Earth, Earth’s Moon, Mars Balloons

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National Aeronautics and Space AdministrationEarth, Earth’s Moon, Mars BalloonsGrades: K-4Prep Time: 10 MinutesLesson Time: 60 MinsWHAT STUDENTS DO: Construct a Planetary ModelCuriosity about our place in space and whether we can travel to distant worlds beyond our owndepends upon understanding the size, distance, and other characteristics of moons and planetsin our solar system. For this activity, students will construct a balloon scale model tounderstand the relative sizes of the Earth, Earth’s Moon and Mars in relation to each other andtheir relative distance to each other at this scale. They will use this model to predict distancesand reflect on how scientists use models to construct explanations through the scientificprocess. In this collection, this activity introduces the concept of models, which will be builtupon in subsequent lessons, as well as the first set of Earth/Mars comparisons.NRC CORE & COMPONENT QUESTIONSWHAT IS THE UNIVERSE & WHAT ISEARTH’S PLACE IN IT?INSTRUCTIONAL OBJECTIVESStudents will be ableNRC Core Question: ESS1: Earth’s Place in the UniverseWhat are the predictable patterns caused byEarth’s movement in the solar system?NRC ESS1.B: Earth & the Solar SystemIO1: to model the Earth,Earth’s Moon, and MarssystemOn behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.1

National Aeronautics and Space Administration1.0 MaterialsRequired MaterialsPlease supply: Each student will need a single balloon in one of three colors: blue (Earth), red(Mars) or white (Earth’s Moon). For example, for a class of 30 students, you wouldneed 30 balloons total: 10 blue, 10 red, 10 white.10 Cloth Tape Measures (or meter sticks and pieces of string)10 CalculatorsLCD projector and computer with access to internetAccess to images on the following websites:o http://hirise.lpl.arizona.edu/earthmoon.phpo t/20040311a/11-ml-02-earthA067R1 br.jpgPlease Print:(A)(B)(C)Earth, Earth’s Moon, Mars ComparisonRelative Size & Distance SheetStudent Reflection– 1 per student– 1 per student– 1 per studentOptional Materials(D)(E)“Earth, Earth’s Moon, Mars Balloons” Assessment RubricsAlignment of Instructional Objective(s) and Learning Outcome(s) with Knowledgeand Cognitive Process TypesOn behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.2

National Aeronautics and Space Administration2.0 VocabularyModelsa simulation that helps explain natural and human-made systemsand shows possible flawsPredictionthe use of knowledge to identify and explain observations orchanges in advance (NSES, 1996)Relative Distancehow far away objects are when compared to one anotherRelative Sizehow large objects are when compared to one anotherRelationshipa connection among and between objectsScalea measurement that will represent a standard measurement forcomparison among objectsOn behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.3

National Aeronautics and Space Administration3.0 ProcedurePREPARATION ( 10 minutes)A. Print handouts (A), (B), and (C) for each student.B. Access pictures onlineSTEP 1: ENGAGE ( 10 minutes)Exploring Sizes of PlanetsA. Using (A) Earth, Earth’s Moon, Mars Comparison worksheet, ask students to make aprediction using a drawing of the Earth, Earth’s Moon, and Mars, showing what theythink the sizes are in relationship to each other.B. Look at the image of Earth and Earth’s Moon from the Mars n.php) from an image taken from a spacecraftorbiting Mars. Discuss the size of the Earth and Earth’s Moon in relationship to eachother and from representations in books, charts, and other materials. Does it look likethe Earth and Earth’s Moon are the same size?C. Look at the image of Earth from the surface of /spirit/20040311a/11-ml-02-earthA067R1 br.jpg).STEP 2: EXPLORE ( 15 minutes)Representing planetary objects with a simple model.A. Discuss how people use models to represent ideas or objects. Point out thatscientists and engineers create models to understand an idea or object. Today, wewill be making models of the Earth, Earth’s Moon, and Mars to represent their sizesand distances to scale.B. Distribute blue balloons to 1/3 of the class, red balloons to 1/3, and white balloonsto the final 1/3. Explain that the three balloons represent the Earth (blue), Earth’sMoon (white), and Mars (red).C. Group students in groups of 3, each with a different color balloon.D. Ask the students with the blue balloon to blow their balloons up until it is 63centimeters in circumference. You may need to demonstrate for the students howto measure the circumference using a cloth tape measure or a piece of string and ameter stick.On behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.4

