Mission to Mars (Grade 6)

Lesson Plans, Internet,
URL: http://resources.yesican-science.ca/trek/mars2/final2/grade6/index_6.html

Mars Canadian Space Agency CSA solar irradiance energy Sun plp

Curriculum Links

Grade 6, Pan-Canadian Science Curriculum

• SPAC-06-301.21: describe how astronauts are able to meet their basic needs in space (Resources)
• SPAC-06-104.03: demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems (e.g., explain why astrology is not a part of science) (Resources)
• SPAC-06-104.08: demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results (e.g., use appropriate terminology such as "constellations," "planets," "moons," "comets," "asteroids," and "meteors" to describe objects in space) (Resources)
• SPAC-06-204.05: identify and control major variables in their investigations (e.g., predict what variables might affect the size of craters on the moon, using a flour and marble simulation) (Resources)
• SPAC-06-204.06: identify various methods for finding answers to given questions and solutions to given problems, and select one that is appropriate (e.g., use local papers or science periodicals for listings of planets that are visible at a particular time) (Resources)
• SPAC-06-204.07: plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a procedure to test a hypothesis in a simulated moon crater activity) (Resources)
• SPAC-06-206.02: compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., prepare a diagram showing the orbits of the planets) (Resources)
• SPAC-06-206.05: draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., conclude that simulated flour craters are deeper and wider when the marble is heavier or is dropped from greater heights) (Resources)
• SPAC-06-205.02: select and use tools in manipulating materials and in building models (e.g., select appropriate materials to build model constellations) (Resources)
• SPAC-06-205.07: record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., use a data table to record night sky observations) (Resources)
• SPAC-06-207.02: communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., write a postcard describing your holiday on a planet other than Earth and include in the description the key characteristics of that planet) (Resources)

Grade 6, U.S. National Science Education Standards

• ESS-6-3a: The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system. (Resources)
• ESS-6-3c: Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Gravity alone holds us to the earth"s surface and explains the phenomena of the tides. (Resources)
• ESS-6-3d: The sun is the major source of energy for phenomena on the earth"s surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun"s energy hitting the surface. due to the tilt of the earth"s rotation on its axis and the length of the day. (Resources)
• HNS-6-3a: Many individuals have contributed to the traditions of science. Studying some of these individuals provides further understanding of scientific inquiry, science as a human endeavour, the nature of science, and the relationships between science and society. (Resources)
• HNS-6-3b: In historical perspective, science has been practice by different individuals in different cultures. In looking at the history of many peoples, one finds that scientists and engineers of high achievement are considered to be among the most valued contributors of their culture. (Resources)
• HNS-6-3c: Tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted. (Resources)
• HNS-6-2a: Scientists formulate and test their explanations of nature using observations, experiments, and theoretical and mathematical models. Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. Those ideas are not likely to change greatly in the future. Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations. (Resources)
• HNS-6-2b: In areas where active research is being pursued and in which there is not a great deal of experimental or observational evidence and understanding, it is normal for scientists to differ with one another about the interpretation of the evidence or theory being considered. Different scientists might publish conflicting experimental results or might draw different conclusions from the same data. Ideally, scientists acknowledge such conflict and work towards finding evidence that will resolve their disagreement. (Resources)
• HNS-6-2c:

  It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Although scientist may disagree about explanations of phenomena, about interpretations of data, or about the value of rival theories, they do agree that questioning, response to criticism, and open communication are integral to the process of science.

  Students should understand the difference between scientific and other questions and what science and technology can and cannot reasonably contribute to society.

  As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists. (Resources)
• HNS-6-1a: Women and men of various social and ethnic backgrounds and with diverse interests, talents, qualities, and motivations-engage in the activities of science, engineering, and related fields such as the health professions. Some scientists work in teams, and some work alone, but all communicate extensively with others. (Resources)
• HNS-6-1b: Science requires different abilities, depending on such factors as the field of study and type of endeavour, and the work on science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity-as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (Resources)
• LS-6-3a: All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. (Resources)
• PS-6-3a: Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. (Resources)
• PS-6-3e: In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers. (Resources)
• PS-6-3f: The sun is a major source of energy for changes on the earth"s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. The sun"s energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. (Resources)
• SI-6-1a: Identify questions that can be answered through scientific investigations.

