presentation during rounds of
Celestial Questial.
o Work together to provide a solution to the Marsville Emergency
Transport Vehicle Challenge.
Why is Marsville such an important program for your
students?
1.
2.
3.
4.
5.
6.
7.
8.
9.
It nurtures the problem solving process with students.
It takes knowledge and applies it to practical solutions.
It promotes teamwork in the classroom.
Looking at systems and how they work often awakens a whole new
leadership group of students in designing and constructing the life support
systems.
The magic of link-up day where students construct their habitats is truly
amazing as all of the students get involved in constructing, problem solving,
sometimes even reconstructing as it moves the students to success in their
habitat constructed and inflated.
Mars exploration is in the news on a regular basis so lots of new discoveries
keep our instruction dynamic and exciting for the students.
More and more careers as well as life in our high-tech society require a
comfort level of dealing with science and using it to make decisions. Marsville
provides a wonderful opportunity to help students take what they know in their
learning about Mars and apply it to designing systems and making decisions.
There is sound reason for choosing Mars as the focus of this project. With
their common planetary heritage, Mars and Earth share more similarities than
the Moon and Earth. So the process of translating solutions with the many
similarities is more easily accomplished by the students.
By the time these students begin their careers, sending a human mission to
Mars will certainly be on the cutting edge of space exploration. Awakening this
passion for space exploration may set them ahead of others in their career
explorations.
Marsville Terms Glossary
 Team
o your classroom will have several teams which is a group of 4 to 7
students who work together creating a mission patch , uniform, lunch,
life support system and presentation on that system.
 System
o One of eight Life Support systems assigned to a team for basic living
during our mission stay on Mars. They design and construct a small
scale model of this support system from collected recyclables.
o Water Supply, Temperature Control, Recreation, Communication, Food
Production and Delivery, Transportation, Air Supply, Waste
Management.
 Habitat Crew
o Three teams are assigned to each habitat making up a habitat crew. In
their habitat Crew, teams will communicate with one another to get
acquainted and to decide what parts of their Habitat each of the teams
will be preparing and transporting to link-up day.
o As a habitat crew, the three teams will work together to construct their
habitat and connect their habitat to adjoining habitats creating a
connected village of habitats that the students will spend much of their
time in during link-up day.
 Habitat
o A 10 ft. wide X 10 ft. long X 8 ft high room constructed of plastic and
duct tape.
o Habitats are connected to each other by connecting tunnels creating a
network of connected habitats.
o Teams communicate in their habitat crew as to who will be bringing the
walls, floor, ceiling, connecting tunnel, door flap, fans and power strip
on link-up day.
 Marsville Lunch
o Teams must plan, prepare and package their lunch for link up day. The
lunch must meet the following criteria:
 include representative food items from all five food groups.
 A minimum of 10 ounces (283.5g) of liquid per team member
 A maximum weight for the lunch of 22 ounces (623.6g) per team
member
 When done eating the meal, the packaging and waste left over
from the meal must not exceed 2 ounces (56.6g) per team
member.
 Marsville System Presentation
o Each team will prepare a 3 minute presentation around their life support
system. The presentation will consist of:
 Introduction of the team members presenting
 Share a riddle about their system and see if anyone can guess
what system it is.
 3 Mars ABCs Facts that were used in planning and constructing
their system.
 How their system is designed to work using the scale model
constructed as their visual.
 Celestial Questial
o Celestial Questial is a time set aside on link-up day for teams to share
their Marsville System Presentations.
o There will be two times for Celestial Questial system presentations on
link-up day with each time providing three times for a team to present
their system to a group of visiting team members from other habitats.
During each of the Celestial Questial times, half a team will stay in their
home habitat and give their three presentations about their system as
described in the Marsville System Presentations and half of the team
will go to other habitats to hear about heir systems. Each team will need
to decide which students will present during the first Celestial Questial
and who will present during the second.
o In each habitat, each team will share their 3 minute presentation and
then those in the habitat not presenting will go on a quest to the next
habitat to hear their presentations.
 Team Uniform
o Each team will go through a decision-making process to come up with
their team uniform consisting of similar pants, same color or school logo
shirts, matching socks and any other school approved accessories—
hats, bandanas around head or arm, sunglasses, etc. The goal is for
them to all match in some way so that they look like a team together.
o We discourage teams from purchasing any items for their uniform, as
this might place some students at a disadvantage, but for them to share
or borrow what is needed if they do not already have it in their closet.
 Marsville Communication
o During a set period of time, usually beginning a couple weeks before
link-up day and ending a day or two before link-up day, teams will begin
communicating with their habitat crew using various written
communication technologies.
o The purpose of this communication is to get to know each other and
make decisions on what parts of the habitat each team will prepare and
bring for link-up day.
Challenger Center
For Space Science Education
In its report In the National Interest: The Federal Government in the Reform of K-12
Math and Science Education, the Carnegie Commission on Science, Technology
and Government argues that an informed, broadly participatory and productive
collaboration among community and state leaders, federal agencies, private
institutions, and the technical community is an essential component for math and
science education reform. Challenger Center for Space Science Education shares
this belief. In its mission to inspire and prepare students for the technological
demands of the future, Challenger Center works with a variety of government,
private, philanthropic and educational organizations, leveraging the unique talents,
expertise and resources that each can provide. Apple Computer Inc. says of
Challenger Center, “It celebrates what is possible when business, educators and
community groups work together for positive change. Challenger Center is a living
model for education.”
BACKGROUND
Founded by the families of the seven Challenger shuttle astronauts, Challenger
Center continues the Challenger crew’s educational mission to teach, to explore,
and to inspire. Its Board of Directors includes, in addition to the founding family
members, a diverse team of recognized leaders in education, aerospace, business,
science and government. Challenger Center staff possess solid experience in
education, technology and management, a clear dedication to the spirit that defines
Challenger Center. And at the heart of Challenger Center’s education outreach
efforts are Challenger Center’s International Faculty---a group of master teachers
which includes many of the state and agency finalists in NASA’s Teacher-in-Space
Project. As volunteer spokespersons, teacher trainers, on-site coordinators, and
regional resources, these highly skilled educators bring the Challenger Center
mission to students and teachers in every state across the country. The Challenger
Center board, staff and International Faculty are aided in their mission by a variety
of existing organizations, such as NASA. In a Memorandum of Understanding,
NASA has agreed to provide expertise, materials and personnel to help accomplish
the educational goals that both organizations share.