National Aeronautics and Space AdministrationE. Once the balloon is the appropriate circumference, ask the students to tie off theballoon. This balloon will represent Earth.F. Ask the students to fill in (B) Relative Size and Distance Sheet with thecircumference of Earth.G. Students will now predict the relative circumferences of Earth’s Moon and Mars basedon the size of Earth and record that circumference prediction on the (B) Relative Sizeand Distance Sheet in the “Balloon Circumference Prediction” column.H. Students should now inflate Earth’s Moon and Mars balloon to the appropriate sizes andtie them off.STEP 3: EXPLAIN ( 5 minutes)Explaining scale in a model.A. Discuss the idea of scale with students. Point out that it is obvious that the planetsand moons are not as small as the balloons, but because we calculated them usinga scale, the sizes represent the bodies in relationship to each other. Therefore, theEarth can be estimated as twice as big as Mars, and 4 times bigger than Earth’sMoon.STEP 4: ELABORATE ( 15 minutes)Using a model to make predictions.A. Ask students to now make a prediction regarding the relative distances between Earth,Earth’s Moon, and Mars.B. They should stand as a group, arranging themselves based on their beliefs about therelative distances and measure these distances. These measurements will representtheir prediction, to be completed on the (B) Relative Size and Distance Sheet.C. After the students have settled into their agreed upon distances for each of the bodies,this is a great moment to mention that the distance to the Moon is approximately 600cmor 0.6m from the Earth. (Place an x on the ground to represent this distance from a fixedspot in the room). Mars distance is so great that, if we were to place it correctlyaccording to this scale, it would actually be ¾ of a mile or 1.21km away. *As a frame ofreference for how far that is, provide a visual cue of a familiar neighborhood locationrecognizable by the students that is about ¾ of a mile from the school.D. Discuss with the students the amount of time it would take us to travel to Earth’s Moonand Mars. Typically, it takes 2 - 3 days to reach Earth’s Moon using a rocket-poweredvessel, while it would take approximately 6-11 months to reach Mars with roboticspacecraft, depending on where the Earth and Mars are in their orbits at the time oflaunch.On behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.5

National Aeronautics and Space AdministrationSTEP 5: EVALUATE ( 20 minutes)Reflecting metacognitively on the use of modeling in the scientific processA. Ask students to complete the (C) Student Reflection Sheet.4.0 ExtensionsExplore the relative size and distance of the moons of Mars or other planets in our solar system.5.0 Evaluation/AssessmentUse the student sheets as a formative and summative assessment, allowing students toimprove their work and learn from mistakes during class. The checklist evaluates theactivities using the National Science Education Standards.On behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.6

National Aeronautics and Space AdministrationStudent GuideEARTH, EARTH’S MOON, & MARS BALLOONS(A) Student Handout. Earth, Earth’s Moon, Mars ComparisonsNAME:1. In the box below, draw the your thoughts (predictions) of how large the Earth, Earth’sMoon, and Mars are.2. Why you think this is correct?3. How large the Earth, Earth’s Moon, and Mars?On behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.7

National Aeronautics and Space AdministrationStudent GuideEARTH, EARTH’S MOON, & MARS BALLOONS(B) Student Worksheet. Relative Size and Distance SheetNAME:1. In the box below, draw the your thoughts (predictions) of how far the Earth, Earth’sMoon, and Mars are away from each other.2. Why you think this is correct?3. How far away are the Earth, Earth’s Moon, and Mars?On behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.8

National Aeronautics and Space AdministrationStudent GuideEARTH, EARTH’S MOON, & MARS BALLOONS(C) Student Worksheet. Student ReflectionNAME:1. What surprised you about Earth, Earth’s Moon and Mars?2. Why can’t we show the real distances and sizes of Earth, Earth’s Moon, and Mars?3. This is called a scale model. How do you think scientists use scale models? (Hint:how did you use it?)4. What do you know now that you didn’t before about the Earth, Earth’s Moon andMars?On behalf of NASA’s Mars Exploration Program, this lesson was prepared by the Mars Public Engagement Program andArizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of theCalifornia Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright2012; 2010; 2000.9

Using (A) Earth, Earth’s Moon, Mars Comparison worksheet, ask students to make a prediction using a drawing of the Earth, Earth’s Moon, and Mars, showing what they think the sizes are in relationship to each other. B. Look at the image of Earth and Earth

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