Miami-Dade County Public Schools
Office of Academics and Transformation
Department of Mathematics and Science
Science Content and Pacing Middle Q3 – 8th Grade
Facilitator: Kerlyn Prada
Interactive Science Notebook
Today’s Agenda
8:30 – 8:45
Welcome
8:45 – 9:45
Inquiry-based Space Science Content - Q3
 NGSSS and the 5Es
9:45 – 10:45
Inquiry through Gizmos (Mario Junco)
10:45 – 11:00
Break
11:00-11:30
Inquiry-based Space Science Content - Q3 continued
 Infusing Common Core (C-E-R)
11:30 – 12:30
Lunch
12:30 – 1:30
Inquiry-based Space Science Content - Q3 continued
 Infusing Common Core (CIS), NGSSS and the 5Es
1:30 – 2:30
Lab Rotations
2:30 – 3:30
Developing a 5E Lesson
 Brainstorming and topic selection
 Infusion of Common Core State Standards in Math and
Language Arts
Follow up: (Due Friday, 2/21/14)
1. 5E Lesson plan based on content and strategies shared during the session
reflecting strategies that support Common Core standards.
2. Assignment must be turned in on Edmodo. (EdModo Code: us558h)
What does effective science instruction look like?
1
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
SC.8.E.5.3: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and
universe, including distance, size, and composition. (Level 3: Strategic Thinking & Complex Reasoning)
Scale
Learning Progression
Sample Progress Monitoring and Assessment
Activities

I am able to compare relative distance and relative size in terms of
light and space travel, as well as general composition of
astronomical bodies in the universe

I am able to compare relative distance, relative size, and general
composition of astronomical bodies in the universe.
Use a scale model of the universe to develop a
plan for space travel including specific limitations
of space travel.
(See www.scaleofuniverse.com for a sample
scale model.)
Create a scale model of the solar system and
relate the scale to galaxies and the university.

I am able to distinguish among the relative distance, relative size,
and general composition of astronomical bodies in the universe.
Use a graphic organizer to distinguish
astronomical bodies in the universe based on
relative distance, relative size, and general
composition

I am able to recognize relative distance and relative size of
astronomical bodies in the universe.
Identify astronomical bodies based on relative
distances and relative sizes.

I am able to distinguish among the Sun, planets, moons, asteroids,
and comets.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
3
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
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. (Level 2: Basic Application of Skills &
Concepts)
Scale
Learning Progression
Sample Progress Monitoring and Assessment
Activities

I am able to differentiate the characteristics of objects in the Solar
System such as gravitational force, distance from the Sun, speed,
movement, temperature, and atmospheric conditions
Based on characteristics of objects in the Solar
System such as gravitational force, distance from
the Sun, speed, movement, temperature, and
atmospheric conditions, explain why other
astronomical bodies cannot support life.

I am able to compare and contrast the characteristics of objects in
the Solar System such as gravitational force, distance from the Sun,
speed, movement, temperature, and atmospheric conditions
Develop and use a model to compare and
contrast the characteristics of objects in the Solar
System such as gravitational force, distance from
the Sun, speed, movement, temperature, and
atmospheric conditions.

I am able to compare and contrast the characteristics of objects in
the Solar System such as gravitational force, distance from the Sun,
speed, movement, temperature, and atmospheric conditions
Develop a model of the Solar System and use
the model to describe the differences in
temperature, size, gravitational pull, distances,
and atmospheric compositions of objects in the
solar system.

I am able to identify the characteristics of objects in the Solar System
such as gravitational force, distance from the Sun, speed,
movement, temperature, and atmospheric conditions
Identify differences in temperature, size,
gravitational pull, distances, and atmospheric
compositions of objects in the solar system.

