THE MARTIAN SUN-TIMES
Florida Next Generation Sunshine State Standards Benchmark: SC.8.E.5.7 Compare and contrast
the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such
as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
(Also assesses SC.8.E.5.4 and SC.8.E.5.8.).
Background Information for the teacher: Sources: NASA.gov and http://nineplanets.org/mars.html
Our Solar system is a part of a spiral galaxy called the Milky Way. It is comprised of our nearest star, the
Sun, and the celestial bodies that surround it. There are eight (8) planets in our solar system – Pluto was
downgraded to a dwarf planet in 2006 mainly because it orbits around the Sun in “zones of similar objects
that can cross its path.” Pluto has a more distinguished recognition because dwarf planets orbiting the Sun
beyond Neptune are referred to as plutoids. Of the eight remaining planets, there are four (4) inner
“rocky” planets and four (4) outer “gas giants.” One of particular interest, is Mars.
Mars (Greek: Ares) is the god of War. The planet probably got this name due to its red color; Mars is
sometimes referred to as the Red Planet. (An interesting side note: the Roman god Mars was a god of
agriculture before becoming associated with the Greek Ares; those in favor of colonizing and terraforming
Mars may prefer this symbolism.) The name of the month March derives from Mars.
Mars has been known since prehistoric times. Of course, it has been extensively studied with groundbased observatories. But even very large telescopes find Mars a difficult target, it's just too small. It is still
a favorite of science fiction writers as the most favorable place in the Solar System (other than Earth!).
Early in its history, Mars was much more like Earth. As with Earth almost all of its carbon dioxide was
used up to form carbonate rocks. But lacking the Earth's plate tectonics, Mars is unable to recycle any of
this carbon dioxide back into its atmosphere and so cannot sustain a significant greenhouse effect. The
surface of Mars is therefore much colder than the Earth would be at that distance from the Sun.
Materials: Computer with Internet access, various spherical objects of different sizes (i.e., basketball,
softball, soccer ball, large marbles small marbles, beads, etc.)
Objectives
Students will:
 Explore the solar system
 Gather, interpret, and compare current weather information for Mars and Earth.
 Interpret and make inferences from data.
Teacher note:
 Students are told that they are earthling weather/news reporters for an Internet newspaper called
the Martian Sun-Times. They will write articles for the newspaper comparing weather and/or life
on Mars and Earth.
 It is recommended that you assign a team to each investigation. It is possible for students to collect
data and answer the questions in one period if there is a computer for each group.
 Another period will be necessary for them to discuss and write their article. Encourage students to
use their factual information but to consider one of the following formats when writing their
articles: travel brochure, human or Martian interest - story, fashion report, disaster report, weather
predictions, etc.
 Students will be evaluated on the basis of effort, job performance, team participation and their
literary contribution.
Your role will be to answer questions for students and assist students in their interpretations. As always is
the case, it's important for you to have done the investigations before teaching them. Occasionally, you
may need to further explain some science concept found in the "Stats" sheets.
Part 1: Solar System Sizes
1. As a class, discuss the actual size of our solar system – the
planets, moons, and the Sun. Note that all of the
measurements in the table below are in thousands, and even
hundreds of thousands, of kilometers.
2. Using a spreadsheet program or calculator, begin to
calculate the needed data in column 3. Once done, discuss
these ratios as a class.
3. To complete column 4, set Earth’s diameter to the size of a
large marble and recalculate the sizes based on the ratios in
column 3.
4. Try to think of objects that correspond to the calculated
sizes.
Answers
Diameter
Compared
with
Earth's
Scaled Diameters
Scaled to…
Earth=Large
Marble
(cm)
Everyday Object
Representing Solar
System Body
Solar System
Body
Equatorial
Diameter
(kilometers)
Mercury
4,880
Small bead
Venus
12,100
Large marble
Earth
12,756
Mars
6,787
Small marble
Jupiter
143,200
Basketball
Saturn
120,000
Soccer ball
Uranus
51,800
Softball
Neptune
49,528
Softball
Pluto (Dwarf
planet)
~2,330
Moon
3,476
Tiny bead
Sun
1,392,000
Epcot Ball??? (Very
Large)
1
2.17
Source(s) www.perkins-observatory.org and www.flpromise.org
Large Marble
Tiny bead
Student Worksheet
Part 1: Solar System Sizes
1. As a class, discuss the actual size of our solar system – the planets, moons, and the Sun. Note that all
of the measurements in the table below are in thousands, and even hundreds of thousands, of
kilometers.