MISSION
The primary target audience for Challenger Center educational programs is middleschool students: students who are still impressionable and eager to learn and who
have not yet made final decisions about their abilities and career options. The intent
of Challenger Center programs is to capture participants’ interest in science and
technology and to encourage further study in these fields, both in school and on an
individual basis. Many studies reveal that it is in the elementary years that students
decided they can’t understand---and then aren’t interested in---science and
mathematics. Challenger Center educational programs are designed to increase
students’ enthusiasm for science and mathematics before they turn away from these
subjects forever.
CONCLUSION
Educational institutions, the federal government, corporations, foundation and
thousands of individual contributors all participated significantly in Challenger
Center’s creation, and they continue to support its mission today. The Challenger
Center mission is an ambitious one, yet the dream of reaching millions of students
and teachers first envisioned by its founding families is rapidly becoming reality.
With continued assistance and partnership from every sector, Challenger Center will
continue to develop exciting teaching and lemming experiences for students into the
21st century and beyond.
Marsville Teacher Planning
Preparation
Teamwork
Mission Patches and Mission Uniform
Mars ABCs and System Overview
System Design
System Riddle
Nutrition in Space/Plan Lunch
Practice Habitat Construction
Communicate with other teams in Crew
Get Acquainted with other Teams in Crew
Plan Who will bring Parts of Habitat
Share Uniform Info
Share System Info
Practice Sharing System and Riddle
Pack Lunch
**Assign Team/Habitats and Systems
Air Supply
Food Prod. & Delivery
Temperature Control
Waste Management
Communications
Recreation
Transportation
Water Supply
Link-UP Day
Team Packing List
System
Parts of Habitat (& fan)
Lunch
Partially Completed Mission Log
Wear Uniforms and Attach Mission Patches
Power Strip
Schedule
Teams Sign-In, Weigh Lunches and transport supplies and systems to their
Assigned Habitat Construction Site
Teams participate in Get-Acquainted Mixer
Launch Ceremony and Landing on Mars
Construction of Habitats/Weighing of Late Lunches/Judging of Teams--System, Teamwork, Communications
Habitat Link-Ups
First Half of Celestial Questial
Lunch
Second Half of Celestial Questial
What If? Challenge
Walk-through
Re-Entry and Recognition
Clean-Up and Depart
Example of Marsville
Habitat Assignments
Habitat
Habitat
Habitat
A
A
A
Teacher: Green
School: Essex
Team #: 5
System: Water Supply
Email:
clarkgreen@hotmail.com
Teacher: Bonjour
School: Clarinda
Team #: 7
System: Air Supply
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 3
System: Temp Control
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
B
B
B
Teacher: Bonjour
School: Clarinda
Team #: 13
System: Recreation
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Roberts
School: Clarinda Luth.
Team #:1
System: Transportation
Email:
jrobberts@cls.k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 4
System: Food Product.
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
C
C
C
Teacher: Stroburg
School: South Page
Team #: 4
System: Waste Manage.
Email: jstro@s-page.
k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 15
System: Water Supply
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 8
System: Communicat.
Email:gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
D
D
D
Teacher: Bonjour
School: Clarinda
Team #: 11
System: Temp. Control
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Roberts
School: Clarinda Luth.
Team #:2
System: Communicat.
Email:
jrobberts@cls. k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 2
System: Recreation
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
E
E
E
Teacher: Stroburg
School: South Page
Team #: 6
System: Temp. Control
Email: jstro@s-page.
k12.ia.us
Teacher: Green
School: Essex
Team #: 1
System: Air Supply
Email:
clarkgreen@hotmail.com
Teacher: Bonjour
School: Clarinda
Team #: 1
System: Communicat.
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
F
F
F
Teacher: Bonjour
School: Clarinda
Team #: 14
System: Air Supply
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Stroburg
School: South Page
Team #: 6
System: Water Supply
Email: jstro@s-page.
k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 12
System: Recreation
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
G
G
G
Teacher: Bonjour
School: Clarinda
Team #: 10
System: Waste Manage.
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Stroburg
School: South Page
Team #: 3
System: Food Product.
Email: jstro@s-page.
k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 6
System: Air Supply
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
H
H
H
Teacher: Green
School: Essex
Team #: 6
System: Food Production
Email:
clarkgreen@hotmail.com
Teacher: Bonjour
School: Clarinda
Team #: 17
System: Waste Manage.
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 9
System: Water Supply
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
I
I
I
Teacher: Green
School: Essex
Team #: 4
System: Transportation
Email:
clarkgreen@hotmail.com
Teacher: Stroburg
School: South Page
Team #: 5
System: Air Supply
Email: jstro@s-page.
k12.ia.us
Teacher: Bonjour
School: Clarinda
Team #: 18
System: Communication
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
J
J
J
Teacher: Stroburg
School: South Page
Team #: 2
System: Communicat.
Email: jstro@s-page.
k12.ia.us
Teacher: Green
School: Essex
Team #: 2
System: Recreation
Email:
clarkgreen@hotmail.com
Teacher: Bonjour
School: Clarinda
Team #: 16
System: Food Product.
Email: gbonjour@
clarinda.k12.ia.us
Habitat
Habitat
Habitat
K
K
K
Teacher: Bonjour
School: Clarinda
Team #: 5
System: Water Supply
Email: gbonjour@
clarinda.k12.ia.us
Teacher: Green
School: Essex
Team #: 3
System: Temp.Control
Email:
clarkgreen@hotmail.com
Teacher:
School
Team #:
System:
Email:
Marsville in the Classroom:
Unit 1: Teamwork
Mission Patches
Mission Uniform
Unit 2: ABC Mars Fact Sheet
Unit 3: System Overview and Design
Mars Survival Kit
Unit 4: System Presentation
Unit 5: Habitat Construction
Build a Mini Habitat
Unit 6: Nutrition in Space
Plan your lunch
Unit 7: Communication
Unit 8: Link-Up Day
Unit 1: Teamwork
Mission Patches
Mission Uniform
Team Roles and Team Formation:
 Team
o your classroom will have several teams which is a group of 4 to 7
students who work together creating a mission patch , uniform, lunch,
life support system and presentation on that system.
The importance of working as a team:
o none of us is as smart as all of us working together
o jobs can be subdivided into manageable parts
o everyone has a specific responsibility
o real work situations, including space exploration require teamwork
o Space shuttle crews work as members of a team; commander, pilot,
mission specialists, payload specialists, mission controllers and support
staff
o Many of today’s businesses and careers seek out workers who are
good team members and communicators
Crew Patch Activity
(30-40 minutes)
Purpose: Student teams design a patch to visually communicate their group’s
background and mission.
Materials: Each group will need large drawing paper, crayons and markers, and a
copy of Mission Patches.