I am able to recognize the major common characteristics of all
planets and compare/contrast the properties of inner and outer
planets (surface composition, presence of an atmosphere, size,
relative position to the Sun, relative temperature, and relative length
of a year)
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
4
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
SC.8.E.5.9: Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction
and 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. (Level 3: Strategic Thinking &
Complex Reasoning)
Scale
Learning Progression
Sample Progress Monitoring and Assessment
Activities
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
 I am able to analyze how astronomical bodies in the Solar System
affect each other including the Sun on the Earth (seasons, tides,
eclipses) and the Moon on the Earth (tides, phases of the moon,
eclipses) along with the relative position of each body
 I am able to relate the effect of astronomical bodies on each other
included the effect of the Sun and the Moon on the Earth
(seasons, tides, eclipses, phases of the moon)
 I am able to recall the effect of astronomical bodies on each other
including the effect of the Sun and the Moon on the Earth
(seasons, tides, eclipses, phases of the moon)
 I am able to recognize some of the relationships between the
Sun, Moon, and Earth (seasons, tides, eclipses, phases of the
moon)
 I am able to describe how the Moon appears to change shape
over the course of a month.
 I am able to recognize that Earth revolves around the Sun in a
year and rotates on its axis every day.
 I am able to relate that the rotation of the Earth and movement of
the Sun, Moon, and stars are connected.
Analyze how relative positions of Earth-Sunmoon and corresponding tides affect extreme
weather events.
Analyze the historical implications of eclipses.
Develop and use a model of the Earth-sunmoon system to describe the cyclic patterns of
lunar phases, eclipses of the sun and moon,
and seasons. Use the model to describe the
role of gravity in the motions of the Earth-sunmoon system.
Use a model of the Earth-sun-moon system to
describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
Use the model to describe the role of gravity in
the motions of the Earth-sun-moon system.
Recognize some of the relationships between
the Sun, Moon, and Earth
5
THE MARTIAN SUN-TIMES
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. (AA)(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
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
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.
6
TABLE 2: Scaled Distances of Planets
PLANET
Distance from the
Sun in
Astronomical Units
(AU)
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
Standard-Scale
(chosen by
class/group)
AU x scale unit
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.
7
Conclusion Writing
Claim-Evidence-Reasoning
How do scientists classify objects in the solar system?
Claim
Evidence
8
Reasoning
9
Wrong-way planets do gymnastics
By Stephen Ornes / April 28, 2010
P1
Cartwheels aren't just f or gymnasts anymore — a gang of distant, unusual planets, a team of astronomers say,
may have done giant, deep-space cartwheels to get into place. And those cartwheels are making scientists think
again about what they know about planet formation.
P2
These planets are unusual because they orbit, or move around their stars, backward. In the solar system, all eight
major planets (sorry, Pluto!) move around the sun in the same direction: counter-clockwise when looking down on
the sun's north pole. The sun, too, is spinning in that direction.
P3
Scientists believe that all the planets in the solar system were formed from the same giant disk of debris —
mainly gas and dust — that was slowly moving around the sun billions of years ago. Since the debris was
moving, the planets, including Earth, that formed also moved in the same direction as the debris.
This image is from a video that illustrates a planet in retrograde orbit: The star is spinning to the right and the
planet is rotating to the left. See the European Southern Observatory's video.
P4
In addition, the paths of all the planets should be in the same plane. Imagine a giant, flat piece of paper that
cuts through the middle of the sun and extends to the end of the solar system. If all the planets orbit in the
same plane, then all their orbits will be on that piece of paper.
P5
That's the way it works in the solar system, so astronomers have wondered whether planetary systems around
other stars work in the same way.
P6
Last summer, astronomers found six planets moving around their host stars in the opposite direction. This finding
suggests that scientists may have to think again about how planets form. All six of these planets are "hot
Jupiters." Hot Jupiters are giant — as big as or bigger than Jupiter — and orbit so close to their host stars that
they're blazing hot.
10
P7
P8
P9
P
10
Illustrated here are a few planets that orbit their stars in the wrong direction. The lower right image shows a planet
orbiting in the same direction its parent star rotates.
These six aren't the only problematic planets. Some other recently discovered planets orbit in the forward
direction around their host stars, but their orbital planes tilt at various angles.
At a recent meeting of astronomers in Glasgow, Scotland, Andrew Collier Cameron proposed an explanation f
or these wrong-way and tilted planets.
Cameron, an astronomer at the University of St. Andrews in Scotland, suggested that a much larger object —
another star, or a giant planet, perhaps — may have come along. Gravity is a force that comes with mass, so
planets or stars with more mass have more gravity, and thus a stronger pull on other objects. Large objects
have strong gravitational forces, and these strong forces may have affected the way the planets move around
their stars. Astronomers believe these forces can be so strong that they cause the planet's orbit to f lip like a
jump rope over the star.
This effect, called the Kozai mechanism, may explain how a hot Jupiter ends up orbiting backward around its
star. It may also explain how the other planets ended up with tilted orbits.
P
11
Cameron says the wrong-way planets match up with the change his team would have expected from the Kozai
mechanism. "That looks very much like what we're now observing," Cameron says. "It looks almost too good to be
true."
P
12
Other scientists say it's too early to say f or certain whether the Kozai mechanism is responsible f or the
planets' behavior. "Their data isn't that definitive to eliminate any other possibilities," Adam Burrows told
Science News. Burrows is a scientist at Princeton University.
P
13
P
14
Astronomers have identified more than 400 exoplanets, and most of them are gas giants, like the hot Jupiters.
(Exoplanet is short f or "extra-solar planet," which is a planet outside the solar system.) Astronomers would like to
find a small, rocky planet not too far from or too close to its star — one that looks a lot like Earth. These types of
planets are most likely to host life as we know it, so if we find an Earthlike planet, we may find life somewhere
else in the universe.
Then again, we may not. If Cameron is right, then hot Jupiters on strange orbits may f ling rocky debris — debris
that would have made a small planet — out of the system. So in a way, more hot Jupiters may mean fewer
Earthlike planets. More studies are needed to know for sure why some planets run backward around their host
stars.
11
Benchmarks: Carefully select text that aligns with State Standards/Benchmarks
Title of
Text/Article:
NGSSS for Science
Benchmarks:
Content
Integration
CCSS ELA &
Literacy in
History/Social
Studies,
Science, and
Technical
Subjects
Mathematical
Practices
Wrong-way Planets Do Gymnastics
Comprehensive Science 3 (2002100)
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. AA (Cognitive Complexity: Moderate)
Comprehensive Science 3 (2002100)
The student will be able to
 Compare and/or contrast how the Sun, planets, and moons to those of Earth
are alike and different
 Compare and/or contrast gravitational force, distance from the Sun, speed,
movement, temperature, and atmospheric conditions.
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of explanations or
descriptions.
LACC.68.WHST.3.9 Draw evidence from informational texts to support
analysis, reflection, and research.
MACC.K12.MP.1: Make sense of problems and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and quantitatively.
MACC.K12.MP.3: Construct viable arguments and critique the reasoning of
others.
MACC.K12.MP.7: Look for and make use of structure.
MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
Teacher Notes:



Materials:
o Text or article (of sufficient complexity to promote high-level thinking)
o Sticky notes (for opening “hook question, question generation, written responses, etc.)
o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation, etc.)
o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question Generation).
Preparations:
o Number paragraphs of selected text/article for ease of locating text evidence during discussions.
o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to
communicate upfront for students the lesson’s final question and learning outcome.
o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking.
Select a small text segment and preplan corresponding coding example(s) to model the text-marking
process for students.
o Directed Note-taking: Develop a graphic organizer with headings appropriate for the CIS text. Select a
small text segment and preplan corresponding note(s) to model the note-taking process.
o Question Generation: Select a small text segment and preplan a corresponding question(s) to model
the Question Generation process for students.
o Any audio visuals, specimens, and/or samples to enhance lesson.
Guidelines:
o Add additional efferent discussion sessions, as needed.
o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)
o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).
12
* * * CIS Step 1 * * *
Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while
students mark text, students read the text and participate in directed note-taking.
Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent
reading, provide opportunities for students to become interactive with the text, and think critically
about information in the text.
Visual Hook: Wrong-way Planets Do Gymnastics By Stephen Ornes /April 28, 2010
(http://www.sciencenewsforkids.org/?s=wrong-way+planets+do+gymnastics) and The Earth, Moon,
and Gravity by Pearson Interactive Science, Florida
Hook Question: How do scientists discover new planets outside of
our solar system (exoplanets)?
Individual responses
Predictive Written Response to Complex Text-Based Question
How are these exoplanets similar and different to the planets in our solar
system?
Vocabulary Instruction
Paragraph
#
Academic or Discipline Specific
Vocabulary
Word Part
or
Context
Paragraph
#
Academic or Discipline Specific
Vocabulary
Word Part
or Context
13



Direct students to locate words introduced in the text by paragraph number.
Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or
context. Record meanings of word parts and words on chart paper.
Variations for Vocabulary Instruction:
o record meanings of word parts and words in word study guide, journal writing, graphic
organizers, etc.
o post word parts, words, and their meanings on a vocabulary word wall; refer to word wall
during reading, discussions, and writing throughout CIS lesson and subsequent lessons.
Reading #1
Text-marking
S
– this section of text shows a similarity
D
– this section of text shows a difference

