From Rock and Roll to Mars Scientist

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FROM ROCK N ROLL

TO A MARS SPACE SCIENTISTSOCIAL STUDIES LESSON PLAN

IS A FEATURE OF

A NEWS BROADCAST FOR HIGH SCHOOL AND MIDDLE SCHOOL STUDENTS

BY MACNEIL/LEHRER PRODUCTIONS


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FROM ROCK N ROLL

TO A MARS SPACE SCIENTISTSOCIAL STUDIES CURRICULUM

Table of Contents

LETTER TO THE EDUCATOR. .....1

FROM ROCK NROLL TO A MARS SPACE SCIENTIST:SOCIAL STUDIES CURRICULUM..2


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Spring, 2013Dear Educator,

the.Newsonline video reports for the.Gov and the.Sciprovide middle and high school students with a valuable exercisein language arts, science and social studies with this 7:43 segment From Rock nRoll to a Mars Space Scientist at

www.pbs.org/newshour/thenews/thegov .Correspondent Spencer Michels gets a lesson in space technology and career

education from NASA Team Leader Adam Steltzner of the Mars Rover mission. You can also view this report in the For

Educators section of the website. All videos and curricula have been informed by the.News instructional design that can

be found on the websitewww.pbs.org/newshour/thenews/foreducators .The curriculum includes content-based

standards, discussion questions, student activities, vocabulary and primary reference sources. A complete transcript of

each video report includes time codes to assist in isolating specific segments of the video and to augment the instruction

of media literacy and multimedia production. All of this material is presented as options to fit teachers instructional

needs.

References to Larry Bells The 12 Powerful Words are highlighted in boldin the lesson plans and in the thought

starter questions on the home page and educators page, and in the transcript (to denote where they are used in the

video segment). We also include a section called general topics to correlate to the lessons and video as well as concept

based standards with conceptual lens and enduring understanding.

We welcome our partners at the Omaha Public Schools who have joined the.Newsin the fourth year of a special pilot

project, as well as the Collective for Youth afterschool Middle School Learning Center initiative in Omaha. the.Newshas

developed a special authoring tool for students called YOU.edit, which gives students an online tool to remix the content

of the.Newsreports, so they can create their own multimedia presentations. This editing tool can be found by clicking on

the YOU.edit button on the home page of the website. Currently used with our OPS teacher consultants, it is password

protected so that it can serve as a viable educational asset that allows classroom teachers to assign multimedia projects

within the security and content safety of the.News website.

Answerstostudent thought starter questions listed below the video.

1. They needed to analyze the correct speed of the crane that lowered the Rover otherwise it would have crashedupon landing. Made of rockets, it lowered the Rover on tethers, then flew away before landing, not disturbing

Martian dust.

2. Curiosity.3. Are we alone in the solar system, in the universe? Was there ever life on Mars? Could life have been supported

in the environment of Mars?

Sincerely,

Karen W. Jaffe

Manager, Education Projects, the.News

MacNeil/Lehrer Productions

27 00 S. Quincy Street, Suite 250

Arlington, VA 22206

[email protected]

www.pbs.org/newshour/thenews
http://www.pbs.org/newshour/thenews/thegovhttp://www.pbs.org/newshour/thenews/thegovhttp://www.pbs.org/newshour/thenews/foreducatorshttp://www.pbs.org/newshour/thenews/foreducatorshttp://www.pbs.org/newshour/thenews/foreducatorshttp://www.pbs.org/newshour/thenews/foreducatorshttp://www.pbs.org/newshour/thenews/thegov


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From Rock n Roll to a Mars Space ScientistThis lesson was designed to support the.Newsvideo From Rock n Roll to a Mars Space Scientist.The video can be found online at:

www.pbs.org/newshour/thenews/thegov

Grade Level: 712

Concept Areas: Social Studies, Government/Civics, Public Policy,

Debate, Language Arts

Key Concepts: In this lesson, students will view the.Newsstory

From Rock n Roll to a Mars Space Scientist to gain an

understanding of the recent mission to Mars named Curiosityand its

eight-month, 354 million mile journey to the Red Planet. They will

then research various views on funding NASA for future missions,

formulatea position, and summarizetheir views on future funding

in a letter to their Congressional Representative.