Objectives:
Focus participants on mission objectives
Communicate using visual elements
Recognize unique background and contributions of each team member
Activity:
Hand out Mission Patches handout
a. Ask, “What is a logo?” (a symbol or trademark, usually for a company or
publication)
b. What logos are you familiar with that people instantly recognize when you see
them? (Nike swoosh, Pepsi, 4-H clover, Golden Arches for McDonalds)
c. What are some of the things that these Space Mission patches have in common?
(crew names, countries they represent by flag, flight name, a graphic about
what their mission objective was)
d. What are some ways that they are different? (colors, shape, special graphics for
their specific job while in space, the apple on the STS-51L space shuttle mission
that was to carry the 1st teacher Christa McAuliffe in space—top left)
e. You will now have a chance to design your own team mission patch. What
important things will you want to include on your patch? (members’ names,
system, team name, color, creative design)
f. You will now have the opportunity to come up with a team name and to begin the
design of the mission patch. There are several ways that might go through the
process of designing your mission patch. You might each create a design and
then vote on which parts of each design you like and make a mission patch that
takes the best of each design. You might have someone in your group that likes
to draw and is good at it, so you might talk about what you want included in the
design and have them work on it. You can each design a part of the design and
then put it all together.
g. You can use glitter, foil and any other decorative additions to make your mission
patch stand out and be remembered.
h. When you have decided on your mission patch design, you will need to transfer it
to poster board and then make enough copies for each member of your team to
have a copy and a large version of the logo to hand up in your habitat.
i. Have each team share their Mission Patch Design when completed.
Marsville Uniform Overview
 Team Uniform
o Each team will go through a decision-making process to come up with
their team uniform consisting of similar pants, same color or school logo
shirts, matching socks and any other school approved accessories—
hats, bandanas around head or arm, sunglasses, etc. The goal is for
them to match so that they look like a team together.
o We discourage teams from purchasing any items for their uniform, as
this might place some students at a disadvantage, but for them to share
or borrow what is needed if they do not already have it in their closet.
o Have each group report back to the classroom the elements of their
Team Uniform.
Marsville Uniform Overview
 Each team is to design in advance and wear their team uniform to the
Marsville Link-Up Day. Uniforms are:
● to consist minimally of shirt (regular, T, or sweat), pants and
sneakers (long or short sleeves/pants, as desired)
● to include any other details the team may wish to design, time
permitting, such as headgear or mission patches
● to be of the same color or colors for all team members.
 It is not expected that teams will necessarily buy any portion of their
uniform.
 If time permits, teams may wish to coordinate their efforts with those of the
other teams in their Habitat Crew.
 Each team will develop criteria to the uniform, e.g., cost, ease of
construction, availability of materials.
 The team will then apply their criteria to the uniform ideas and select those
ideas which best meet the criteria.
 All team members will bring in their uniforms prior to Marsville Link-Up Day
to make sure that the team has the “desired look.”
 Successful completion of the uniform requires at least team-coordinated
pants and shirt (2 points).
 Team members should assume the following roles for this activity:
brainstorm leader, idea recorder, idea generators, uniforms coordinator (to
ensure that each team member brings in/makes an acceptable uniform).
Unit 2: ABC Mars Fact Sheet
Supplies needed: 1 set of ABC Mars Facts cut into individual fact strips and placed
in an envelope for each team in the classroom.
Mars Facts Activity:
Students are instructed to read through all of the ABC Mars Facts and use the ABC
Mars Facts Worksheet to answer the following questions.
1. What facts about Mars are similar to Earth?
2. Oh all the facts about Mars what three facts are the most important that will
affect our living on Mars?
3. What Mars fact would you like to learn more about how it affects living on
Mars?
4. What would we need to grow plants in the soil on Mars?
5. How old would your Principal be on Mars?
(Hint: Multiply their age X 365 days and divide by 687 days)
Marsville Mind Challenge Activity Stations:
Mind Challenge Activity stations help the students apply the Mars facts by
converting activities conducted here on Earth to activities on Mars.
Set up the following Stations around the classroom and have teams use the
Marsville Mind Challenge Activity Stations Worksheet rotating through the stations:
Station
Activity
Equipment Needed
1
High Jump
Calculator and Yard Stick or Tape Measure
2
Distance
Calculator
3
Age
Calculator
4
Weight
Calculator, Bath Scale and Backpack
stuffed with textbooks
5
Standing Long Calculator and Tape Measure
Jump
Marsville Survival Kit
Place the following objects in sandwich ziplock bags—1 bag/team
Item:
Representing Life Support System:
Match
Temperature Control
Playing Card
Recreation
Small piece of road map
Transportation system
Single Sheet of Toilet Tissue Waste Management
Mini Candy Bar
Food Production and Delivery
Balloon
Air Supply
Short Section of Straw
Water Supply
Ask students to sort through the contents of the baggie and identify what life support
systems each of the items might represent.
ABC Mars Facts Worksheet
Please read through all of the ABC Mars Facts and answer the following questions.
6. What facts about Mars are similar to Earth?
7. Oh all the facts about Mars what three facts are the most important that will
affect our living on Mars?
1)
2)
3)
8. What Mars fact would you like to learn more about how it affects living on
Mars?
9. What would we need to grow plants in the soil on Mars?
10.
How old would your Principal be on Mars?
(Hint: Multiply their age X 365 days and divide by 687 days)
MARSVILLE MIND CHALLENGE ACTIVITY STATIONS
ACTIVITY STATION: HIGH JUMP
1. Jump and mark the height on the wall.
Convert measurement from feet to inches.
2. Mars Fact: Gravity on Mars is 38% of Earth’s gravity.
3. Mind Challenge: If Mars has 38% (about 1/3) of the gravitational pull, how high would you jump
on Mars compared to how high you jumped today?
* would you jump higher or lower?
* how would you figure the difference?
4. EQUATION: Example: 4 1/2 feet jumped = 52 inches jumped x 3 = 156 inches jumped on
Mars
(inches you jumped) x 3 (use 3 for easy calculation) =
(inches jumped on
Mars)
5. Application: Using the same equation, how high should a basketball hoop be on Mars? (Hint:
height on Earth is 10 feet.)
height of hoop on Earth x 3 =
height of hoop on Mars
ACTIVITY STATION: DISTANCE
1. Can anyone guess how far it is from Earth to Mars? (34,650,000 miles at the closest point to
Earth.)
2. It is 118 miles from Bedford to Des Moines. How many times would you have to travel from
Bedford to Des Moines and back in order to cover the same distance as from the Earth to Mars?
3. EQUATION:
Miles from Earth to Mars divided by round trip miles from Bedford to Des Moines =
divided by
=
times traveled
4. It is about 25,000 miles around the Earth. About how many times would you have to travel around
Earth to cover the same miles as it is from the Earth to Mars?