Model for students by reading the text aloud and coding a portion of the text. Students follow
along and mark their copy. Students proceed to code the rest of the text independently.
Students share text markings with table group or partner.
Reading #2
Directed Note-Taking - Record notes containing the most important information relevant to the guiding
question
Visual Hook: Exoplanets – PBS Learning
Directed Note-Taking
Guiding Question: Using evidence from the text and video clip, how are these newly
discovered exoplanets similar and different to the planets in our Solar system?
ParaNote
graph
Similarity
Difference
#
14


Present a guiding question to direct students thinking while taking notes. Teacher models
note-taking using an example statement from the text, then selecting the category or
categories that support the statement. Students complete note-taking collaboratively or
independently.
Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on
which category is the most impactful according to the support from the text.
First Draft Written Response to Essential Question
Using evidence from the text and video, how are these newly discovered exoplanets similar
and different to the planets in our Solar system?


Ask students to complete the second Written Response.
Variations for this Written Response: Sticky notes quick writes, collaborative partners, written
conversations
15
* * * CIS Step 2 * * *
Tasks: Teacher models the generation of a complex question based on a section of text, relating to
a broad perspective or issue. Students record the questions, and then students re-read the text to
generate their own questions.
Purpose: To provide students with a demonstration of question generation and the opportunity for
them to interact with the text by generating questions to further deepen their comprehension.
Reading #3
Question Generation
Paragraph
#



Question Generation: How will new technology help with future discoveries
Check relevant categories below
Questions
Similarity
Difference
Teacher models re-reading a portion of the text and generates one or two questions.
Students continue to review/scan the text and use their recorded notes to generate questions
about information in the text collaboratively or independently.
To conclude question generation, the teacher has students:
 share their questions with the related category whole class and discuss which questions
they have in common, and which questions are most relevant or significant to their
learning.
 record/post common and relevant/significant questions to encourage:
o extended efferent text discussion
o students to seek/locate answers in text-reading throughout the remainder of the
chapter/unit focusing on unanswered questions in collaborative inquiry.
16
* * * CIS Step 3 * * *
Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise
answers to the final/Complex Text-Based question based on discussion.
Purpose: To provide opportunities for students to interact with the text and with their peers to:
 identify text information most significant to the final/essential question.
 facilitate complex thinking and deep comprehension of text.
Final Written Response to Complex Text-Based Question
According to the text and extended text discussion, which factors affect the type of planets in
the different solar systems and how they behave?
The Final Written Response will be used as an assessment for student learning.

The Final Written Response can be used as an assessment for student learning, aligning to
FCAT Item Specifications.
17
What Causes the Seasons?
Benchmark:
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including
seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides, and eclipses, and the
relative position of each body. (AA)
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an
experiment. (Assessed as SC.8.N.1.1)
SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models. (Assessed as SC.7.N.1.5
Overview:
Because the axis of the Earth is tilted, the Earth receives different amounts of solar radiation at different times
of the year. The amount of solar radiation received by the Earth or another planet is called insolation. The tilt of
the axis produces the seasons. In this experiment, a simulated Sun—a light bulb—will shine on a temperature
probe attached to a globe. You will study how the tilt of the globe influences warming caused by the lighted
bulb.
Objective:
 Compare simulated warming of your city by the Sun in the winter and in the summer.

Explain the causes of the cycle of seasons on Earth.
Materials:







Globe of the Earth
Tape
Metric ruler
Temperature probe or thermometer
Lamp with 100-watt bulb
Ring stand and utility clamp
20-cm Length of string
Procedure:
Figure 1
1. Prepare the light bulb (simulated Sun).
a. Fasten the lamp to a ring stand as shown in
Figure 1.
b. Stand the ring stand and lamp in the center of
your
work area.
c. Position the globe with the North Pole tilted away
from
the lamp as shown in Figure
d. Position the bulb at the same height as the Tropic
of
Capricorn. Note: The Sun is directly over the
Tropic of Capricorn on December 21, the first day
of
winter.
2. Attach the temperature probe to the globe.
a. Find your city or location on the globe.
b. Tape the temperature probe to the globe with the tip of the probe at your location. Place the tape
about 1 cm from the tip of the probe.
c. To keep the tip of the temperature probe in contact with the surface of the globe, fold a piece of
paper and wedge it under the probe as shown in
Figure 2.
3. Position the globe for winter (in the Northern
Hemisphere) data collection.
a. Turn the globe to position the North Pole (still
tilting away
from the lamp), your location, and the bulb in a
straight
Figure 2
line.
b. Cut a piece of string 10-cm long.
18
4.
5.
6.
7.
c. Use the string to position your location on the globe at 10 cm from the bulb (you may position
farther, up to 20 cm, depending on the intensity of the lamp that you are using).
d. Do not turn on the lamp until after you have recorded the initial temperature.
Collect winter data.
a. Record the initial temperature.
b. After 5 minutes record the final temperature.
c. Turn off the light.
Record the beginning and final temperatures (to the nearest 0.1°C).
Position the globe for summer data collection.
a. Move the globe to the opposite side of the lamp.
b. Position the globe with the North Pole tilted toward the lamp. Note: This represents the position of
the Northern Hemisphere on June 21, the first day of summer.
c. Turn the globe to position the North Pole, your location, and the bulb in a straight line.
d. Use the string to position your location on the globe 10 cm from the bulb.
e. Do not turn on the lamp until after you have recorded the initial temperature.
Collecting summer data.
a. Let the globe and probe cool to the beginning temperature that you recorded for the winter setup.
b. When the globe and probe have cooled, begin data collection.
c. Record the final temperature after 5 minutes. Turn the lamp off.
Data:
(Record all data to the nearest 0.1°C.)
Winter
Final temperature
Beginning temperature
Temperature change
Summer
°C
°C
°C
°C
°C
°C
Processing Data:
1. In the space provided in the data table, subtract to find the temperature change for each season.
2. How does the beginning and final temperature change for summer compare to the temperature
change for winter?
3. During which season is the sunlight more direct? Explain.
4. What would happen to the temperature changes if the Earth was tilted more than 23.5 degrees?
5. As you move the globe from its winter position to its summer position, the part of the globe closest
to the bulb changes. Describe how it changes.
6. What other factors affect the climate in a region?
7. Identify the test variable, outcome variable, and any controlled variables in the experiment.
8. Why is this model useful for understanding the seasons and how is it limited?
9. What improvements can be made to this model of the seasons?
Elaboration:
Repeat the experiment for locations in the Southern Hemisphere and other areas (different latitudes) in
the Northern Hemisphere to develop an understanding of climate zones.
19
IMAGINARY ALIEN LIFE FORMS
Adapted from Mars Critters http://ares.jsc.nasa.gov/ares/education/program/Data/marsCritters.pdf and
Solar System Activities: Search for a Habitable Planet
http://solarsystem.nasa.gov/educ/docs/modelingsolarsystem.pdf
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. (AA) (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. (AA)
(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
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.
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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.
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Student Sheet
If You Went to Mars
From: “Guide to the Solar System.”
By the University of Texas, McDonald Observatory
Mars is more like Earth than any other planet in our solar system but is still very different. You would have to
wear a space suit to provide air and to protect you from the Sun’s rays because the planet’s thin atmosphere
does not block harmful solar radiation. Your space suit would also protect you from the bitter cold,
temperatures on Mars rarely climb above freezing, and they can plummet to -129oC (200 degrees below zero
Fahrenheit). You would need to bring water with you, although if you brought the proper equipment, you could
probably get some Martian water from the air or the ground.
The Martian surface is dusty and red, and huge duststorms occasionally sweep over the plains, darkening the
entire planet for days. Instead of a blue sky, a dusty pink sky would hang over you.
West Rim of Endeavour Crater on Mars
Image Credit: NASA/JPL-Caltech/Cornell/ASU
http://www.nasa.gov/mission_pages/mer/multimedia/gallery/pia11507.html
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MARS FACT SHEET
Fourth planet from the Sun
Distance from the Sun:
Minimum: 206,000,000 kilometers
Average: 228,000,000 kilometers
(1.52 times as far as Earth)
Maximum: 249,000,000 kilometers
Eccentricity of Orbit:
