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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
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/ -
8/13/2019 From Rock and Roll to Mars Scientist
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
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8/13/2019 From Rock and Roll to Mars Scientist
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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.
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8/13/2019 From Rock and Roll to Mars Scientist
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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?
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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.
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