34,650,000 divided by 25,000 =
times
5. Application: If you travel at 60 miles per hour, how long would it take to travel to Mars?
34,650,000 miles divided by 60 =
8760 hours of trip divided by hours in a year =
breaks!)
(hours of trip) Hint: hours in one year =
years (that’s without any
ACTIVITY STATION: AGE
1. How old are you? Years
Mars Fact: one Mars year equals 687 Earth days
2. EQUATION: Earth years
Earth day age
times 365 =
Earth age in days
divided by 687 = Mars age in years
How old are you on Mars?
Are you older on Mars or Earth?
Why?
3. Application: If the United States became a nation in 1776 how old is it in Earth years?
Mars years?
ACTIVITY STATION: WEIGHT
1. Weigh the back pack on the bath scale. How much does it weight ______
2. How heavy do you think that same pack would be on Mars? Heavier or lighter?
3. EQUATION: Earth weight
divided by 2 1/2 = Mars weight
4. Application: How much does one of the following quarterbacks weigh on Mars?
Brett Favre-Packers 225 pounds on Earth =
Mars weight
Ben Roethlisberger-Steelers 241 pounds on Earth =
Mars weight
5. You know the equation, you may figure your own weight on Mars now or when you get home.
ACTIVITY STATION: STANDING LONG JUMP
1. Measure the distance of each team members standing long jump. (Convert feet to inches)
2. Mars has 38% less gravity than Earth. Could you jump farther on Earth or Mars? Calculate just
how much farther you could jump on Mars. Using your jump measurement, complete this equation
Team Member :
Team Member :
Team Member :
Team Member :
Team Member :
inches jumped on Earth x 3 =
(use 3 for easy calculation)
inches jumped on Earth x 3 =
inches jumped on Earth x 3 =
inches jumped on Earth x 3 =
inches jumped on Earth x 3 =
inches jumped on Mars
inches jumped on Mars
inches jumped on Mars
inches jumped on Mars
inches jumped on Mars
Unit 3: System Overview and Design
Marsville Survival Kit
Place the following objects in sandwich ziplock bags—1 bag/team
Item:
Representing Life Support System:
Match
Temperature Control
Playing Card
Recreation
Small piece of road map
Transportation system
Single Sheet of Toilet Tissue Waste Management
Mini Candy Bar
Food Production and Delivery
Balloon
Air Supply
Short Section of Straw
Water Supply
Ask students to sort through the contents of the baggie and identify what life support
systems each of the items might represent.
Then ask the students to place them in order of the importance to living on Mars.
Have them share why they chose the order that they did.
Then share the importance of each system to the survival of the team living on
Mars. Here is some help to explain the importance of systems that may not seem as
important--Importance of Recreation System:
Share the importance of the recreation system as the effects of human physiology
and anatomy and the changes that occur in microgravity in space travel. Bone and
muscle density must be maintained by daily vigorous physical workouts as well as
the important mental health benefits of regular mental and physical recreation.
Importance of Transportation:
Transportation is very important for the exploration that we desire to do on the
surface and to travel to sites where we want to do scientific measurement and
human observation. Transportation will provide us the ability to bring back samples
and carry scientific instruments to sites of importance.
Waste Management:
Waste Management may not seem very important, but it will provide valuable
energy and organic matter for use in adding to the soil for use in food production.
Many of the waste products will be useful in recycling resources back into useable
forms.
Ask: Now that you have examined the crucial nature of the life support systems
listed and their order of priority, can you think of any additional systems that might
be needed?
The need for power and the uses of alternative energy sources (solar, wind, nuclear,
methane, hydrogen cells.
SYSTEM DESIGN OVERVIEW
 Define the requirements of the system.
 How are those requirements currently being met
right here on Earth?
 Research limitations and/or opportunities posed by
the Martian environment.
 After defining the parameters of the system the
team decides how their system will operate and
what it will contain (greatest good/least harm).
 Incorporate 3 facts and a riddle into the system
design.
 Meet size requirements.
Marsville Communications System
Student Page
1. What different ways do we have of communicating with each other here on
Earth? Do some methods work better short distance than long distance? What are
the strong points of each of these methods? What limitations does each have?
Why do you think communication would be important in each of the following
situations?
2. Why do you think communication would be important in each of the following
situations?
● between Marsville settlers within their constructed settlement
● between settlers in the settlement and those conducting missions elsewhere
on the surface of Mars
● between Marsville and Earth
3. Review the facts you have learned about Mars. Do you think any of our earthly
communications methods (#1 above) would be impractical on Mars? Why or why
not? Which earthly communications methods do you think would be particularly
useful? What features of them might you have to modify?
4. Design a communications system to be used by the Marsville inhabitants which
will have components to satisfy the different situations they could encounter (#2
above)
5. Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ gravity affect the design of your system?) Maybe your system will be very
heavy but still portable by only a few Marsville workers because of Mars’ gravity
being only 38% of that of Earth’s.
Marsville Air Supply System
Student Page
The surface of Mars is a barren, lifeless desert which contains very little
oxygen, water or life as we know it. The polar caps consist mainly of carbon
dioxide (dry ice) with small amounts of frozen water (ice). This atmosphere
has a low pressure and is mostly carbon dioxide. It isn't suitable for humans
since we cannot breathe air that contains so little oxygen.
In order to maintain the Marsville settlement, you need to develop systems
that will allow humans to breathe air that is rich in oxygen. Marsville workers
will also have to travel outside the buildings to carry out research on the planet
so you may want to create portable systems as well to support exploration
outside of the habitat. The atmosphere inside the habitat must be almost
totally self-sufficient. Any failure of the atmospheric control system would
endanger the lives of the Marsville settlers. Your design must allow for
production and storage of an air supply, system monitoring, atmospheric
filtering and emergency backup.
1. What type of atmosphere do humans need in order to live? How is this
obtained on Earth?
2. What is photosynthesis? How could it be used?
3. What forms of energy could be used to re-circulate the air supply?
4. What other teams systems should be consulted regarding air supply?
5. What backup systems should be considered in case of power failure?
6. What considerations should be made for workers who must leave the
safety of the habitation?
7. How can you use the information from the Space Shuttle Discovery
missions in your design plans?
8. What materials can you use to make prototypes of your system that
would best replicate the materials to be used on Mars?
9. A process called electrolysis can separate water into hydrogen gas and
oxygen gas. Another process is being developed to extract oxygen from
rocks and soil that contain it. Can these processes be used on Mars?
Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ atmosphere or gravity affect the design of your system?) Maybe your system
will be very heavy but still portable by only a few Marsville workers because of Mars’
gravity being only 38% of that of Earth’s.