0.093 vs. 0.017 for Earth (0.00 is a perfectly circular orbit)
Distance from Earth:
Minimum: 56,000.000 kilometers
Maximum: 399,000,000 kilometers
Year:
1.88 Earth years - 669.3 Mars days (sols) – 686.7 Earth days
Day:
24.6 Earth hours
Tilt of Rotation Axis:
Size:
25.2o vs. 23.5o for Earth
Diameter: 6794 kilometers vs 12,76 kilometers for Earth
Surface Gravity: 0.38 9 or ~ 1/3) Earth’s gravity
Mass: 6.4 x 1026 grams vs. 59.8 x 1026 grams for Earth
Density: 3.9 grams/mL vs. 5.5 grams/mL for Earth
Surface Temperature:
Cold
Global extremes: -125oC (-190oF) to 25oC (75oF)
Average at Viking 1 site high 010oC (15oF); low -90oC (-135oF)
Atmosphere: Thin unbreathable
Surface pressure: ~6 millibars, or about 1/200th of Earth’s
Contains 95% carbon dioxide, 3% nitrogen, 1.5%argon, ~0.03% water (varies with
season), no oxygen. (Earth has 78% nitrogen, 21% oxygen, 1% argon, 0.03%
carbon dioxide.)
Dusty, which makes the sky pinkish. Planet-wide dust storms black out the sky.
Surface:
Color: Rust red
Ancient landscapes dominated by impact craters
Largest volcano in the solar system (Olympus Mons)
Largest canyon in the solar system (Valles Marineris)
Ancient river channels
Some rocks are basalt (dark lava rocks), most others unknown
Dust is reddish, rusty, like soil formed from volcanic rock
Moons
Phobos (“Fear”), 21 kilometers diameter
Deimos (“Panic”), 12 kilometers diameter
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Part 2: Search for a Habitable Planet
Next Generation Sunshine State Standards:
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to
solar system, galaxy, and universe, including distance, size, and composition. (AA)(Also assesses SC.8.E.5.1
and SC.8.E.5.2.)
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. (AA)(Also assesses SC.8.E.5.4 and SC.8.E.5.8.)
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.
24
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
25
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 Planet(s)
A
4, 5 (Saturn and Jupiter), but also 2,3 (Neptune and Uranus)
B
8 (Venus)
C, F
7 (Earth)
D
2,3 (Neptune and Uranus)
E
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.
26
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.
27
PLANET CHARACTERISTICS
Student Sheet
Size
Surface Type
and
Composition
Atmosphere
Temperature
Name
1
2
3
4
5
6
7
8
9
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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
29
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
30
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
31
Search for a Habitable Planet
Solar System Images and Script
Today we are traveling through an outer section of the Milky Way galaxy.
There are many, many stars. We are approaching a medium-sized star, the
type that often has habitable planets. As we draw closer we see that there
are nine planets orbiting this star.
We will tour this planetary system and use our probes to measure planet
characteristics in our search for a habitable planet. Record this information
about your planet then when we have completed our tour we will collect all
our results. We will evaluate our results to look for a new place to live.
We will now tour this new planetary system, starting from the outside and
going toward the star: We are approaching the first planet.
The first “planet” is tiny (2350km). In fact, it was downgraded from a
planet to a dwarf planet in 2006 mainly because it orbits around the Sun in
“zones of similar objects that can cross its path.” It is made of rock and
methane ice. It has almost no atmosphere (just a trace of methane) and is
very cold (-230oC).
The second planet is a medium large (49,500km) and made of liquid
hydrogen and helium. It has a thick atmosphere of hydrogen, helium and
methane. It is very cold (-220 oC).
The third planet is very similar to the 2nd except that it has a small ring
system. It is medium large (51,000 km) and made of liquid hydrogen and
helium. It also has a thick atmosphere of hydrogen, helium and methane
and is very cold (-210 oC).
The fourth planet is large (120,500 km) and has an extraordinary ring
system. It has no solid surface, but is a giant mass of hydrogen and helium
gas outside and liquid hydrogen inside. It is cold (-180 oC).
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Search for a Habitable Planet
Solar System Images and Script
The fifth planet is the largest (143,000 km) in this planetary system. Like
the fourth, it is a gas giant made of hydrogen and helium with no solid
surface. It is also cold (-150oC) in the upper atmosphere, but increases in
temperature and pressure and becomes liquid in the interior.
The sixth planet is small (6786 km) and rock. There is some water ice in
polar regions and a thin atmosphere of carbon dioxide. The temperature is
moderate (-23oC).
The seventh planet is medium small (12, 750 km). The surface is made of
liquid water and rock with some carbon compounds. The atmosphere is
mostly nitrogen and oxygen with some carbon dioxide and water vapor.
The temperature is moderate (21oC).
The eighth planet is also medium small (12,100 km). The atmosphere of
carbon dioxide is so thick that we can’t see the rocky surface beneath it,
but need our radar probes. The temperature is very hot (480oC).
The ninth planet is tiny (4880 km) and rocky. It has almost no atmosphere
(just a hint of helium). Temperatures are generally hot, but extreme
variable, ranging from -180oC on the space-facing side to 400oC on the
star-facing side.
We have now finished our tour and it’s time to compile all of
our data. Each team will report its results and we will make
a comparison chart.
33