2. Working in groups of 3 students, use a spreadsheet program or calculator, begin to calculate the
needed data in column 3. Divide each equatorial diameter by Earth’s diameter. Once done, discuss
these ratios as a class.
3. To complete column 4, set Earth’s diameter to the size of a large marble and recalculate the sizes
based on the ratios in column 3. (multiply Diameter compared with Earth x Earth’s Scaled Diameter)
4. Try to think of objects that correspond to the calculated sizes.
5. Arrange the planets in order, be sure to identify asteroid belt, inner planets, and outer planets.
6. Complete the discussion questions.
Table 1: Ratio of the diameters of the other bodies compared with Earth's diameter.
Solar System
Body
Equatorial
Diameter
(kilometers)
Mercury
4,880
Venus
12,100
Earth
12,756
Mars
6,787
Jupiter
143,200
Saturn
120,000
Uranus
51,800
Neptune
Pluto (Dwarf
planet)
Moon
49,528
~2,330
Sun
1,392,000
Diameter
Compared
with
Earth's
Scaled Diameters
1
2.17
Scaled to…
Earth=Large Marble
(cm)
3,476
Discussion Questions
1. Identify the following:
a. Inner planets
b. Outer planets
c. Dwarf planet
d. Moon
e. Star
2. Compare and contrast the sizes of the planets, moon, and stars
Everyday Object
Representing Solar
System Body
Large Marble
Part 2 - Solar System Distance Scale Model Objective:
Students will use mathematical equations, measuring tools and skills to create an accurate scale model
of the solar system.
Background Information:
Distances in space can sometimes be hard to imagine because space is so vast. Think about measuring the
following objects: a textbook, the classroom door, or the distance from your house to school. You would
probably have to use different units of measurement. In order to measure long distances on Earth, we
would use kilometers. But larger units are required for measuring distances in space. One astronomical
unit equals 150 million km (1 AU = 150,000,000 km), which is the average distance from the Earth to the
Sun.
Materials:
- receipt paper rolls (adding machine tape) or old VHS tape
- meter stick
- metric ruler
- markers or colored pencils
- scissors
Engage:
Ask students to brainstorm about all of the objects that they have seen or observed in the night sky. Then
discuss with the class how far away they think these objects (stars, planets, or satellites) are. Reinforce to
students that there are planets much closer to the Earth than stars other than our Sun.
Explore
1. As a class, decide what scale you will use to determine your measured distance from the Earth to
the Sun. This measurement will represent one Astronomical Unit (AU); (Ex: 10 cm = 1 AU).
2. Multiply your chosen AU standard by 40 to determine the length of adding machine tape needed
to complete your scale model activity. (10 cm x 40 = 400 cm of tape).
3. Place your values in Table 2.
4. Cut the adding machine tape to the appropriate length.
Note: If you would like to include the Sun and Asteroid Belt, be sure to cut extra length (5 cm –
7cm should be adequate) at the start of your distance scale model. Students should also consider
that the Sun’s size will not be to scale.
5. Mark one end of the tape to represent the Sun.
6. Measure from the edge of your group’s drawn sun the distances for each planet. Place a dot where
each planet should be placed. Include your scale on the model.
7. Once all of the planets have mapped out, each group member should choose one or two planets to
draw and color. Use your textbook or materials provided by your teacher as a reference.
PLANET
TABLE 2: Scaled Distances of Planets
Distance from the
Standard-Scale
Sun in
(chosen by
Astronomical
class/group)
Units (AU)
AU x scale unit
Mercury
0.4
Venus
0.7
Earth
1.0
Mars
1.5
Jupiter
5.2
Saturn
9.5
Uranus
19.5
Neptune
30.2
Pluto (Dwarf
Planet)
40
Distance of Planet
in the chosen
scale.
