Lesson #5:

Fl: “Life on Mars?” (for Grades 6-8)

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Viking probe on Mars. Launched: 1975. Landed: 1976. Copyright: h"p://nssdc.gsfc.nasa.gov/  

Lesson Summary- Grade Level: 6-8th

- Prep time: ~1.5 hours to gather household supplies in activity and print out data sheets for student groups

- Lesson time: ~4 minutes for video; ~1 – 1.5 hours total for both activities plus video and discussion.

5E Leaning Cycle Outcomes: Students will be introduced to the NASA Viking Mission.

Engagement will allow connections to be made between what students know and can do. Exploration will allow students to think about what extraterrestrial life may look like with hands-on activities and guidance.Explanation will allow students to apply biology concepts in new contexts, building on and extending their understanding and skill. Elaboration will allow students to apply concepts in contexts and extend their understanding.Evaluation will allow students to assess their knowledge.

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What students do

From the Ne section we have now seen that water is crucial for life on earth. Scientists believe there may have once been life on Mars. But Mars doesn’t have any oceans or lakes today. So how can it sustain life as we know it?

Mars was thought to be dry, but new research suggests that water may have been present on the planet -- in the past or even today.

It is underground, locked in the soil!

The goal of this lesson is to introduce students to the possibility of life on other planets and get students thinking about what characteristics are needed to be “alive” on our planet as well as on others. This lesson will help students approach the question, “who’s out there” and help them think about what how actual astrobiologists search for and imagine extraterrestrial life.

Students will be conducting an experiment similar to NASA Viking Mission. They will come up with criteria for life and use the criteria to determine whether or not different soil samples are “alive”.

For more description, see pg. 37 of the accompanying Mars Activities packet. This document is also available online at https://solarsystem.nasa.gov/docs/destmarsLes5.pdf.

At the end of this lesson, students will be able to:

✓ Recall main ideas and significance of the NASA Viking Mars Mission and its relevance to the search for life in outer space based on a short video and two activities.

✓ Identify fundamental criteria for life

✓ Determine whether certain soil samples are alive based on the criteria discussed in class.

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The following Next Generation Science Standards and Practices will be addressed in this lesson:  

Science and Engineering Practices: • Planning and carrying out investigations;• Analyzing and interpreting data; • Obtaining, evaluating, and communicating information;• Scientific Investigations using a variety of methods• Constructing an explanation that includes qualitative or quantitative relationships

between variables that describe phenomena.

Teacher’s Tip: This lesson should be done in conjunction to a biology unit that matches the above standards. This lesson is meant to compliment, not substitute, that unit. The purpose of this is to enhance the students’ understanding of the definition of life by engaging the students in activities that solidify this concept. This complimentary lesson is also meant to stimulate science interest and excitement in students and in effect, solidify their learning.

MS-LS1-1.

MS-LS1-5.

MS-LS4-3.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. 

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Resources needed:

- Computer access and classroom projection capability to the following sites:

http://videos.howstuffworks.com/nasa/2172-how-the-nasa-viking-project-works-video.htm

- Internet websites for referencing information for groups of students (i.e., google.com)

- “Searching for Life on Mars” packet, available at https://solarsystem.nasa.gov/docs/destmarsLes5.pdf or directly from Svetlana. This lists additional household item materials needed on page 40.

- Optional: additional examples of the teachers’ choice to provide of living and non-living things that share common characteristics (see “Searching for Life on Mars” packet).

Copyright/permission statement

Materials used in this activity come from the NASA Jet Propulsion Lab Mars Education and Outreach Program, Arizona State University’s Mars K-12 Education Program.

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Science of the Topic

Read the following to students:

From R*, Fp, and Ne Drake Equation terms, now we understand that planets around special stars need to form special environments suitable for life. But what kind of life will form in those environments? That is the subject of this lesson, Fl.