Marsville Food Production and Delivery System
Student Page
1. Review the four basic food groups. What are examples of food in each? What
basic jobs for the body does each group perform?
2. With your class, make a list of the foods and liquids everyone consumed in the
past 24 hours. Organize you list in the following way:
● Put each food group in a different column.
● Cross out all the items you consider “junk food.”
● Cross out each item made from an animal which must eat another animal to
live.
3. We all know that, excepting carnivores, animals eat plants. But what do green
plants “eat” besides carbon dioxide, sunlight and water? Look up information about
the nitrogen cycle to learn the ways green plants obtain nitrogen.
4. It is likely that space in the Marsville colony will be limited. Protein sources like
cattle and vegetable sources like corn require substantial space to produce. What
are other sources of protein which take less space? Other fruits and vegetables?
Review your list in #2 to help you out.
5, Review your Mars ABC’s to determine what conditions of sunlight exist.
Remember that other teams are responsible for providing you with a water supply
(although it will probably need to be used more cautiously than on Earth); with a
temperature control system in the constructed settlement; and an air supply of
carbon dioxide and oxygen for plants and animals you wish to grow. Remember
also that all original stocks of plants and animals must be transported from Earth.
With these reminders, design a food production and delivery system in the
constructed settlement which 1) will supply the inhabitants with all of their nutritional
needs; 2) can be self-sustaining without additional stock from Earth, and 3) provides
products appealing enough that the inhabitants will enjoy eating their meals.
6. Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ gravity affect the design of your system? Maybe your system will be very
heavy but still portable by only a few Marsville workers because of Mars’ gravity
being only 38% of that of Earth’s.
Marsville Recreation System
Student Page
1. What value does entertainment have? What do you do for entertainment?
Brainstorm other forms of entertainment in which people engage.
2. Review your list in #1. What activities require you to consider the physical
environment? What features of the environment does each of these forms of
entertainment depend upon?
3. What value do you think entertainment would have on Mars? (Would the settlers
there need entertainment?)
4. Review the Mars ABC’s. Which of the recreation activities on your list do you
think would be possible (or practical) on Mars? Popular with the settlers?
Remembering that Mars has features different from those of Earth, what might be
applied to developing new forms of recreation?
5, Design a recreation system for the Marsville inhabitants which satisfies any
special recreational needs you think they will have and include some new forms of
recreation based on the Mars ABC’s.
6. Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ gravity affect the design of your system? Maybe your system will be very
heavy but still portable by only a few Marsville workers because of Mars’ gravity
being only 38% of that of Earth’s.
Marsville Temperature Control System
Student Page
1. Review the clothes you and your classmates wear during each season of the
year, both indoors and outdoors. How many degrees does the temperature have to
change for you to switch from shorts to jeans, from bare hands to gloves, or do tad a
shirt over a bathing suit? What effect do sun, clouds, wind and your activity level
have on the temperature choices you just made? What is the coldest temperature
you ever experienced? The hottest? What is the number of degrees (°C) between
these two extremes you have felt? Besides your selection of clothing, what other
precautions did you take to protect your body?
2. Think back to a severe hot spell or cold snap your town has experienced. List
the effects you remember it having on soil, plants, animals, buildings, water use and
electrical use.
3. What are different earthly environments (both indoor and outdoor) which could be
uncomfortable---or actually dangerous to us---if we did not control the temperature
to which our bodies were exposed? What different ways do we have of controlling
the temperature of these environments?
4. Review the Mars ABC’s. Will the Marsville inhabitants be able to exist without
special provisions on the surface of Mars? In their constructed Marsville
settlements? Design a temperature control system to protect the Marsville
inhabitants and their possessions/equipment both in their settlement and on the
surface of Mars.
5, Design a recreation system for the Marsville inhabitants which satisfies any
special recreational needs you think they will have and include some new forms of
recreation based on the Mars ABC’s.
6. Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ gravity affect the design of your system? Maybe your system will be very
heavy but still portable by only a few Marsville workers because of Mars’ gravity
being only 38% of that of Earth’s.
Marsville Transportation System
Student Page
1. What different ways do we have of transporting people and goods here on Earth?
What physical features of Earth do these methods require in order to function?
What are the strong points of each of these systems? What limitations does each
have?
2. What do you think would need to be transported on Mars in each of the following
situations:
● within the Marsville settlement, and
● between the settlement and other points on Mars
3. Review your Mars ABC’s. Do you think any of our earthly transportation methods
(#1 above) would be impractical on Mars? Why or why not? Which earthly
transportation methods do you think would be particularly useful? What features
might you have to modify?
4, Design a transportation system to be used by the Marsville inhabitants which will
have components to satisfy the different situations they could encounter #2 above).
For this activity you may assume that some of the basic construction materials you
need will be transported from Earth to the settlement.
5. Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ gravity affect the design of your system? Maybe your system will be very
heavy but still portable by only a few Marsville workers because of Mars’ gravity
being only 38% of that of Earth’s.
Marsville Waste Management System
Student Page
1. Your school, in many ways, is like a miniature town. It has a system for
governance, health care, traffic control, a work schedule for its inhabitants,
recreation---and waste disposal. To get a better idea of how much waste your
miniature town can generate every week, first find out how many students plus
teachers, administrators, other staff (and animals, if there are any), are regularly in
your building. Next interview the cafeteria staff and the custodial staff. Ask them
the following questions:
● What gets thrown away?
● How many kilograms get thrown away every week (how many kilograms of
trash is this for every person in the school)?
● Are there any items which can be recycled before disposal? If yes, what
are the recycled items?
● What items are biodegradable?
● What is the garbage/trash packed in for it to be taken away?
● Where is it taken?
2. Waste is a “hot topic” in our society. Why? Discuss what you know about the
following phrases: “excessive packaging,” “landfills,” “toxic waste,” “disposable
plastic goods,” “nondegradable,” “water/air pollution.”
3. In movies like those starring “Indiana Jones,” ancient artifacts are often found
well-preserved in the desert. Scientists often find well preserved artifacts in polar
ice; for example, mastodons or ancient people. Why aren’t they decayed?
4. Review your Mars ABC’s. Marsville must be an enclosed self-sustaining
settlement. Just like your school, it must perform the basic functions of a town.
Other teams are responsible for designing and constructing several other types of
systems (air supply, communications, food production/delivery, recreation,
temperature control, transportation, water supply). Your team’s job is to dispose of
the waste which could be generated by all of these systems.
5, Design a waste disposal system for Marsville. Be sure to decide what roles, if
any, will be played by the following: recycling of materials, biodegradable materials,
the plant Mars outside the constructed settlement.
Marsville Water Supply System
Student Page
1. Think of all the things you do during a regular school day, from the minute you
wake up until the very time you go to sleep. List each activity which involves water.