Key Objectives:

The student will:

Describe the landing of the Curiositymission to Mars and itsimportance.

Compareand contrastthe positive and negative implicationsof whether there is life on Mars.

Analyzethe pros and cons of future funding for exploring Marsand the solar system.

Formulatedebate points and discuss aspects of NASA fundingfor exploring Mars and the solar system.

Formulatea letter to their Congressional Representativeregarding future funding for interplanetary missions.

Key Vocabulary:

Constellation: any of various groups of stars to which definitenames have been given, as Ursa Major, Ursa Minor, Botes,

Cancer, Orion.

Daunting: anything causing fear or discouragement;intimidating

Red Planet:another name for Mars, the small reddish planetthat is the 4thfrom the sun Robotic Rover:a machine that resembles a human and does

mechanical, routine tasks on command, including moving from

one location to another.

Omaha Public School

Standardshttp://www.ops.org/District?LinkClick.aspx?fileticket=

Hbqyrrg2ydM%3d&tabid=912&mid=2006

U.S. HISTORY: GRADE 8

Citizenship/Government: Describe the

structure and function of government, the

expanding role and responsibilities of the

citizen in a representative democracy, and

compare and contrast these elements tothose in other countries.

Conceptual Lens: Conflict/Beliefs/Values

Enduring Understanding: Conflict is

generated by differing ideological

philosophies of separate groups and their

failure to compromise

GOVERNMENT: GRADE 12

Standard 04: Describe the factors that

influence government policy and decisions.

READING: GRADES 812Standard 01: Students will read a variety of

grade level texts fluently with accuracy,

appropriate pace, phrasing and expression.

Standard 03: Students will extract and

construct meaning using prior knowledge,

applying text information, and monitoring

comprehension while reading grade level

text.

MULTIPLE LITERACIESGRADE 8

Standard 09: Students will research,

analyze, and communicate information in a

variety of media and formats (textual,visual, and digital).

WRITING

Standard 05: Students will write for a

variety of purposes and audiences in

multiple genres.

SPEAKING AND LISTENING

Standard 06: Students will develop and

apply speaking skills to communicate key

ideas in a variety of situations.
http://www.pbs.org/newshour/thenews/thegovhttp://www.pbs.org/newshour/thenews/thegovhttp://www.ops.org/District?LinkClick.aspx?fileticket=Hbqyrrg2ydM%3d&tabid=912&mid=2006http://www.ops.org/District?LinkClick.aspx?fileticket=Hbqyrrg2ydM%3d&tabid=912&mid=2006http://www.ops.org/District?LinkClick.aspx?fileticket=Hbqyrrg2ydM%3d&tabid=912&mid=2006http://www.ops.org/District?LinkClick.aspx?fileticket=Hbqyrrg2ydM%3d&tabid=912&mid=2006http://www.ops.org/District?LinkClick.aspx?fileticket=Hbqyrrg2ydM%3d&tabid=912&mid=2006http://www.pbs.org/newshour/thenews/thegov


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Common Core State Standards Initiativehttp://www.corestandards.org/

LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE & TECHNICAL SUBJECTS

RH.910.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features

as the date and origin of information.

RH.910.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of

how key events or ideas develop over the course of the text.

RH.1112.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights

gained from specific details to an understanding of the text as a whole.

Rh.1112.3. Evaluate various explanations for actions or events and determine which explanation best accords withtextual evidence, acknowledging where the text leaves matters uncertain.

SPEAKING AND LISTENING

SL.712.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grades 7-12 topics, texts, and issues, building on others ideas and expressing their own clearly

and persuasively.

WRITING

W.712.2.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.

