Students experience the fundamentals of the engineering design process, with a hands-on, critical-thinking, authentic approach. Using collaboration and problem-solving skills, they develop a mission to search for life in the Solar System that meets constraints (budget, mass, power) and criteria (significant science return).

This game board is a supplemental resource to be used with the lesson "Astrobiobound!" In this fun, interactive card simulation, students experience the fundamentals of the engineering design process, with a hands-on, critical-thinking, authentic approach. Using collaboration and problem-solving skills, they develop a mission to search for life in the Solar System that meets constraints (budget, mass, power) and criteria (significant science return).

This handout provides the game cards and is a supplemental resource to be used with the lesson "Astrobiobound!" In this fun, interactive card simulation, students experience the fundamentals of the engineering design process, with a hands-on, critical-thinking, authentic approach. Using collaboration and problem-solving skills, they develop a mission to search for life in the Solar System that meets constraints (budget, mass, power) and criteria (significant science return).

This presentation is a supplemental resource to be used with the lesson "Astrobiobound!" In this fun, interactive card simulation, students experience the fundamentals of the engineering design process, with a hands-on, critical-thinking, authentic approach. Using collaboration and problem-solving skills, they develop a mission to search for life in the Solar System that meets constraints (budget, mass, power) and criteria (significant science return).

Students conduct research about a type of natural event, learn why it occurs, where the probable locations of occurrence are, what causes damage, what conditions create especially destructive events, and what the probability of a destructive event is. It is important that students spend some time thinking about possible ways to reduce the negative impact of damaging natural events to reduce fear and increase empowerment.

This presentation is meant to be used in conjunction with the lesson "Discovering Information About Mars." In this lesson, students gain background knowledge about environmental factors on Mars through taking notes while viewing a content presentation. To culminate, they clarify the challenges of living on Mars by generating a list of potential environmental problems.

Students use a stream table set at various inclinations to investigate how flowing water changes landforms. Then they will choose three Martian landforms that seem to have been shaped or created by flowing surface water and discuss how they might have formed. Finally, students examine images of Mars to see if there are any features suggesting the presence of flowing water at one time or another.

Students graph the temperature of an ice-water slurry as it is heated and discover the existence of another transition plateau.

Students graph the temperature of water as it reaches a boil and discover the existence of the transition plateau.

Students analyze actual data and images to assess whether there is liquid water on Mars.

The Mars Student Imaging Project allows students to use a camera on the Odyssey orbiter to take their own image of the red planet and analyze it using the scientific method.

Students find out how human curiosity in planetary exploration results in science questions, engineering solutions, and teamwork. This activity demonstrates how planetary features are discovered by the use of remote-sensing techniques. Students will experience the different phases in planetary exploration, including telescope observations, fly by missions, orbiters, landers, rovers"¦and their own ideas about human exploration.

Students boil water below its typical boiling temperature by reducing the pressure above the surface of the liquid. Groups of students discuss ways to reduce the boiling temperature of water and present their best idea, write a procedure, and follow it. Then the students examine a phase diagram for water and write a caption based on what they think it shows.

Students examine sand samples from different locations to infer information about where they originated and how they were deposited. They will then apply their knowledge to Ares Vallis (on Mars) and speculate what might be found in the sediments there.