Are there any activities you could eliminate for a day? A week? Longer? Think of
your town; what other activities take place that use water? Could any of those
activities be eliminated?
2. During a dry summer, have you ever heard a public announcement that “water
conservation measures are in effect?”? What activities are affected by this
announcement? Imagine a summer drought continuing for years; how could water
be conserved for people? Animals? Crops? Businesses?
3. Review your Mars ABC’s. Where is the water on Mars and in what form or forms
does it exist?
4, Design a water supply system to be used by the Marsville inhabitants which will
rely only on water available from Mars resources..
5. Construct a model of this system based on your design. It must include the
application of at least four facts from the “Mars ABC’s.” (For example, how will
Mars’ gravity affect the design of your system? Maybe your system will be very
heavy but still portable by only a few Marsville workers because of Mars’ gravity
being only 38% of that of Earth’s.
In building your system, you might consider the
following general questions….
How will your system get power to run it?
What do people need on Mars that your system will provide?
Example---For food production and delivery---people need a balanced diet
and a variety of food. Might get sick of eating the same vegetables or chicken
all the time.
What resources does Mars have that you can use in making or powering your
system?
How do we do your system here on Earth? Will being on Mars change how that
system is designed---small space, need to recycle everything, the air does not have
oxygen in it to support burning, soil is mostly volcanic sand, etc.?
Remember the key resources on Mars that have oxygen as their base-carbon
dioxide: CO2 and frozen water: H2O. Hydrogen and oxygen are both excellent
fuels (for power) that would be available if you make plans for it. And don’t forget
that the wind on Mars averages up to 80 miles per hour. With all that wind, don’t
forget the terrible dust storms that can last for days.
Specific System Questions---Food Production and Delivery:
Can you use any waste products from other systems?
Does your system provide a variety of food?
Does your system store food for use later?
Does your system provide any products that also can be used by other systems?
Does your system have a variety of food products?
Transportation:
How is your system powered?
Why do the people need transportation? What will they use it for?
What obstacles on the Mars surface will you need to make sure your system can
handle?
If you get away from camp and the system breaks down, do you have any backup
power?
Air Supply
What is your source of air for us to breathe?
What is the makeup of the air that we breathe on earth? Is it pure oxygen?
What resources are there on Mars to help provide for supplying air?
Water Supply
What resources are there on Mars to help provide water?
If that resource is far away…how will you get it to our Mars village?
Can we recycle any of your water after use?
Waste Management
What waste products will you need to handle?
Do you need any power or will you burn anything?
How will you handle the trash---transport, collect?
Will you have anything that really is trash and can’t be recycled?
Can you provide any resources through your system to other systems?
Communication
Why will we need to communicate?
When will we need to communicate?
How do we communicate on earth? Can we use some of those same ways on
Mars?
Will we be able to communicate back to earth and talk or send messages to our
families?
Recreation
What will the crew enjoy doing for recreation?
Will you need a variety of things to do?
Will the crew be able to exercise? Is that important?
Will your recreation be inside the habitats or will anyone want to do something
outside at all?
Will there be much space for people to play active games or will you not need that?
Temperature Control
When will we need to control the temperature? Will we have to deal with cooling as
well as heating?
How will you power your system?
Will you have individual control systems or control the temperature in the whole
village from one place?
What if I am cold but my work partner is too warm?
Unit 4: System Presentation
 Marsville System Presentation
o Each team will prepare a 3 minute presentation around their life support
system. The presentation will consist of:
 Introduction of the team members presenting
 Share a riddle about their system and see if anyone can guess
what system it is.
 3 Mars ABCs Facts that were used in planning and constructing
their system.
 How their system is designed to work using the scale model
constructed as their visual.
 Celestial Questial
o Celestial Questial is a time set aside on link-up day for teams to share
their Marsville System Presentations.
o There will be two times for Celestial Questial system presentations on
link-up day with each time providing three times for a team to present
their system to a group of visiting team members from other habitats.
During each of the Celestial Questial times, half a team will stay in their
home habitat and give their three presentations about their system as
described in the Marsville System Presentations and half of the team
will go to other habitats to hear about heir systems. Each team will need
to decide which students will present during the first Celestial Questial
and who will present during the second.
o In each habitat, each team will share their 3 minute presentation and
then those in the habitat not presenting will go on a quest to the next
habitat to hear their presentations.
Once teams have prepared their presentation, have them practice sharing their
presentation with the classroom. Remember that each team will have two groups of
presenters and that each set needs to feel comfortable with their presentation.
Unit 5: Habitat Construction
Build a Mini Habitat
Building the habitat is an important part of the link-up day experience for teams in
their Habitat Crews. It helps to provide a scaled down opportunity to construct a
habitat. Teams have a better understanding of the pieces needed to construct a
habitat through building a small scale habitat.
Supplies for each team:
 four 1-gallon clear Ziploc bags
 Scissor
 12 in ruler
 Sharpie permanent marker
 Masking Tape
Share with each group the Habitat Diagram and ask them to scale down the model
so that 1 ft. = 1 in.
Students will cut out the parts out of the ziplock bags and construct the habitat using
masking tape and inflate using a hand hair blow dryer.
Have students list the parts of their habitat and include the dimensions of each part.
Unit 6: Nutrition in Space
Plan your lunch
 Marsville Lunch
o Teams must plan, prepare and package their lunch for link up day. The
lunch must meet the following criteria:
 include representative food items from all five food groups.
 A minimum of 10 ounces (283.5g) of liquid per team member
 A maximum weight for the lunch of 22 ounces (623.6g) per team
member
 When done eating the meal, the packaging and waste left over
from the meal must not exceed 2 ounces (56.6g) per team
member.
Lunch in Marsville
Overview
 Each team member is to plan a lunch fulfilling the following requirements
(per team member):
a.
b.
c.
d.
The meal must be nutritionally complete.
At least 10 ounces (283.5g) by weight of fluid must be included.
Total weight of food and liquid is 22 ounces (623.6g).
The container(s) may weigh a maximum of 2 additional oz (56.6g).
 All the food, liquid and containers for the team are to be carried in a
maximum of five zip-lock plastic one-gallon food-storage bags. (See Mission
Log in forms Sections.)
 During registration at the Marsville Link-Up Day, each team’s lunch will be
weighed prior to launch.
 After lunch, remains (food, drink containers, etc.) will be consolidated and
weighed again. This final weight should now total a maximum of 2 ounces
(56.6g) times the number of team members. It is expected that all foods and
liquids will have been consumed. Remember, unconsumed foods and liquids
will add to this weight.
