1.
MARS

2.
&
AngelaHousand.com

3.
NASA

4.
http://planetary-science.org/planetary-science-3/exploration-2/an-introduction-to-space-exploration/

5.
Why Mars?

6.
(Image: NASA) (Public Domain Image)

7.
NASA

8.
NASA/Chris Gunn

9.
Image: NASA/David C. Bowman

10.
James Webb, Cosmos

11.
Humans to Mars by 2040

12.
Simulation of Orbital System

13.
Stance or Suggestion
for moving forward
Worrisome
Need to Know
Excited

14.
What excites you about the idea
of going to Mars?
What do you find worrisome
about the idea of going to Mars?
What else do you need to know
about going to Mars?
What is your current stance on
the prospect of going to Mars?S
N
W
E

15.
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
(Renzulli, 1977)

16.
TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

17.
TYPE I
HEIGHTEN ANTICIPATION
STIMULATE INTEREST
CREATE CONNECTION
(Renzulli, 1977)

18.
Sol 2

19.
www.distancetomars.com

20.
ASTRONAUT
20m3 - 100m3

21.
John Mathieu

22.
V I S I B L E
T H I N K I N G

23.
Your Next Mission

24.
scaleofuniverse.com

25.
MARTIAN
VR EXPERIENCE
THE

26.
http://www.cbc.ca/news/technology/mars-rover-concept-1.4153758?cmp=rss

27.
WOMEN
89%
2%
0%
1%
8%
IN
SPACE

28.
TYPE I
CURIOSITY & CONNECTION
(Renzulli, 1977)

29.
Sol 3

30.
Your Next Mission

31.
ASTRONAUTS

32.
“Anyone who sits on
top of the largest
hydrogen-oxygen fueled
system in the world,
knowing they’re going to
light the bottom, and
doesn’t get a little
worried, does not fully
understand the
situation.”
JohnYoung

33.
TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

34.
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

35.
COGNITIVE
SKILLS

36.
COMMUNICATION
SKILLS
HOW-TO-LEARN
SKILLS
AFFECTIVE
SKILLS

37.
TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

38.
“THE” STANDARDS
CURRICULUM
INSTRUCTION

39.
SkillsSkills
CurriculumCurriculum

40.
SKILLS
SKILLS
SKILLS
SKILLS

41.
ITERATE

42.
1. Design a Spacesuit
2. Research Space Law
3. Analyze Soil Samples
4. Build an RC Vehicle
5. Program a Microcontroller
6. Use an Orbital Mechanics Simulator
7. Share Your Opinions on Extra-Terrestrial Life
diy.org

43.
MARS TREKMARS TREK

44.
Don’t
you
think
if I were
wrong,
I’d
KNOW it?

45.
TYPE II
(Renzulli, 1977)

46.
Sol 4

47.
TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

48.
TYPE III
INDEPENDENT OR SMALL
GROUP INVESTIGATIONS
PRODUCTS AND/OR
PERFORMANCES
(Renzulli, 1977)

49.
TEACHER

50.
Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes

51.
Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress

52.
Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes

53.
Image Credit: 774 ABC Melbourne: Simon Leo Brown

54.
STUDENT

55.
Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher

56.
Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher

57.
Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher

58.
TYPE IIITYPE I TYPE II

59.
TYPE IIITYPE I TYPE II

60.
TYPE IIITYPE I TYPE II
RESEARCH ON SURVIVING ON
THE SURFACE OF MARS…
1. Learning Skills
•Understanding
•Determining Relevance
•Notetaking
2. Analyzing and Organizing
Information
•Identifying Sources
•Drawing Conclusions
3. Advanced Research Skills

61.
TYPE IIITYPE I TYPE II

62.
TYPE IIITYPE I TYPE II

63.
TYPE III
Electrostatic Ion Thruster
TYPE I TYPE II

64.
TYPE IIITYPE I TYPE II

65.
TYPE IIITYPE I TYPE II

66.
TYPE IIITYPE I TYPE II
DEVELOP A PROTOTYPE…
1. Creative Problem Solving &
Decision Making
2. Critical Thinking
3. Analyzing and Organizing
Information
4. Preparing for Independent
Work
5. Advanced Research Skills
6. Communication

67.
• Interesting
• Integral to one’s
vision of the
future
• Immediately
useful
• Tied to one’s identity
Achievement Motivation

68.
Interior View From the International Space Station (NASA)

69.
Image: NASA/KSC

70.
NASA

71.
NASA/Chris Gunn

72.
NASA/Bill Ingalls

73.
James Webb, Cosmos

74.
Thank you.

75.
It’s not a matter of if,
but when, we will deal
with such a situation
[asteroid impact].
Thomas Zurbuchen,
Associate Administrator
NASA’s Science Mission Directorate

76.
Terraform Mars with
Universe Sandbox 2

77.
YOUR Mission…

78.
http://btc.montana.edu/ceres/html/EdActivities.html

79.
http://marsed.asu.edu/lesson_plans/marsbound

80.
Interior View From the International Space Station (NASA

81.
Humans to Mars 2030s

82.
NASA

83.
NASA/Chris Gunn

84.
NASA/Bill Ingalls

85.
James Webb, Cosmos

86.
Thank you.