Water on Mars?
Grade Level/Subject
Earth-Space Science
Unit
The present is the key to the past.
Unifying Understanding
(not included on unit guide)
SOL Objectives
ES.9: The student will investigate and
understand that many aspects of the history
and evolution of Earth and life can be inferred
by studying rocks and fossils. Key concepts
include
a) superposition, cross-cutting relationships,
index fossils, and radioactive decay are
methods of dating bodies of rock
Title
Water on Mars?
Lesson Objectives

Students will use knowledge of
sedimentary rock features to analyze
high-definition photographs of Mars to
determine if water once flowed on its
surface.
Inquiry Level
Level 3
Materials Required
Several examples of sedimentary rock features
including (but not limited to) mud cracks, laminar
flow, ripple marks, cross beds and graded bedding,
access to high-definition photographs of Mars’
surface, Internet Connection, iPad (optional), 3D
glasses (optional)
LEVEL
3
QUESTION
METHODS
SOLUTION
Students will conduct their own Applying prior knowledge, and
Did liquid water
research through high-definition research, students will decide if
once flow on
photographs of the surface of
liquid water once flowed on
Mars?
Mars.
Mars.
Background Knowledge:
Students should be able to recognize various features in terrestrial
sedimentary rocks and what each feature indicates about the
environment that create it. Specifically, students should recognize waterrelated features like cross-bedding and ripple marks as well as how grain
sizes indicates various energy levels of water. Students should also
understand the difference of sorted and unsorted deposits, and identify
non-water related deposits like those formed by wind-whipped sand
dunes and landslides. Because most images of Mars will be from a
distance, students should be familiar with similarly distant images of these
features on Earth before proceeding with activity.
Time Frame: Can be completed in 1 block period with homework or
stretched through an entire week
Question: Did Mars liquid water once flow on Mars?
Procedure: Students should spend a few minutes reviewing various
sedimentary rock features with hand samples or photographs like the ones
found
here:
http://www.uwgb.edu/dutchs/Petrology/LeaveriteSedFeat.HTM
Then, students will conduct their own research—looking for features that
are similar to the water-related features found on Earth. There are a
number of options below depending on the hardware available. A few of
the following options may be best viewed with 3D glasses.
MARS GLOBE APP: If a class set of iPads are available, a free version of “Mars
Globe” can be downloaded. An optional guided worksheet is below.
GOOGLE MARS: Google Earth has an option to view a few more planets
including Mars.
JET PROPULSION LABORATORY:
http://mars.jpl.nasa.gov/msl/multimedia/images/
PANORAMAS DK: http://www.panoramas.dk/mars/curiosity-first-color360.html
360 CITIES: http://www.360cities.net/image/curiosity-rover-martian-solar-day2#147.50,21.20,59.0
Report: After reviewing the research available, students will complete a 23 page report that includes the conclusion and supporting evidence. It is
important that students reference both prior knowledge of terrestrial
sedimentary rocks as well as features found in the images of Mars.
Students may face difficulty in making judgements of the grain size and
sorting of rock layers. In this case, students may also reference to literature
research but should be used sparingly. Rubric is included below.
Additional Resources:
http://www.uwgb.edu/dutchs/Petrology/Leaverite-SedFeat.HTM
http://mars.jpl.nasa.gov/msl/multimedia/images/
http://www.panoramas.dk/mars/curiosity-first-color-360.html
http://www.360cities.net/image/curiosity-rover-martian-solar-day2#147.50,21.20,59.0
Name_____________________________________
Date______________________________________
Mars Globe App
Once in the Mars Globe app, click on the "?" found in the black bar
across the top of your screen. You will begin with "How to Use Mars Globe,"
proceed to "A Brief Introduction to Mars" and end with "Start The Guided
Tour."
A Brief Introduction to Mars
Please read the text found in "A Brief Introduction to Mars" and answer the
following questions.
1. What is Mars's nickname?
2. How long is a day on Mars?
3. Describe Mars's atmosphere.
4. What is the name of Mars's huge canyon?
5. What features on Mars make some scientists think there may have
once been water? Describe them.
6. In what form is confirmed water found on Mars?
Start the Guided Tour
Great! Now select, "Start The Guided Tour" and continue to click the
"down" arrow as it brings you to interesting features on Mars!
7. What is the name of the tallest volcano and mountain in the solar
system?
8. The largest known system of canyons in the solar system, "Valles
Marineris," would stretch between which 2 American cities?
9. What did Viking 1 discover?
10. Choose one more feature in the Guided Tour that is interesting and
describe it.
Grain Size
& Sorting
(25%)
Features
(25%)
Reasoning
Excellent
Adequate
Present
Incomplete
Missing
Student discusses in detail (in as
much detail as possible) the grain
size and sorting seen in the highdefinition images. Additional
literature research may be
referenced in the absence of clear
images.
Student vaguely discusses
the grain size and sorting
seen in the high-definition
images. Additional
literature research may be
referenced in the absence
of clear images.
Student
discusses
either grain
size or
sorting but
not both.
Student attempts to discuss grain
size and sorting, but is very vague to
the point of incoherence.
MISSING
Student discusses in detail at least
three different sedimentary
features (cross-bedding, ripple
marks, etc.) either present or
absent in the high-definition
images. Additional literature
research may be referenced in the
absence of clear images.
Student discusses in detail
1-2 different sedimentary
features (cross-bedding,
ripple marks, etc.) either
present or absent in the
high-definition images.
Additional literature
research may be
referenced in the absence
of clear images.
Student
discusses in
detail at
least one
sedimentary
feature
(crossbedding,
ripple
marks, etc.)
either
present or
absent in
the highdefinition
images.
Additional
literature
research
may be
referenced
in the
absence of
clear
images.
Student attempts to discuss
sedimentary features, but is very
vague to the point of incoherence.
MISSING
In 3-5 paragraphs, student will
clearly explain the reasoning
In 3-5 paragraphs, student
attempted to explain
Student
attempted
Student attempted to explain
reasoning and connected to prior
MISSING
(25%)
Conclusion
(25%)
behind their conclusion. Reasoning
should connect prior knowledge to
conclusion by specifically
referencing features and grain sizes
identified.
Conclusion is clearly stated and
logically follows from evidence
presented.
reasoning behind their
conclusion but was unclear
at times. Reasoning
attempted to connect
prior knowledge to
conclusion by specifically
referencing features and
grain sizes identified.
Conclusion is somewhat
clearly stated and
somewhat logically follows
from evidence presented.
to explain
reasoning
and
connected
to prior
knowledge
and data,
but was
poorly
written and
unspecific.
Conclusion
is unclearly
stated
and/or
barely
follows from
evidence
presented.
knowledge and data, but was less
than 3 paragraphs.
Conclusion is given but is vague,
unclear, or does not logically follow
from evidence provided.
MISSING