 Some issues you team may wish to consider in planning their lunches are:
● Avoid wasting food---this adds to the post-lunch bag
weight. Consider including items which could be sanitarily
shared with other team members.
● Practice weighing some common foods and liquids on a
scale to get an idea of their weight.
● What types of lightweight containers are available?
● Experiment with different arrangements of containers in
plastic bags to determine the best use of space.
● Remember that lunches will be consumed inside the
habitats.
 Note: successful completion of this activity requires at least 6 points.
Lunch Weigh-in
Table of Expected weights for Link-Up Lunch
Pre-lunch
Weight
3 students
X
4 students
X
5 students
X
6 students
X
7 students
X
8 students
X
22 ounces
(623.6g)
22 ounces
(623.6g)
22 ounces
(623.6g)
22 ounces
(623.6g)
22 ounces
(623.6g)
22 ounces
(623.6g)
=
=
=
=
=
=
Post-lunch
66 oz.
(1871g)
88 oz.
(2494.7g)
110 oz.
(3118.4g)
132 oz.
(3742.1g)
154 oz.
(4365.8g)
176 oz.
(4989.5g)
Weight
3 students
X
4 students
X
5 students
X
6 students
X
7 students
X
8 students
X
2 ounces
(56.6g)
2 ounces
(56.6g)
2 ounces
(56.6g)
2 ounces
(56.6g)
2 ounces
(56.6g)
2 ounces
(56.6g)
=
=
=
=
=
=
6 oz.
(170g)
8 oz.
(226.7g)
10 oz.
(283.4.6g)
12 oz.
(340.1g)
14 oz.
(396.8g)
16 oz.
(453.5g)
=
=
=
=
=
=
4 lb. 2 oz.
(1.871 kg)
5 lb. 5 oz.
(2.4947 kg)
6 lb. 9 oz.
(3.1184 kg)
8 lb. 3 oz.
(3.7421 kg)
9 lb. 6 oz.
(4.3658 kg)
11 lb.
(4. 9895 kg)
Weighing in Team Lunches
1.
Must include the five food groups
Fruit
Grain
Dairy
Vegetable
Protein/Meat
AND not go over 22 oz. (623.6g) of total meal weight per
team member
REWARD WITH
Certified astronaut meal sticker
2.
Must have minimum of 10 oz. (283.5g) of liquid per
team member
REWARD WITH
Approved liquid payload sticker
3.
If they have done a great job packing their
meal…interesting packaging – lightweight then
REWARD WITH
Meal Packaging sticker
Weighing in Waste
1. If they have no more than 2 oz. (56.6g) of waste per
team member…
REWARD WITH
Recycling Goal sticker
Unit 7: Communication
 Marsville Communication
o During a set period of time, usually beginning a couple weeks before
link-up day and ending a day or two before link-up day, teams will begin
communicating with their habitat crew using various written
communication technologies.
o The purpose of this communication is to get to know each other and
make decisions on what parts of the habitat each team will prepare and
bring for link-up day.
It helps for students to practice the communication process with written
communication practice between teams in your classroom.
Using the Marsville Team Communication Form pair up teams in your classroom
and ask them to use the copies of this written form to plan together going to the zoo
on a field trip. Warn them that they are not to talk to each other until after the second
communication. Have them prepare and send their first communication to the other
team. Then have them prepare and send their second communication.
Following the second communication, allow teams to share what went well in their
communication and what would they want to change in their communications.
During the discussion help them strengthen each other’s communication through
helping them process what went well and what changes they need to make to their
communication to identify themselves and who they are communicating with. It is
also helpful to remind them that when two strangers meet, they don’t just start
talking details, but first introduce themselves and get to know each other. Their
communication with the other teams should progress in the same manner.
Unit 8: Link-Up Day
Resources to Prepare for Link-Up Day:
 Marsville Team Final Checklist
 Marsville Mission Log
 Marsville Link-Up Day Schedule
 Marsville Get Acquainted Activity
 Marsville ISU Extension 4-H Evaluation
On Marsville Link-up Day--student teams will:
 get acquainted with other students participating at the Marsville Link-Up
site.
 be evaluated on their lunch through checking and weighing in their
lunches.
 be evaluated on their team-work efforts, communication process with the
other two teams in their habitat crew, and their life support system design
and construction.
 join together with the other two teams in their habitat to create habitat
crews who will:
o construct habitats with resources prepared and transported by each
of the teams.
o link their habitats to form the "Cosmic Village' and walk through the
self-contained village from one habitat to the next.
o share their Life Support system presentation during rounds of
Celestial Questial.
o Work together to provide a solution to the Marsville Emergency
Transport Vehicle Challenge.
Marsville--The Cosmic Village
April __, 20__
April __, 20__
To:
20__ Marsvillians
From: 20__ Marsville Mission Commander
We are nearly at final countdown in your preparation for our trip to Mars. We hope you
have enjoyed your preparations as explorers discovering this fascinating new world and the
important elements we will need to provide for our survival since it is so different from
Earth. Your preparations have provided you with the expertise as astronauts to successfully
complete your mission tasks on Friday. We are looking forward to seeing you implement
your plans for your living quarters as you construct your habitats and hearing about your
systems as you share how you designed it to meet your needs while on Mars.
As is typical for NASA Astronaut preparations, we are providing you with a short mission
checklist that will help you double check your preparation details.
1. All parts of habitat are assigned to teams in habitat and what we
are bringing has been prepared for transport to mission site.
Habitat
Team
1 Floor 10 foot by 10 Foot
1 Ceiling 10 foot by 10 foot
1 Wall at 8 foot by 10 foot
1 Wall at 8 foot by 10 foot
1 Wall at 8 foot by 10 foot
1 Wall at 8 foot by 10 foot
1 Door Flap (about 6 foot by 3 foot)
1 Fan Tunnel at 4 foot by 10 foot
1 Connecting Tunnel 12 foot by 10 foot
1 Box Fan
1 Outlet Strip
You may want to decorate your parts of the habitat that you are bringing to the link-up day.
Make sure you use permanent markers and not water colored ones. Water colored makers
rub off of the plastic or smear when brushed up against or touched. You may also include a
string or two of the
small holiday lights to help decorate your habitat.
2. System construction is completed and Prepared for Celestial Questial
Presentation prepared and practiced. It helps to write your presentation down on cards.
Your presentation should include the following:
___ Introduction of Presenters (team members presenting)
___ 3 Mars facts used in designing your system
___ How your system works (What does it do?)
___ A riddle about your system for others to solve
There will be two times for Celestial Questial with each time providing 3 times for
presenting your system. During each Celestial Questial time, half of your team should stay
in your habitat and give your 3 presentations about your system as described above and
half of your team will go to other
habitats to hear about their systems. Your team will need to decide who will present during
the first Celestial Questial and who will present during the second Celestial Questial.