For decades Hollywood, newspapers, media outlets have fed our society different images and portrayals of what aliens look like and why they come to Earth. The images range from the popular little green men with giant black eyes to blobs that have visited Earth.

We’ll get back to this concept of “intelligent” civilizations more advanced than us and how we might communicate with a civilization different than our own in the next lesson. This lesson will draw on examples from our own history of civilizations.

But for now, if we find extraterrestrial life on other planets in our solar system, what will they really look like? Will they look like humans or match any of the images we have seen in films or pictures? Do these images have any scientific validity?

Some scientists believe that if we find life in outer space it will be in the form of microorganisms and not alien creatures that we have always been told to believe. Who is to say which idea is correct?

Imagine this scenario. One day, you are watching TV and breaking news from NASA takes over the screen claiming that one of the Mars Rovers has found the supposed existence of life on Mars. The world is amazed by the discovery. You are left to wonder what kind of organism was found. No more information is given by NASA yet because the data still needs to be confirmed. So you are left in suspense to wonder what kind of creature it may be.

Teacher’s Tip: A short discussion should proceed about examples from popular movies such as Alien vs. predator, WALL-E, Star Wars, etc. After students have some fun speculating about these creatures, reveal to them that this is actually a misconception and that the likeliest creatures astrobiologists believe we will find elsewhere may be microorganisms!

Teacher’s Tip: This is where the teacher can incorporate Science Standards outlined on pg. 4 dealing with the definition of life. These standards should have been covered in a biology unit which is meant to precede the activities described in this lesson. Teachers may wish to ask students to incorporate details from the standards (if they have covered them) into definitions.

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More background is provided in the “Background” section of the “Searching for Life on Mars” packet. Teachers are encouraged to hand out this background to students.

Vocabulary List

Students can be given the following terms to define as a take-home or class discussion assignment at any part of this lesson which the teacher feels is appropriate, or just for reference during the activity. Online sources for these definitions are provided at the end of each. Students or teachers may wish to explore these sites further. There are two ways to assign these vocabulary words for students to define. Option 1 is a print out sheet of words where students need to write in the definitions. Option 2 is where teachers can give out the vocabulary list with the definitions and students can fill in the word that matches the definition.

1. Criterion - a standard by which something may be judged. (http://www.biology-online.org)

2. Organism – An individual living thing that can react to stimuli, reproduce, grow, and

maintain homeostasis. It can be a virus, bacterium, protest, fungus, plant, or an animal. (www.biology-online.org)

3. Microorganism or microbe- An organism that is microscopic or submicroscopic, which means it is too small to be seen by the unaided human eye. (www.biology-online.org)

4. Extremophile - are microorganisms with the ability to thrive in extreme environments. Since they live in extreme environments (such as under high pressure and temperature or in hydrothermal vents), they can tell us under which range of conditions life is possible. (http://oceanservice.noaa.gov)

5. Metabolism - Metabolism refers to all the physical and chemical processes in the body that convert or use energy. (http://www.nlm.nih.go)

6. Replication – The process of duplicating or replicating as a procedure. (http://www.biology-online.org)

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7. Planetary Lander - a space vehicle that is designed to land on a celestial body (as the moon or a planet) (http://www.merriam-webster.com)

8. Planetary Orbiter - a spacecraft designed to orbit a celestial body without landing on its surface (http://www.merriam-webster.com)

9. Habitable – an area capable of supporting life. Signs of long-lasting water and presence of organics are conditions associated with a habitable environment.

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Vocabulary List

Name: _____________________________

Due: _____________________________

1. Criterion

2. Organism

3. Microorganism or microbe

4. Extremophile

5. Metabolism

6. Replication

7. Planetary Lander

8. Planetary Orbiter

9. Habitable

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Vocabulary List

Name: _____________________________

Due: _____________________________

Instructions: Write a word that is defined by each definition below. A Word Bank is provided on the board by your teacher.

1. ________________________ - a standard by which something may be judged.