(cm)
Results and Conclusions:
1. Why do you think scale models are important?
2. Why were you instructed to multiply the distances in AU by 40 to determine how long your scale
model needed to be?
3. Compare and contrast the distances of the inner and outer planets from the sun
Extension:
1) Draw the planets by scale according to size (diameter) on the distance scale model.
2) Research other celestial bodies in the universe (other known stars and galaxies). Using AU and units
such as a light year, include these in you distance scale model.
Part 3 - Martian Sun Times Reporters
Teacher’s Procedure:
1. Divide the class into seven different groups. Each person within the group will be assigned a specific
job, e.g. secretary, researcher(s), editor, organizer.
2. Assign to each group one of the investigations to research. Use the factual information obtained to
prepare an article. This may consist of anyone of a variety of formats, e.g., a newspaper article, a
travel brochure, a human –interest (or Martian interest) story, a fashion report, weather predictions.
Student Procedure:
1. Your group will be assigned an investigation to research and present to class.
2. Use the factual information obtained to prepare an article. This may consist of anyone of a variety of
formats, e.g., a newspaper article, a travel brochure, a human –interest (or Martian interest) story, a
fashion report, weather predictions.
3. Each person within the group will be assigned a specific job, e.g. secretary, researcher(s), editor,
organizer.
Summary of Investigations:
Investigation I: Weather Forecasts for Earthlings and Martians. (Comparing weather for Mars and
where you live).
Compare temperatures and wind speeds on Mars and on Earth where you live, as well as noting the
temperature ranges across the two planets.
Investigation II : A Martian Summer Day (Comparing temperatures for summer on Mars and the place
you live)
Research the typical high and low summer temperatures for Mars. Compare temperatures for the current
date on Mars and Earth based upon 30° N latitude.
Investigation III: Stormy Mars: Dust Gets In My Eyes (Finding out about dust storms on Mars).
Discover the effect of Martian dust storms on temperatures. Find out what might cause the storms and
infer the length of one storm.
Investigation IV: Probing Earth and Mars: What Should We Pack? (Finding out temperatures at
various landing sites)
If MASA (Martian Aeronautics and Space Administration) sent astronauts to Earth to places that match
the latitude and longitude of Viking and Pathfinder landing sites, where would they land and what
weather conditions would they encounter?
Investigation V: Life on Mars: Where's the Party? (Finding out about the possibility of life on Mars)
Learn about the Martian meteorite that may show evidence of life there. Are any temperatures on Mars
similar to Earth? Considering the environment of Mars what, would a Martian look like?
Investigation VI: Getting to Mars: Are We There Yet? (Finding out about Mars' orbit and NASA
Missions)
Learn about planetary orbits and interplanetary travel. How long would a trip from Earth to Mars take?
What are some of the next Martian missions planned?
Investigation VII: Exploring Mars: Oh Water, Where Art Thou? (Finding out about water on Mars)
Early observers of Mars thought they saw canals on the planet. There are no canals, but there is a lot of
evidence of once– abundant water on Mars. Students will see current Mars images and compare them to
water– formed features on Earth.
Extension:
1. Allow students to imagine that they are living on one of the planets other than Earth. They must
assume the role of a travel agent who is trying to attract visitors to their home world. They must
create an Interplanetary Travel Brochure.
Resources:
http://www.ucls.uchicago.edu/MartianSunTimes/index.html)
http://www.nineplanets.org/mars.html
IMAGINARY ALIEN LIFE FORMS
Adapted from Mars Critters http://solarsystem.nasa.gov/educ/docs/Mars_Critters.pdf and
Solar System Activities: Search for a Habitable Planet
http://solarsystem.nasa.gov/docs/modelingsolarsystem_20070112.pdf
Florida Next Generation Sunshine State Standards Benchmark: SC.8.E.5.7 Compare and contrast the
properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
(Also assesses SC.8.E.5.4 and SC.8.E.5.8.); SC.7.L.15.2 Explore the scientific theory of evolution by
recognizing and explaining ways in which genetic variation and environmental factors contribute to
evolution by natural selection and diversity of organisms. (Also assesses SC.7.L.15.1 and SC.7.L.15.3.)