3. Planned your lunch
___ Must bring 10 ounces (283.5g) of liquid for each team member
___ Must not go over 22 ounces (623.6g) maximum weight including food and drink
for each team member
___ Plan packaging of food so that you have very little weight left over
after eating your food (consider packaging food together) You will have
to weigh your waste after your meal which will include your packaging and
left over food. It should not weigh more than 2 ounces (56.6g) per team
member.
___Consider including all the five food groups as you make your meal nutritious
(1.bread and cereal 2. meat and protein 3. Milk 4. Fruit 5. Vegetable
4. Prepare your meal and package it for transportation. (Thursday or Friday
Morning)
5. Plan your uniforms and decide how you will attach your team
mission patch to your uniform.
Your uniform could be same colored shirts and pants or logo shirts from
your school--with the idea that you will all match in some way so that you
will look like a team together.
Good Luck & See You On _________, ________!
Marsville -The Cosmic Village
Red Oak Middle School
Friday, April 1, 2005
8:15 - 8:45 AM
Registration, Weigh Lunches
Get Acquainted Mixer
8:45 - 9:05 AM
Welcome and Mars Mission Launch
9:05 - 9:30 AM
Mars Teams Style Show
9:30 - 11:00 AM
Habitat Construction, Systems Judging
Link-Up Celebration
11:00 - 11:45 AM Celestial Questial I
-Students present their Support Systems
Air Supply, Water Supply, Food Production, Waste
Management, Temperature Control, Recreation,
Transportation and Communication
11:45 - 12:15 PM
Lunch
Weigh in Waste for Recycling
Thank-You Banner Signing
1215 - 12:45 PM
Celestial Questial II
12:45 - 12:55 PM
Habitat Walk Through
12:55 - 1:15 PM
Closing and Mementos
Clean-Up, Re-entry and Raffle Habitats
20__ ________ Link-Up
Marsville Team
Assignments
Systems Available:
Food Production and Delivery
Transportation
Air Supply
Recreation
Waste Management
Water Supply
Temperature Control
Communications
Teacher Name: ______________________________
Email: _____________________________________
Team
Team System
Number
1
2
3
4
5
6
Team Name
Marsville Mission Log
School
Habitat
Team #
Instructions: Judges will evaluate each team in three areas. This evaluation is meant to be an
opportunity to process the learning for each team. Judges may speak with the whole team or just a
couple of representatives as other members of the team may be weighing in lunches or finishing
construction of their crew’s habitat. Judges will provide comments on the strengths and for growth in
each area.
Team
Component
Elements of
Success
Team System
(circle one)
Air Supply
Communications
Food Production
Recreation
Transportation
Waste Mgt.
Water Supply
Consider Facts about
Mars in design
Uniform
Involved all team
members in planning
Can share how the
system works
Can share some
decisions made in
designing
Can share decisionmaking in creating
team patch
Can share decisionmaking in
coordinating team
uniform
Can share elements of
teamwork
Comments
Marsville Mission Log, Page 2
Communication
(Circle all that
apply)
Type(s) Used:
Email(computer)
FAX
Mail
Phone
Lunch
Lunch Weight
___________
Ounces/Member
___________
Communicated with
other teams in crew
Can share how they
decided with other
teams what to bring
for constructing
habitat
Can share success and
difficulties in
communicating with
teams they had not
met
Max Total Weight is
22 ounces(623.6g)/
Team Member
At least 10 ounces
(283.5g) of
liquid/team member
Is considered
nutritional
Has considered waste
in packaging
Additional
Comments of
Success
Schedule
Teams sign-in, weigh lunches and transport supplies and systems to their
assigned habitat construction site
Teams participate in Get-Acquainted Mixer
Launch Ceremony and Landing on Mars
Construction of Habitats/Weighing of Late Lunches/Judging of Teams--System, Teamwork, Communications
Habitat Link-Ups
First Half of Celestial Questial
Lunch
Second Half of Celestial Questial
What If? Challenge
Walk-through
Re-Entry and Recognition
Clean-Up and Depart
Marsville Link-Up Day
Get to Know Each Other Activity
Meet other Mars Travelers by finding other
students (cannot be from your team)
that match the descriptions in the boxes.
Nobody can sign your sheet more
than twice!
Someone who has a Someone who likes
birthday in the
to read books.
same month as
yours.
Someone who has
the same number
of sisters or
brothers as you.
Someone who
would like to travel
in space someday.
Someone who has
the same color of
hair.
Someone who has
the same favorite
food as you.
Someone who has
ever been camping
or been to camp.
Someone who likes
the ISU Cyclones
Football Team.
Someone who is a
4-H member.
Someone who has a Someone who had
scooter.
cereal for
breakfast this
morning.
Someone who
plays the piano.
Someone who has
been to Minnesota.
Someone who
Someone who is an
knows where water adult in your
is available on
group.
Mars.
Someone who likes
to play computer
games.
Someone who has
their own email
address
Someone who has
ever been fishing.
Someone who has
their own library
card.
.
Someone who
knows the name of
the Grand Canyon
on Mars.
MARSVILLE
4-H Youth Program
Evaluation Form
We are interested in what you learned by being involved in Marsville.
Section I Life Skills
Please mark the box that indicates what you think about the following.
no
In Marsville I have learned…
1.
to ask questions to get the information I need. (1004)
2.
to use new information I have learned. (1008)
3.
4.
to think about possible alternatives before making a
decision. (2003)
to plan, organize and make a presentation. (5003)
5.
to value the contributions of others. (6003)
6.
to follow instructions as they are given to me. (8004)
7.
to contribute as a member of a team. (8007)
not
often
usually
yes
yes
no
Section II My Marsville Experience
Please mark the box that indicates what you think about the following.
1.
Adults in the Marsville program know how to work with kids. (2103)
2.
Marsville is a fun place to learn new things. (2106)
10.
Marsville helps me prepare for the future. (2116)
Section III Additional information
4. I am _____.
___(a) female
___(b) male
(9204)
5. My home residence
is:
(9205)
___(a) farm
___(b) rural non-farm
___(c) town under
50,000 pop.
6. I would describe
myself as ___. (9206)
___(a) American Indian
___(b) Asian American
___(c) African American
___(d) White/Caucasian
___(e) Hispanic
___(f) Racially mixed
7. Would you
recommend
Marsville to a friend
or family member?
(9207)
___(a) definitely would
___(b) probably would
___(c) probably not
___(d) definitely not
The most important thing I have gained from my Marsville experience is
(9300)
The one thing I would change about the Marsville program is
Name (optional):
Date:
County:
(9400)