National Curriculum Standards for Social

Studieshttp://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf

STANDARD VI: POWER, AUTHORITY, & GOVERNANCE

Help students to understand the purpose ofgovernment and how its powers are acquired, used,

and justified

Help learners to analyze and explain governmentalmechanisms to meet the needs and wants of citizens,regulate territory, manage conflict, and establish order

and security

STANDARD X: CIVIC IDEALS & PRACTICES

Facilitate learner efforts to locate, access, analyze,organize, synthesize, evaluate, and apply information

about selected public issuesidentifying, describing,

and evaluating multiple points of view and taking

reasoned positions on such issues

Help learners to analyze and evaluate the influence ofvarious forms of citizen action on public policy

Encourage learner efforts to evaluate the degree towhich policies and citizen behaviors reflect or foster

the stated ideals of a democratic republican form of

government

Encourage learner efforts to evaluate the degree towhich public policies and citizen behaviors reflect or

foster the stated ideals of a democratic republican

form of government

Sequester:to remove something temporarilyfrom the possession of the owner; in this case,

Congress passed a law that took the

responsibility for allocating funding to different

federal agencies away from the President and

itself. This resulted in across-the-board cuts to

nearly all federal agencies.

Space Shuttle:any of several U.S. space vehiclesconsisting of a reusable manned orbiter thattouches down on a landing strip after an orbital

mission, two reusable solid rocket boosters that

drop off after initial ascent, and an expendable

external tank containing liquid propellants.

Sources: Dictionary.com

Time Frame:

News Segment Viewing Activity: 1 classperiod

Main Activity: 12 class periods, plushomework time for writing letter

Lesson Topics:

Space Exploration Robotics Project Management Government Funding

Materials:

the.Newsvideo Rock n Roll to a Mars Space Scientist available athttp://www.pbs.org/newshour/thenews/thegov

computers with Internet access
http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdfhttp://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdfhttp://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdfhttp://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdfhttp://www.pbs.org/newshour/thenews/thegovhttp://www.pbs.org/newshour/thenews/thegovhttp://www.pbs.org/newshour/thenews/thegovhttp://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdfhttp://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf


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pens, pencils, and paper Student Handouts:

o Handout #1: News SegmentViewing Activity

o Handout #2: Pros and Cons ofFunding NASAs Mission to Mars

Background:

After the spaceshuttleColumbiadisasteron February 1, 2003, the George W. Bush

administration announced the shuttles would be

retired after the space stationwas complete.

President Bush then proposed a bold new

program called Constellationthat would aim to

return to the moon but no funding came during

his tenure in office. In 2011, President Barack

Obama cancelled the program and announced that NASA would end its low-orbit missions and focus

its efforts on longer-range flights into the solar system, beginning with the planet Mars.

On November 26, 2011, NASA launched Curiosity, a car-sized robotic rover, from Cape Canaveral. After an eight-

month, 354 million mile trek to the Red Planet, Curiositysuccessfully landed on Aeolis Palus in the Gale Crater on Mars

on August 6, 2012. The Gale Crater was created by an asteroid billions of years ago. Its multi-layered surface of sediment

deposits offers a rich geological history for Curiosityto investigate. The missions goals include examination of the

Martian climate and geology, and to determine whether the area in the Gale Crater has or ever had conditions favorable

to supporting life.

One of the missions most dauntingchallenges was landing the delicate and multi-task-capable rover on the

Martian surface. In what NASA scientists called seven minutes of terror, Curiosity landed on the planet through a

complex series of steps where the rover was lowered on tethered wires from a sky crane made primarily of rockets that

then flew away before it could stir up the Martian dust. Nearly every aspect of the operation has to go flawlessly or the

rover could have been damaged during landing.1(See a video of the landing procedure at

http://www.youtube.com/watch?v=Ki_Af_o9Q9s&feature=player_embedded 2).

The man leading the team behind this operation is Adam Steltzner, the Lead Landing Engineer. Dr. Steltzner is

somewhat of an unusual choice given hisearly difficulties in school and lost years as

a rock n roll musician in the San Francisco

Bay area. Steltzner struggled with academics

in elementary and high school. I passed my

geometry classthe second timewith an

F plus because the teacher just didnt want

to see me again. he said. His father told

him hed never amount to anything but a

ditch digger. Then one night, he explains, he

was on his way home from playing a gig at a

club and he became fascinated with thestars, especially the constellationof Orion.