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares
and pedigrees.
About This Activity
In groups or as individuals, students will use their knowledge of Mars and living organisms to construct a
model of a plant or animal that has the critical features for survival on Mars. This is a “what if” type of
activity that encourages the students to apply knowledge. They will attempt to answer the question: What
would an organism need to be like in order to live in the harsh Mars environment?
Objectives
Students will:
• draw logical conclusions about conditions on Mars.
• predict the type of organism that might survive on Mars.
• use a punnett square to predict offspring genotupe and phenotype
• construct a model of a possible martian life form.
• write a description of the life form and its living conditions focusing on necessary structural adaptations
for survival.
Background
To construct a critter model, students must know about the environment
of Mars. The creature must fit into the ecology of a barren dry wasteland
with extremes in temperature. The atmosphere is much thinner than the
Earth’s; therefore, special adaptations would be necessary to handle the
constant radiation on the surface of Mars. Also the dominant gas in the
Mars atmosphere is carbon dioxide with very little oxygen. The
gravitational pull is just over 1/3rd (0.38) of Earth’s. In addition, Mars
has very strong winds causing tremendous dust storms. Another
requirement for life is food—there are no plants or animals on the
surface of Mars to serve as food!
Scientists are finding organisms on Earth that live in extreme conditions
previously thought not able to support life. Some of these extreme
environments include: the harsh, dry, cold valleys of Antarctica, the
ocean depths with high pressures and no sunlight, and deep rock formations where organisms have no
contact with organic material or sunlight from the surface.
Vocabulary
ecology, adaptations, gravity, geology, atmosphere, radiation exposure, weather, environment, genotype,
phenotype
Part 1
Materials








paper (construction, tag board, bulletin board, etc.)
colored pencils
glue
items to decorate critter (rice, macaroni, glitter, cereal, candy, yarn, string, beads, etc.)
pictures of living organisms from Earth
Student Sheet, Mars Critters
Student Sheet - Activity 1, If You Went to Mars
Mars Fact Sheet (pg. 56)
Procedure
Advanced Preparation
 Gather materials.
 Set up various art supplies at each table for either individual work or small group work. This
activity may be used as a homework project.
 Review the “If You Went to Mars” sheet, Mars Fact Sheet, and the background provided above
along with the research conducted in the Martian Sun-Times activity or other desired research.
Classroom Procedure
1. Ask students to work in groups to construct a model of an animal or plant that has features that
might allow it to live on or near the surface of Mars.
2. Have them consider all the special adaptations they see in animals and plants here on Earth.
3. They must use their knowledge of conditions on Mars, consulting the Mars Fact Sheet, If You
Went to Mars, and other resources such as web pages if necessary. Some key words for a web
search might be “life in space” or “extremophile” (organisms living in extreme environments).
4. They must identify a specific set of conditions under which this organism might live.
Encourage the students to use creativity and imagination in their descriptions and models.
5. If this is assigned as homework, provide each student with a set of rules and a grading sheet,
or read the rules and grading criteria aloud and post a copy.
6. Review the information already learned about Mars in previous lessons.
7. Remind the students that there are no wrong critters as long as the grading criteria are
followed.
8. Include a scale with each living organism.
9. Students select two different organisms that will mate.
10. Revisit/Introduce Genetics:: Select one trait, the height of the “Mars Critter,” and generate a
punnett square to predict the genotype (genetic make-up) and phenotype (physical
characteristics) of the offspring that the two organisms would produce, if mated. Students will
learn more about this in upcoming topics. For simplicity – tell students that the height trait
will have a paired allele, each parent giving one possible allele to the offspring and tall is
dominant and expressed in the offspring when present. Complete a sample punnett square, as
a reminder. Advanced students may explore incomplete dominance.
As an extension, mate offspring and/or generate punnett squares for other
characteristics.