  Students should develop the ability to refine and refocus broad and ill defined questions. An important aspect of this ability consists of students" ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.

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• SI-6-1b: Design and conduct a scientific investigation.

  Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, deSIgn investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.

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• SI-6-1c: Use appropriate tools and techniques to gather, analyze and interpret data.

  The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collections, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.

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• SI-6-1d: Develop descriptions, explanations, and models using evidence.

  Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description - providing causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.

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• SI-6-1e: Think critically and logically to make the relationships between evidence and explanations.

  Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause- and-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.

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• SI-6-1f: Recognize and analyze alternative explanations and predictions.

  Students should develop the ability to listen to and respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.

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• SI-6-1g: Communicate scientific procedures and explanations.

  With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.

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• SI-6-1h: Communicate scientific procedures and explanations.

  With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.

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• SI-6-1i: Use mathematics in all aspects of scientific inquiry.

  Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations.

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• SI-6-2a: Different kinds of questions suggest different kinds of scientific investigations.

  Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information;some involve discovery of new objects and phenomena; and some involve making models.

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• SI-6-2b: Current scientific knowledge and understanding guide scientific investigations.

  Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and understanding.

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• SI-6-2c: Mathematics is important in all aspects of scientific inquiry. (Resources)
• SI-6-2d: Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. (Resources)
• SI-6-2e: Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances. (Resources)
• SI-6-2f: Science advances through legitimate skepticism. Asking questions and querying other scientists" explanations is part of scientific inquiry. Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. (Resources)
• SI-6-2g: Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. All of these results can lead to new investigations. (Resources)
• ST-6-1a: Identify appropriate problems for technological design. Students should develop their abilities by identifying a specified need, considering its various aspects, and talking to different potential users or beneficiaries. They should appreciate that for some needs, the cultural back-grounds and beliefs of different groups can affect the criteria for a suitable product. (Resources)
• ST-6-1b: Design a Solution or a Product. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints - such as cost, time, trade-offs, and materials needed - and communicate ideas with drawings and simple models. (Resources)
• ST-6-1c: Implement a proposed Design. Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate, choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy. (Resources)
• ST-6-1d: Evaluate completed Technological Designs or Products. Students should use criteria relevant to the original purpose or need, consider a variety of factors that might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also suggest improvements and, for their own products, try proposed modifications. (Resources)
• ST-6-1e: Communicate the Process of Technological Design. Students should review and describe any completed piece of work and identify the stages of problem identification, solution design, implementation, and evaluation. (Resources)
• ST-6-2a: Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles: technological solutions have side effects; and technologies cost, carry risks, and provide benefits. (Resources)
• ST-6-2b: Many different people in different cultures have made and continue to make contributions to science and technology. (Resources)
• ST-6-2c: Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size and speed. Technology also provides tools for investigations, inquiry, and analysis. (Resources)
• ST-6-2d: Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology. (Resources)
• ST-6-2e: Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics. (Resources)
• ST-6-2f: Technological solutions have intended benefits and unintended consequences. some consequences can be predicted, others cannot. (Resources)
• SPSP-6-5a: Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental. (Resources)
• SPSP-6-5b: Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research. (Resources)
• SPSP-6-5c: Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development. (Resources)
• SPSP-6-5d: Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies. (Resources)
• SPSP-6-5e: Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies.

  Scientists and engineers have ethical codes requiring that human subjects involved with research be fully informed about risks and benefits associated with the research before the individuals choose to participate. This ethic extends to potential risks to communities and property. In short, prior knowledge and consent are required for research involving human subjects or potential damage to property.

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• SPSP-6-5f: Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology have advanced through the contributions of many different people in different cultures at different times in history.

  Technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

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