The fact that it was in a different place in

the sky at night when I returned home from

1PBS NewsHour, New Discoveries from NASAs Curiosity Rovers Mission to Mars February 8, 2013

http://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.html2NPR Story So You Landed on Mars. Now What? August 10, 2012www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-

now-what

Courtesy of NAS

Courtesy of NASA
http://www.youtube.com/watch?v=Ki_Af_o9Q9s&feature=player_embeddedhttp://www.youtube.com/watch?v=Ki_Af_o9Q9s&feature=player_embeddedhttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.youtube.com/watch?v=Ki_Af_o9Q9s&feature=player_embedded


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Partnership for 21st

Century Skillshttp://www.p21.org

Civic Literacy

Participating effectively in civic life through knowinghow to stay informed and understanding

governmental processes

Creativity and Innovation

Use a wide range of idea creation techniques (suchas brainstorming)

Elaborate, refine, analyze and evaluate their ownideas in order to improve and maximize creative

efforts

Critical Thinking and Problem Solving

Reason Effectively:

Use various types of reasoning (inductive, deductive,etc.) as appropriate to the situation

Make Judgments and Decisions:

Effectively analyze and evaluate evidence,arguments, claims and beliefs

Analyze and evaluate major alternative points ofview

Interpret information and draw conclusions based onthe best analysisCommunication and Collaboration

Articulating thoughts and ideas clearly andeffectively through speaking and writing

Listen effectively to decipher meaning, includingknowledge, values, attitudes and intentions

Utilize multiple media and technologies, and knowhow to judge their effectiveness a priori as well as

assess their impact

playing a gig than it had been when I'd driven out to the gig. he said, I had only some vague recollection from my

high school time that something was moving with respect to something else The experience was enough to motivate

him to take a physics and astronomy class at Marin Community College in California. As he explained in the video, I

took that physics course. It blew my mind and really changed the course of my life. he said. From that point on, he was

hooked.

Today, Steltzner is 40 years old, has pierced ears, wears snakeskin boots and sports an Elvis haircut. Some things

you just cant give up. He holds science and

engineering degrees from several top schools

and is married with two kids. After living outsome of his youthful fantasies, he was glad to

be involved in something that produced

tangible results. Referring to his earlier life, he

said he was not really able to get a solid

understanding of good and bad was tough for

me, and the thing that engineering and physics

gave me was this idea that there was a right

answer, and I could get to it. 3 He admits that

there is something sexy about space travel,

like there was with rock and roll. But

engineering and science gave him a career and

challenges he never thought imaginable. What

the next challenge for Adam Steltzner? In a

recent interview, he said hed love to develop

a landing system for a mission to Jupiters

watery moon Europa.4

However, Mr. Steltzner may have a

difficult time fulfilling that challenge with the

current political climate surrounding NASAs

funding. As mentioned earlier, the

Constellationprogram that would return

Americas space exploration to the moon was

cancelled and low-orbit shuttle missions werealso ended. The focus on longer-range flights

into the solar system, beginning with the

planet Mars is currently going on, but funding

is always a subject to budget cuts. NASA plans

to drop nearly $310 million from its Planetary

Science Division budget in 2013, a cut at

affects future missions to Mars, lunar science,

and the study of outer planets. Congress had

cut $500 million from NASAs budget in 2012

which left NASA with its lowest funding level in

four years.

5

3PBS NewsHour, New Discoveries from NASAs Curiosity Rovers Mission to Mars February 8, 2013

http://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.html4NPR Story So You Landed on Mars. Now What? August 10, 2012www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-

now-what5FoxNews NASAs space exploration plans take a galactic hit February 13, 2012

http://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/
http://www.p21.org/http://www.p21.org/http://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/http://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/http://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/http://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.p21.org/


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In addition, the recent sequesterspending bill cut about $900 million from NASAs roughly $17.8 billion it

received in 2012 and as of March, 2013, the House of Representatives voted to cut another $300 million. 6The Senate

proposed a bill that would restore about $223 million to NASAs Planetary Science division, but this is for only one year.7

It is not clear at this point how much of this discrepancy between the House and Senate bills will be worked out in

conference committee, but its likely NASA will receive less money.

All this sets in stark contrast to space agencys plans for more missions. NASA has a robust program of

exploration, technology development and scientific research that will last for years to come. NASA plans for the future

include sending humans to explore the solar system and landing humans on Mars. This involves building a vehicle with

the capacity to take four astronauts on a 21-day mission. Whether any of this happens will depend on the Congressscontinued funding, Presidential passion for exploring the solar system, and ultimately the will of the American people.