Genotype
TT (dominant tall)
tt (recessive short)
Tt (mixed hybrid)
Phenotype
Tall
Short
Tall
Teacher Guide
Source: www.exploringnature.org/db/detail.php?dbID=22&detID=2290
7. Suppose two Mar’s critters mated. One was Tall and the other was short. Using a
punnett square, predict the offspring’s possible heredity of the tall gene. Each parent
has two alleles for the height gene. Dad is homozygous tall (TT) and mom is short (tt).
Predict the genotype (genetic make-up) and phenotype (physical characteristics) for the
offspring
Dad
Genotype: _____% TT ____% tt ____% Tt
Phenotype: :
______% Tall ______% short
Genotype
TT (homozygous tall)
tt (homozygous short)
Tt (heterozygous)
Phenotype
Tall
Short
Tall
Offspring
Mom
Part 2: Search for a Habitable Planet
Florida Sunshine State Standards Benchmark: SC.E.1.3.1 The student understands the vast size of our
Solar System and the relationship of the planets and their satellites.
SC.F.2.3.3: AA (Also assesses F.2.3.4 & G.1.3.2)
The student knows that generally organisms in a population live long enough to reproduce because they
have survival characteristics.
Objective:
This lesson focuses on characteristics of planets that make them habitable. Living creatures need food to
eat, gas to breathe, and a surface that provides a comfortable temperature, gravity, and place to move
around. These requirements are related to what the planet’s surface and atmosphere are made of, and how
large (gravity) and close to the Sun (temperature) the planet is located. The inner planets are small (low
gravity), relatively warm, and made of solid rock. Some of them have atmospheres. The outer planets are
large (high gravity), cold, and made of gaseous and liquid hydrogen and helium. A creature that might be
comfortable on a gas giant would not be comfortable on a small rocky planet and vise versa.
Vocabulary: habitable, life requirements, planet characteristics, surface and atmospheric composition
(chemical examples)
Time Required: One to two 45 minute class periods
Materials: Creature Cards Solar System Images and Script Planet Characteristics Table
Students will define the life requirements of a variety of creatures and learn that these relate to measurable
characteristics of planets the creatures might inhabit. By evaluating these characteristics, students
discover that Earth is the only natural home for us in our solar system and that Mars is the next most
likely home for life as we know it.
Procedures
Activity 1. Define Habitability and Design Creatures
This lesson has students take the places of extraterrestrial creatures exploring our solar system in search of
new homes. They define creature life requirements and relate them to planet characteristics in order to
choose homes. Several of these creatures have life requirements quite unlike life as we know it, where
water and carbon are essential, and some are downright impossible. The goals here are not to study
biochemistry, but habitability of planets. Bizarre creatures had to be invented for them to find homes on
some of the planets in our solar system. Another goal is to encourage creativity and teamwork in
designing creatures and selecting planets. This activity is one that is outside of the box.
ENGAGE
1. Set the stage by reading introduction:
We are space travelers from a distant star system. The crew of our spaceship includes six different
types of creatures who live on different planets in that star system. Our star is expanding and getting
very hot. Our home planets are heating up and soon we will need new places to live. It is our mission
to find habitable planets for our six different types of creatures with different life requirements. In all
we need to find new homes for five billion inhabitants.
First we need to know what makes a planet habitable so we can set up probes to measure the
characteristics of various planets. The different requirements for life can be related to measurable
planetary characteristics. What do creatures require to live?
EXPLORE
2. Brainstorm on requirements and characteristics. Lead the students in producing a table similar
to the one below. Encourage free-thinking, there aren't specific right answers, but lead students
to the following topics, among others.
Life requirements
food to eat
gas to breathe
comfortable temperature
ability to move
Planet characteristics
surface & atmosphere composition
atmosphere composition
temperature range
surface type (solid, liquid, gas) gravity size
3. Ask students what kinds of probes might be used to measure these characteristics. Answers
may range from general to specific and may be based on science fiction. Examples may
include cameras, radar, thermometers, and devises to measure magnetics, altitude, and light in
all wavelengths from radio waves, through infrared, ultraviolet, and X-ray to gamma-ray.
