•  Expedition Mars

     

    lanham CLC logo Mars girls corporate image   Expedition Mars lanham CLC logo
     
     QUARTER 1 ONLINE REGISTRATION 
    QUARTER 3 ONLINE REGISTRATION

     The Expedition Mars mission contains all the elements that characterize Challenger: teamwork, individual challenges, and exposure to STEM career opportunities, plus excitement and up-to-date science. 

     
    Set in the future, around 2076, a handful of facilities have been established on the Martian surface. The primary human habitat is located on Mars’ moon Phobos. A large Mars Transport Vehicle regularly ferries astronauts and scientists (student teams) between Phobos and the Martian surface. The Mars Transport Vehicle carries parts for building two probes for geological exploration. The student teams are tasked with looking for evidence of water and life on Mars. All teams will work toward this goal by following their own unique paths while collaborating with other teams.
     
    Challenger Center encourages exploration and inquiry and excites young people about knowledge and learning. Challenger Center strives to:
     
    • Increase student interest in STEM (science, technology, engineering and math.)
    • Give abstract concepts concrete meaning.
    • Help students develop realistic processes of team work, communication, critical thinking, and problem solving.
    • Increase student autonomy and responsibility for their learning.
    • Encourage students to develop positive perspectives about learning.
    • Increase student commitment to learning.
     
    Challenger Center programs are designed to reflect academic standards and support the work being completed in the classroom. The mission should not be seen as a one-off activity, but rather it should be viewed as another way to engage students and support the current curriculum.
     
       
     
    Resources :  
    Pre-visit  Materials  
    Please Read   
    Job Application   
    Crew Manifest (please bring with you filled out)  
    Lesson Plan  
     Pre-Visit Teacher's Guide   
    Post Visit Materials  

    Post Visit  

    arrow animated Aligned Standards

     

      

    Standards Alignment: Team Breakdown 

     

    Team

    Next Generation Science Standards 

    Common Core Standards

    ROV

    Remotely Operated Vehicle

    Design and Assemble a Remotely Operated Vehicle (Rover)

    MSETS11. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. 

    MSETS12. Evaluate competing design solutions using a systematic process to determine how well they meet

    the criteria and constraints of the problem.  MSETS13. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.  

    RST.68.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

    (MSETS13)

     

    RST.68.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 

    BOT 

    Robot

    Program a robot and test the limits of a robotic arm

    MS‐ETS1‐2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. 

     

    RST.6‐8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS‐ETS1‐2),(MS‐ETS1‐3)  WHST.6‐8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MSETS1‐2) 

    LS  

    Life Support

    Study humidity, temperature and air pressure to keep the crew safe

    MS‐LS1‐5:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

    RST.6‐8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

    RST.6‐8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.  SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

    RST.6‐8.7: Integrate quantitative or technical information expressed in words in a text with a version

    of that information expressed visually. MP.2: Reason abstractly and quantitatively.

    RST.6‐8.9: Draw evidence from informational texts to support analysis, reflection, and research.  

     

     

    GEO

    Geology

    Use a robotic excavator to dig under the soil of Mars, determine the origin of rocks

     

     

    RST.6‐8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

    RST.6‐8.7: Integrate quantitative or technical information expressed in words in a text with a version

    of that information expressed visually. MP.2: Reason abstractly and quantitatively.

    RST.6‐8.9: Draw evidence from informational texts to support analysis, reflection, and research.  

     

    COM  

    Communications

    Send and receive messages between Mission Control and the Spacecraft

     

    MS‐PS4‐2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials

    RST.6‐8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS‐PS4‐3)

    BIO

    Biology

    Use chemicals to test soil for life
     

    MS‐PS1‐2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

    MS‐LS1‐2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

    MS‐LS1‐3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

    RST.6‐8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

    RST.6‐8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.

    RST.6‐8.9: Draw evidence from informational texts to support analysis, reflection, and research.  

     

    MED

    Medical

    Test crew members’ blood pressure and radiation levels

     

    MS‐LS1‐1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS‐LS1‐2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

    MS‐LS3‐1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

     

    RST.6‐8.1: /cite specific textual evidence to support analysis of science and technical texts.

    RST.6‐8.2: Determine the central idea or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

    RST.6‐8.9: Draw evidence from informational texts to support analysis, reflection, and research.  

     

    Weather

    Searches for missing satellites and monitors weather on Mars

     

    MS‐ESS2‐5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

    MS‐ESS2‐6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

    WHST.6‐8.7: Conduct short research projects to answer a question (including a self‐generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 

    SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

    MP.2: Reason abstractly and quantitatively.

     

    NAV

    Navigation

    Plot spacecraft course to the surface of Mars

     

    MS‐PS2‐2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

    RST.6‐8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.

    WHST.6‐8.1: Write arguments focused on disciplinespecific content.

    MP.2: Reason abstractly and quantitatively.

    RST.6‐8.9: Draw evidence from informational texts to support analysis, reflection, and research.