Lesson Plan

1. Opening ActivityNews Segmetn Viewing Activity:1. Show the video From Rock n Roll to a Mars Space Scientist or have students watch the video as homework.2. Divide the clas sinto pairs or trios of students and distribute student handout #1 News Segment Viewing

Activity. You can divide up the questions among students or have them answer them all.

3. Review with students questions 68 in general class discussion.2. Main Activity:

In this activity, students will analyzereasons for and against funding NASAs missions to Mars and the solar systemand formulatearguments for or against continued funding. They will then debate the issue in a small group and

report their findings to the class. Students will then formulatea position, and summarizetheir views in a letter to

their Congressional Representative that either supports or rejects funding NASA for missions to the planets.

1. Group students in pairs and distribute the student handout Pros and Cons of Funding NASAs Mission toMars graphic organizer. Have half the pairs support continued finding and half be against it.

2. Provide time for students to conduct their research and complete the graphic organizer.3. After students have enough research to support their view, have them meet with a pair researching the

opposite point of view. Give each side five minutes to present their best ideas to the group of four.

4. Reconvene the full class. Have each group of four respond to the question of funding missions to Mars asthemselves, explainingtheir own opinions. Remind them to consider the opinions of other classmates when

formulatingtheir own opinions and include facts to supporttheir positions.

5. Have students formulatea persuasive letter to their Congressional Representatives sharing their thoughtson future funding for NASA missions to Mars. They should include specific facts, figures and relevant

information from their research and the class activity and write the letter in a persuasive style either

advocating or rejecting the proposed bills.

Find your Representativehttp://www.house.gov/representatives/find/ and

http://www.senate.gov/general/contact_information/senators_cfm.cfm

Assessment:

Active participation during discussions and activities. Students can turn in their notes from their viewing of the.Newsnews segment. Evaluatestudents debate performance and the Congressional letter using the suggested rubric provided at the

end of this lesson or your own assessment tool.

6Federal Times, Sequester, spending bill chop NASA funding March 22, 2013

http://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-funding7The Planetary Society, [Updated] Senate Bill Restores $223 million to NASAs Planetary Space Division, March27, 2013

http://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htm
http://www.house.gov/representatives/find/http://www.house.gov/representatives/find/http://www.house.gov/representatives/find/http://www.senate.gov/general/contact_information/senators_cfm.cfmhttp://www.senate.gov/general/contact_information/senators_cfm.cfmhttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.senate.gov/general/contact_information/senators_cfm.cfmhttp://www.house.gov/representatives/find/


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Resources:

the.Newshttp://www.pbs.org/newshour/thenews/ PBS NOVA:http://www.pbs.org/wgbh/nova/space/is-there-life-on-mars.html Mars Exploration Rovers:http://marsrover.nasa.gov/home/index.html Space.comhttp://www.space.com/18027-mars-rover-curiosity-amazing-photos-red-planet.html NASAs Curiosity Mars Rover/Facebookhttps://www.facebook.com/MarsCuriosity MarsRover on Twitterhttps://twitter.com/marsrover PBS NewsHour, New Discoveries from NASAs Curiosity Rovers Mission to Mars February 8, 2013

http://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.html NPR Story Crazy Smart: When a Rocker Designs a Mars Lander August 3, 2012,

http://www.npr.org/2012/08/03/157597270/crazy-smart-when-a-rocker-designs-a-mars-lander

NPR Story So You Landed on Mars. Now What? August 10, 2012www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-what

FoxNews NASAs space exploration plans take a galactic hit February 13, 2012http://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/

Federal Times, Sequester, spending bill chop NASA funding March 22, 2013http://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-

funding

1The Planetary Society, [Updated] Senate Bill Restores $223 million to NASAs Planetary Space Division, March27, 2013http://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-

million-to-planetary-science.html

Activity Designer:

Greg Timmons is a former social studies teacher,

now freelance writer and educational consultant.
http://www.pbs.org/newshour/thenews/http://www.pbs.org/newshour/thenews/http://www.pbs.org/newshour/thenews/http://www.pbs.org/wgbh/nova/space/is-there-life-on-mars.htmlhttp://www.pbs.org/wgbh/nova/space/is-there-life-on-mars.htmlhttp://www.pbs.org/wgbh/nova/space/is-there-life-on-mars.htmlhttp://marsrover.nasa.gov/home/index.htmlhttp://marsrover.nasa.gov/home/index.htmlhttp://marsrover.nasa.gov/home/index.htmlhttp://www.space.com/18027-mars-rover-curiosity-amazing-photos-red-planet.htmlhttp://www.space.com/18027-mars-rover-curiosity-amazing-photos-red-planet.htmlhttp://www.space.com/18027-mars-rover-curiosity-amazing-photos-red-planet.htmlhttps://www.facebook.com/MarsCuriosityhttps://www.facebook.com/MarsCuriosityhttps://www.facebook.com/MarsCuriosityhttps://twitter.com/marsroverhttps://twitter.com/marsroverhttps://twitter.com/marsroverhttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttp://www.npr.org/2012/08/03/157597270/crazy-smart-when-a-rocker-designs-a-mars-landerhttp://www.npr.org/2012/08/03/157597270/crazy-smart-when-a-rocker-designs-a-mars-landerhttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/http://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/http://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.planetary.org/blogs/casey-dreier/2013/20130312-proposed-senate-bill-restores-223-million-to-planetary-science.htmlhttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.federaltimes.com/article/20130322/AGENCY01/303220002/Sequester-spending-bill-chop-NASA-fundinghttp://www.foxnews.com/scitech/2012/02/13/nasa-funding-cuts-coming-space-exploration-to-suffer/http://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/10/158515499/so-you-landed-on-mars-now-whathttp://www.npr.org/2012/08/03/157597270/crazy-smart-when-a-rocker-designs-a-mars-landerhttp://www.pbs.org/newshour/bb/science/jan-june13/marsrover_02-08.htmlhttps://twitter.com/marsroverhttps://www.facebook.com/MarsCuriosityhttp://www.space.com/18027-mars-rover-curiosity-amazing-photos-red-planet.htmlhttp://marsrover.nasa.gov/home/index.htmlhttp://www.pbs.org/wgbh/nova/space/is-there-life-on-mars.htmlhttp://www.pbs.org/newshour/thenews/


10/14

8

Assessment RubricDebate Activity

Student Name _________________________________________________________

CATEGORY 4 3 2 1

Understanding of

Topic

The team clearly

understood the

topic in-depth and

presented their

information

forcefully and

convincingly.

The team clearly

understood the

topic in-depth and

presented their

information with

ease.

The team seemed

to understand the

main points of the

topic and

presented those

with ease.

The team did not

show an adequate

understanding of

the topic.

Information All information

presented in the

debate was clear,

accurate and

thorough.

Most information

presented in the

debate was clear,

accurate and

thorough.

Most information

presented in the

debate was clear

and accurate, but

was not usually

thorough.

Information had

several

inaccuracies OR

was usually not

clear.

Use of

Facts/Statistics

Every major point

was well

supported with

several relevant

facts, statistics

and/or examples.

Every major point

was adequately

supported with

relevant facts,

statistics and/or

examples.

Every major point

was supported

with facts,

statistics and/or

examples, but the

relevance of some

was questionable.

Every point was

not supported.

Organization All arguments

were clearly tied

to an idea

(premise) andorganized in a

tight, logical

fashion.

Most arguments

were clearly tied

to an idea

(premise) andorganized in a

tight, logical

fashion.

All arguments

were clearly tied

to an idea

(premise) but theorganization was

sometimes not

clear or logical.

Arguments were

not clearly tied to

an idea (premise).

Rebuttal All counter-

arguments were

accurate, relevant

and strong.

Most counter-

arguments were

accurate, relevant,

and strong.

Most counter-

arguments were

accurate and

relevant, but

several were

weak.

Counter-

arguments were

not accurate

and/or relevant


11/14

9

Assessment Rubric For Letter to Congressional Representative

Student Name ___________________________________________________

CATEGORY 4 3 2 1

Position

Statement

The position

statement

provides a clear,

strong statement

of the author\'s

position on the

topic.