[Secondary school classes might do one of the excellent activities on the electromagnetic
spectrum or activities related to solar system missions.]
4. Divide students into six or more teams (more than one group can design the same creature).
Explain that each team represents one of the six different types of creatures on our mission.
Today we will make models of creatures having specific life requirements. Later we will
collect data on a new planetary system in order to search for new homes.
5. Distribute one creature card to each team. Each card contains the information on a single
line A-F below. Tell students that each team is supposed to create a creature that fits the
characteristics on their creature card. Students may select art supplies (or drawing supplies)
and should be able to complete their creatures in approximately 15-20 minutes. Students
will name their creature ambassador and be ready to introduce it to the class. Encourage
teamwork and creativity.
[Teacher, you may get questions on some of the food or gases. Handle these as they come, but do not provide
this vocabulary ahead of time unless it comes up during brainstorming. Simply explain that they are various
chemical elements or compounds. They are needed only for matching with planetary characteristics and
should not be tested vocabulary.]
6. Ask each team to introduce their creature ambassador and to explain their creature's needs
and any specific features of the model. This will take longer than you expect because
students really get involved with their creatures.
Creature
A
B
C
D
E
F
Food
helium
rock
carbon
methane
water
carbon
Breathes
hydrogen
carbon dioxide
oxygen
hydrogen
carbon dioxide
oxygen
Motion
flies
flies
walks
swims
walks
swims
Temperature
cold
hot
moderate
cold
moderate
moderate
Assessment: Evaluate team presentations and collect descriptions of how their creature meets its life
requirements.
EXPLAIN
Activity 2. Tour solar system and evaluate for habitability
1. Prepare students for solar system tour. Tell students that they will have to take notes on the
planets to report back later. Students will work in the same teams as when they made
creatures. The grade level/ability will determine how the teacher structures the information
gathering. Each team may record the information on all planets or on just one or two
planets. Young students may simply compare planet characteristics to those on their
creature cards and check off boxes of matching characteristics on the planet chart.
2. Distribute copies of the blank planet characteristics chart or put it on the
blackboard/overhead. Show slides/photos of the planets and read the text provided below.
For elementary students, exclude the data in parentheses. For secondary students, include
the data. As you tour the planets, it may be necessary to repeat each section twice for
younger students to get enough information to report.
3. Compile information on overhead or blackboard planet characteristics chart as teams report
data they recorded on planet (size, surface type, composition, atmosphere and
temperature). Attached table gives suggested answers. Students will probably be able to
name the planets, but this is not a test. Alternatively, each student could fill in a chart to
allow evaluation of listening skills. Also, students could work cooperatively to complete
one chart per team.
4. Have teams compare the characteristics chart on the planets with the creature requirements
on their creature card. Decide which planets (if any) would be suitable homes for their
creature. Report their choices orally and explain, if necessary. Tabulate on the blackboard.
Creature
A
B
C, F
D
E
Planet(s)
4, 5 (Saturn and Jupiter), but also 2,3 (Neptune and Uranus)
8 (Venus)
7 (Earth)
2,3 (Neptune and Uranus)
6 (Mars)
No creatures can live on planets 1 or 9 (Mercury or Pluto)
5. Ask students to create a finale or read the finale below.
Now that the creatures have evaluated habitable planets we will send down spaceships to check out
the surfaces in detail. Creatures A, B, D and E find uninhabited planets that are just suited to their
needs. They decide to settle on their chosen planets. Creatures C and F are both interested in the same
planet. Creature F finds the salt water to be a perfect home for it, while creature C finds the land to be
overpopulated and polluted. They decide that there isn't room for one billion more inhabitants and
decide to look for a habitable planet in another solar system.
Assessment: Collect Planet Characteristics tables and compare with the suggested answers above. Do not
require a perfect match, but allow students to think critically and creatively. Allow adaptations of the
environment (such as turning water into hydrogen and oxygen) and other reasonable modifications.
