Destination: Mars - ER - NASA

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Classroom Procedure(This activity can easily be simplified as needed.)1. Have teams trade volcanoes so that theywill map a volcano with an “unknown”history. They may give the volcano aname if desired.2. Ask groups to draw a map (birds-eyeview) of the volcano. This may be madein actual size or they may make a scaledrawing. The map should include a Northdirection arrow. An example drawn onthe board or overhead may be helpful ifstudents are not familiar with transferringmeasurements to a grid. Students willneed to make careful observations andmeasurements to map the volcanoesaccurately. Color and label the map.3. Answer the questions on Student Sheet.Note: Some volcanoes may be morecomplex than others—each will bedifferent!! There may be flows that arecompletely covered, some flows that havetwo separate lobes, and some flows forwhich the sequential relationship can notbe determined at the surface.4. Lead the students to question what theycannot see below the surface. Where dothe flows extend under the exposedsurface? Lead them to name ways theycan see what is below the surface withoutlifting the play dough. They may suggestdrill holes or cores, river erosion andbank exposure, earthquakes, or road cutsand other excavations.5. Have groups make a plan that shows ontheir map where they want to put thesubsurface exposures. They shouldindicate how the proposed cores and cutswill maximize the information they mightgain from excavations. Limit the numberof exposures each group may use, i.e.,five drill cores and one road cut and oneriver erosion.6. Make the cuts or cores.• Remove drill core by pushing a strawvertically into the playdough, twistingif necessary, and withdrawing thestraw. Blow through the open end ofthe straw to remove the core. Put thecore on a toothpick and place it bythe hole for reference.• River valleys may be made by cuttingand removing a “v” shape in the sideof the volcano (open part of “v”facing down slope).• To make road cuts, use knife ordental floss to cut and remove a stripabout 1 cm wide and as deep as youwant from any part of the volcano.• To make earthquake exposures,make a single cut and lift or drop oneside of the fault line. Some supportwill be necessary.7. Record cuts and cores on the map and innotes. Be sure to use locationinformation, i.e., core # 2 is located onthe blue flow in the Northeast quadrant ofthe volcano.8. Observe hidden layers. Interpret dataand draw dotted lines on the mapindicating the approximate or inferredboundaries of the subsurface flows.9. On a separate paper, write a short historyof the volcano that relates sequence offlows and relative volumes of flows (ormake a geologic column, a map key tothe history that shows oldest geologicactivity at the bottom and youngest at thetop). Math classes may try to figure thevolume of the various flows.10. Compare the history developed bymapping in Part 2 with the original historyfrom the group that made the volcano inPart 1. Write how they are similar ordifferent.11. Conduct debriefings at several stages ofthis activity.22 Destination: Mars 10/97 NASA JSC
Example of bird’s eye view map of lava flows.Ncardboard or flat surface10/97 NASA JSC Destination: Mars 23
Page 1 and 2: Destination: MarsActivity PacketNat
Page 3 and 4: Lesson One Getting There!Navigation
Page 5 and 6: Earth to MarsTeacher Answer Key10/9
Page 7: Student ProcedureDancing with the P
Page 10 and 11: Mars to EarthStudent SheetData Tabl
Page 12 and 13: Classroom Procedure1. Divide the cl
Page 14 and 15: Student SheetJSC-1The MoonJSC-1 is
Page 16 and 17: Student SheetTricky Terrain — Cha
Page 18 and 19: In addition to shield volcanoes, th
Page 20 and 21: Student SheetResults1. Look down on
Page 24 and 25: 24 Destination: Mars 10/97 NASA JSC
Page 26 and 27: 7. Document why each proposed exper
Page 28 and 29: ProcedureAdvanced Preparation1. Gat
Page 30 and 31: were still being pulled together th
Page 32 and 33: QuestionsUse the map to answer the
Page 36 and 37: BackgroundThere are many science fi
Page 38 and 39: Student SheetFundamental Criteriafo
Page 40 and 41: Not every living organism needs leg
Page 44 and 45: It’s Alive! Data Chart IIInitial
Page 46 and 47: ProcedureAdvanced Preparation1. Gat
Page 48 and 49: Description and QuestionsUse anothe
Page 50 and 51: whole new world for us to explore.
Page 52 and 53: Student SheetWhy Do We EXPLORE?Whet
Page 54 and 55: Your team has the letter “O” fo
Page 56: Mars Fact SheetFourth planet from t

Destination: Mars - ER - NASA

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