2. ________________________ - An individual living thing that can react to stimuli, reproduce, grow, and maintain homeostasis. It can be a virus, bacrterium, protest, fungus, plant or an animal.

3. ________________________ - An organism that is microscopic or submicroscopic, which means it is too small to be seen by the unaided human eye.

4. ________________________ - Microorganisms with the ability to thrive in extreme environments. Since they live in “extreme environments” (under high pressure and temperature), they can tell us under which range of conditions life is possible.

5. ________________________ - Metabolism refers to all the physical and chemical processes in the body that convert or use energy.

6. ________________________ – The process of duplicating or replicating as a procedure.

7. ________________________ - A space vehicle that is designed to land on a celestial body (as the moon or a planet).

8. ________________________ - A spacecraft designed to orbit a celestial body without landing on its surface.

9. ________________________ – An area capable of supporting life. Signs of long-lasting water and presence of organics are conditions associated with a habitable environment.

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Activity 1: Watch a short video introducing the NASA Viking Mission

Time: 4 minutes for video + 10 minute optional discussion

Level: 9th -12th

About this activity: Here is a video introducing and explain the important findings from the NASA Viking Project. The purpose of this video is to introduce the students to the Viking project since they will be conducting a similar experiment to Viking in the next activity. For more information on the video, see the box to the right of the video in the website below.

Instructions: Teachers should show this video to the class. Then, a short discussion can follow if time allows which will test students’ comprehension. Teachers should ask (1) who can name the 3 goals of the mission? (2) And what myth did the landers prove false?

Answers: (1) To get high resolution pictures of Mars, to determine what the surface and air were made of, and to figure out if life existed. (2) Life existed abundantly on Mars. Teachers should emphasize this misconception and emphasize this disproven myth to students. Scientists have no conclusive answer one way or the other, to this day! But they are actively working on this by sending new rovers and orbiters to Mars.

The NASA Viking Project video can be played via http://videos.howstuffworks.com/nasa/2172-how-the-nasa-viking-project-works-video.htm.

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Activity 2: Identify criteria for life and investigating life in soil samples

Time: 25 Minutes for Activity 2 Part A, An Operational Definition of Life;

35 – 40 minutes for Activity 2 Part B, It’s Alive!

Level: 9th -12th

About this activity:

In Activity A of the “Searching for Life on Mars” document, students will research and develop criteria for life. The class will combine their ideas in a teacher-guided discussion. In activity B they will use their definition of life to determine whether there is something alive in three different soil samples. They will make observations and draw pictures as they collect data from the samples and experiment similar to what Mars Viking Landers did in the 1970s. Students will learn about criteria for life effectively by recreating real Mars Viking science experiments. Doing hands-on activities solves the barrier of a lack of connection to real life or disinterest. This will bring the subject “down to Earth” for students.

Teacher’s Tip: Although not part of this or any other Drake Equation Lesson package activity, teachers are encouraged to fit in the other activities in the Searching for Life on Mars” packet with their students where appropriate. Each activity fits specific National Science, Math, and Technology Education standards that are listed at the beginning of each activity. It is worth the teacher’s time to skim these additional activities.

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Learning outcomes

The following taxonomy for learning is adapted from Anderson and Krathwohl’s (2001) taxonomy, which has two domains: Knowledge and Cognitive Process. According to these outcomes, after this activity, students will:

1. Remember information about NASA Viking missions

1. By recalling main ideas about the Viking Mission and its relevance to finding life in outer space.

2. By recognizing what the findings from the Viking mission meant for NASA’s search for extraterrestrial life

2. Understand criteria for life

2.2 By exemplifying characteristics needed for life

2.6 By Comparing different soil samples and observing for signs of life

3. Apply information to understand whether a soil sample is alive

3.2 By inferring that a soil sample fits the criteria for life

See pg. 35 of the activity for more learning objectives.