EVALUATE
Writing assignment: Ask students to write a paragraph explaining why the planet they found will or will
not be suitable for their creature. The paragraph could be in the form of a news report to be sent back to
their dying solar system.
CREATURE CARDS
We are space travelers from a distant star system. The crew of our spaceship includes six different types of
creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our
home planets are heating up and soon we will need new places to live. It is our mission to find habitable
planets for our six different types of creatures with different life requirements. In all we need to find new
homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to
the class and explain how it meets its needs for life.
Creature A
Food
Helium
Breathes
Motion
Hydrogen
Flies
Temperature
Cold
We are space travelers from a distant star system. The crew of our spaceship includes six different types of
creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our
home planets are heating up and soon we will need new places to live. It is our mission to find habitable
planets for our six different types of creatures with different life requirements. In all we need to find new
homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to
the class and explain how it meets its needs for life.
Creature B
Food
Breathes
Motion
Temperature
Rock
Carbon dioxide
Flies
Hot
We are space travelers from a distant star system. The crew of our spaceship includes six different types of
creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our
home planets are heating up and soon we will need new places to live. It is our mission to find habitable
planets for our six different types of creatures with different life requirements. In all we need to find new
homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to
the class and explain how it meets its needs for life.
Creature C
Food
Breathes
Motion
Temperature
Carbon
Oxygen
Walks
Moderate
We are space travelers from a distant star system. The crew of our spaceship includes six different types of
creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our
home planets are heating up and soon we will need new places to live. It is our mission to find habitable
planets for our six different types of creatures with different life requirements. In all we need to find new
homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to
the class and explain how it meets its needs for life.
Creature D
Food
Breathes
Motion
Temperature
Methane
Hydrogen
Swims
Cold
We are space travelers from a distant star system. The crew of our spaceship includes six different types of
creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our
home planets are heating up and soon we will need new places to live. It is our mission to find habitable
planets for our six different types of creatures with different life requirements. In all we need to find new
homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to
the class and explain how it meets its needs for life.
Creature E
Food
Breathes
Motion
Temperature
Water
Carbon Dioxide
Walks
Moderate
We are space travelers from a distant star system. The crew of our spaceship includes six different types of
creatures who live on different planets in that star system. Our star is expanding and getting very hot. Our
home planets are heating up and soon we will need new places to live. It is our mission to find habitable
planets for our six different types of creatures with different life requirements. In all we need to find new
homes for five billion inhabitants.
Your task 1) Design a creature that fits the following needs for life. 2) Give it a name. and 3) Introduce it to
the class and explain how it meets its needs for life.
Creature F
Food
Breathes
Motion
Temperature
Carbon
Oxygen
Swims
Cold
Search for a Habitable Planet
Solar System Images and Script
PLANET CHARACTERISTICS
(Teacher Key)
Size
Surface Type
and
Composition
Atmosphere
Temperature
Name
1
tiny 2350 km
solid rock,
methane ice
none (methane)
very cold -230
C
2
medium large
49,500 km
liquid
hydrogen,
helium
thick hydrogen,
helium,
methane
very cold
220 C
-
Neptune
3
medium large
51,100 km
liquid
hydrogen,
helium
thick hydrogen,
helium,
methane
very cold
210 C
-
Uranus
4
large 120,500
km
liquid hydrogen
thick hydrogen,
helium
cold -180 C
Saturn
5
very large
143,000 km
liquid hydrogen
thick hydrogen,
helium
cold -150 C
Jupiter
6
small
km
solid rock,
water ice
thin carbon
dioxide
moderate -23 C
Mars
7
medium small
12,756 km
solid rock,
liquid water,
carbon
compounds
medium
nitrogen,
oxygen
moderate 21 C
Earth
8
medium small
12,100 km
solid rock
thick carbon
dioxide
very hot 480 C
Venus
9
tiny 4878 km
solid rock
none (helium)
variable range 180 to 400 C
Mercury
6786
Pluto
PLANET CHARACTERISTICS
Student Sheet
Size
1
2
3
4
5
6
7
8
9
Surface Type
and
Composition
Atmosphere
Temperature
Name