The position

statement provides

a clear statement of

the author\'s

position on the

topic.

A position statement is

present, but does not

make the author\'s

position clear.

There is no position

statement.

Support for

Position

Includes 3 or more

pieces of evidence

(facts, statistics,

examples, real-life

experiences) that

support the

position

statement.

Includes 3 or more

pieces of evidence

(facts, statistics,

examples, real-life

experiences) that

support the

position statement.

Includes 2 pieces of

evidence (facts, statistics,

examples, real-life

experiences) that support

the position statement.

Includes 1 or fewer

pieces of evidence

(facts, statistics,

examples, real-life

experiences).

Evidence and

Examples

All of the evidence

and examples are

specific, relevant

and explanations

are given that

show how each

piece of evidence

supports the

author\'s position.

Most of the

evidence and

examples are

specific, relevant

and explanations

are given that show

how each piece of

evidence supports

the author\'s

position.

At least one of the pieces

of evidence and examples

is relevant and has an

explanation that shows

how that piece of evidence

supports the author\'s

position.

Evidence and

examples are NOT

relevant AND/OR

are not explained.

Closing

paragraph

The conclusion is

strong and leaves

the reader solidly

understanding the

writer\'s position.

Effective

restatement of the

position statement

begins the closing

paragraph.

The conclusion is

recognizable. The

author\'s position is

restated within the

first two sentences

of the closing

paragraph.

The author\'s position is

restated within the closing

paragraph, but not near

the beginning.

There is no

conclusion - the

paper just ends.

Grammar &

Spelling

Author makes no

errors in writing

mechanics that

distract the reader

from the content.

Author makes 1-2

errors in writing

mechanics that

distract the reader

from the content.

Author makes 3-4 errors in

writing mechanics that

distract the reader from

the content.

Author makes more

than 4 errors in

writing mechanics

that distract the

reader from the

content.


12/14

10

Student Handout #1: News Segment Viewing Activity

Directions: As you watch the video, take notes on the following topics.

1. Explainwhy the scientists at JPL headquarters were so jubilant after the Mars rover successfully landed on thesurface of Mars.

2. Tracethe life of Adam Steltzner before he became a scientist. Why did it seem unlikely that he would ever beable to do what he does now?

3. Explainhow being naturally curious would help someone study a subject even if they werent a good student. Inthe case of Steltzner, how did that curiosity help him pass a college physics course when he got an F+ in highschool geometry?

4. Describehow the scientists landed the rover on the surface of Mars. As you trace the steps, indicate what mightgo wrong with any of them.

5. Explain why the landing didnt go exactly as planned, but turned out well anyway.6. Work with a partner or two and compare and contrastthe implications (importance of or consequences of) of

answering the center questions in the positive or negative. Respond to the questions in the left and right

columns.

7. Explainhow exploring the solar system is just an extension of how humans have explored on earth.8. Explainwhy having passion for what you do in school and/or life is important for you to be successful. What

passions do you have that you would like to turn into a career.

Questions

What are the implications if we

are not alone in the solarsystem?

Are we alone in the solar

system, in the universe?

What are the implications if we

are alone in the solar system?

What are the implications if

there is or was life on Mars?

Was there ever life on Mars?

What are the implications if

there isnt and never was life on

Mars?

What are the implications if life

could or was once supported on

Mars?

Could life have been supported

in the environment of Mars?

What are the implications if life

could not or never could be

supported on Mars?


13/1411

Student Handout #2: Pros and Cons of Funding NASAs Missions to Mars

Name ______________________________________________________________________________

Directions: Conduct research from the Internet and media sources on the costs and benefits of NASAs missions to Mars.

Use key words like funding debate on NASA or pro con funding NASA missions. Select at least three sources and

complete the graphic organizer below to record your data. Use a separate sheet of paper if needed.

Article titles, author, and source (home website or publication)1.

2.

3.

Formulate a position statement (either for or against) funding NASAs missions to Mars

List and explain three points that support your position. List and explain three arguments in opposition to your

position.

1.

2.

3.

1.

2.

3.

Develop a summary statement supporting your position.


14/14

Documents

From Rock and Roll to Mars Scientist