Preparation:

Before beginning, teachers will need to print out copies of “Fundamental Criteria for Life Chart” (pg. 38) where Activity 2 begins, and “It’s Alive Data” Charts 1 & II (pg. 43-44) for all student groups. Teachers will also need to obtain basic household and kitchen items found on pg. 38 and reference materials for students in groups for Internet access (see pg. 40). Teachers should review the activities and background information before doing them with students.

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Directions:

Read the relevant background and follow instructions provided in the “Searching for Life on Mars” online document. Activity 1 is optional and not part of this lesson but if teachers wish to do it, it will take approximately 30 minutes. Activity 2 Part B follows. These can be done in small groups with students. Explain to students that they will have to turn in the Data Charts (I and II) individually or as a group assignment, whichever the teacher prefers.

Teacher’s Tip: Group work fosters collaboration and community. This provides multiple means of engagement.

Assessment:

To assess this activity, teachers can grade the Data Charts (I and II) in Part B that students turn in individually or one sheet per groups. Teachers can also use the following criteria for participation and engagement and assign a class participation grade based on any number of points they wish based on just worksheet completion or a combination of worksheet completion and class participation. If teachers wish to pass out assessment rubrics to students, a stand-alone version is provided on the next page.

Teacher’s Tip: There are three learning objectives in the suggested rubric on the next page. Teachers should tell students ahead of time what portions they are grading students on (if not all three objectives). Note that the first learning objective listed is for the class discussion and not data chart activities. Teachers can combine/customize their own grading criteria in the rubric as necessary.

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Rubric for Life on Mars Activity 2

Learning Objectives:

Remembered information about NASA

Viking missions

Understood criteria for life

Applied information to

understand whether a soil sample is alive

Expert

• Student or group successfully recalled main ideas about the Viking Mission and its relevance to finding life in outer space

• Student successfully recognized what the findings from the Viking mission meant for NASA’s search for extraterrestrial life

• Student or group successfully exemplified characteristics needed for life

• Student or group successfully compared different soil samples and observing for signs of life

• Student or group successfully inferred that a soil sample fits the criteria for life

Proficient

• Student or group mostly recalled main ideas about the Viking Mission and its relevance to finding life in outer space

• Student or group mostly recognized what the findings from the Viking mission meant for NASA’s search for extraterrestrial life

• Student or group mostly exemplified characteristics needed for life

• Student or group mostly compared different soil samples and observing for signs of life

• Student or group mostly inferred that a soil sample fits the criteria for life

Intermediate

• Student or group somewhat recalled main ideas about the Viking Mission and its relevance to finding life in outer space

• Student or group somewhat recognized what the findings from the Viking mission meant for NASA’s search for extraterrestrial life

• Student or group somewhat exemplified characteristics needed for life

• Student or group somewhat compared different soil samples and observing for signs of life

• Student or group somewhat inferred that a soil sample fits the criteria for life

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Novice

• Student or group did not recall main ideas about the Viking Mission and its relevance to finding life in outer space

• Student or group did not recognize what the findings from the Viking mission meant for NASA’s search for extraterrestrial life

• Student or group did not exemplify characteristics needed for life

• Student or group did not compare different soil samples and observing for signs of life

• Student or group did not infer that a soil sample fits the criteria for life

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Stay tuned for another activity!

Teacher’s Tip: This lesson package is undergoing continuing improvement. In future iterations of this lesson package, another activity will be included to introduce more recent developments on Mars that are taking place right now! As you may know, a mission called Curiosity (Mars Science Lab) is now on Mars after an exciting never-before attempted landing by a robotic crane. It is currently performing “the follow up” chapter of experiments to Viking. Stay tuned for more exciting activities dealing with recent Curiosity science and how it relates to this Drake Equation term about life!

Congratulations!

You’ve completed the Fl lesson. Next, you will explore with your students the Fc lessons with an activity and accompanying science standards with which it aligns. This lesson will focus on how we have communicated with other civilizations throughout history, and we will explore ideas on communicating with extraterrestrial civilizations, if we might encounter them!

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