Educator’s Guide BEYOND · Educator’s Guide INSIDE ... of asteroids or comets that enter Earth’s atmosphere, where most burn up. The few that land on Earth are called meteorites

BEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

amnh.org/education/beyond

Educator’s Guide

INSIDESuggestions to Help You

COME PREPARED •

ESSENTIALQUESTIONS

for Student Inquiry•

Strategies for

TEACHING IN THEEXHIBITION

•

MAPof the Exhibition

•

ONLINERESOURCES

for the Classroom•

Correlation to

STANDARDS •

GLOSSARY

essential QUESTIONSEver since we fi rst looked up at the night sky, space has captured our imagination. This exhibition is a journey across the solar system and into the future, from the fi rst manned space mission to the colonization of Mars. Use the

Essential Questions below to connect the exhibition’s themes to your curriculum.

why explore space?

As humans, we seek to understand our world. We inhabit every continent, have planted fl ags at the Poles, and descended into deep ocean trenches. Looking beyond Earth, the potential for new discoveries is tremendous, but many unknowns remain. Will space tourism become commonplace? How can we protect our planet from an asteroid impact? Is there life beyond Earth? Can we establish a research station on the Moon? Could we make Mars habitable for humans?

how will we explore space?

People fi rst “explored” space with the naked eye, but they observed only a small fraction of what we now know exists. The telescope brought more things into view: smaller and more distant planets, dimmer stars. Hand-held telescopes gave way to larger ones like those atop Hawaii’s dormant Mauna Kea volcano, above much of the haze of the atmosphere. Telescopes like Hubble now orbit Earth, transmitting detailed images of the cosmos. Humans have walked on the Moon, and hundreds have lived and worked in the International Space Station. Unmanned spacecraft carry out missions too distant or dangerous for humans; the Voyager 1 and 2 space probes have even left our solar system.

Soon, the James Webb Space Telescope will look further into space than ever before, connecting our Milky Way to the Big Bang. Commercial spacecraft will take thousands of people into space — even if only for a few minutes each! What’s next? Here are some possibilities, some closer to being realized than others:

Nearer term:

establishing a semi-•

permanent base on

the Moon: scientists and explorers may live for weeks or months at a time in expandable modules along the rim of the South Pole’s Shackleton Crater.

searching for life on •

Mars and Europa: scientists hope to fi nd evidence of life beneath the Martian surface; robots may search the salty ocean of Jupiter’s moon Europa for extremophiles.

discovering • exoplanets: researchers have already identifi ed well over a thousand planets orbiting other stars, and many more such discoveries are certain. If some of these faraway worlds prove Earthlike, scientists will investigate them for evidence of life.

Longer term:

building a lunar elevator:• tethered to a space station, it could help transport goods and people between Earth and the Moon.docking with asteroids:• astronauts could mine space rocks for rare metals and defl ect those that might collide with Earth.terraforming• Mars: one day, scientists and engineers will be able to transform the planet’s surface and atmosphere, making it habitable for our descendants.

what are the challenges

of space exploration?

Earth’s atmosphere provides living organisms with breathable air and a temperate climate, and also shields us from dangerous radiation and most meteor impacts. Traveling and living beyond its protection presents massive challenges. To survive en route, we would need to bring our own air, food, and water; avoid debris; shield ourselves from high-energy radiation; and prevent the debilitating eff ects of long-term weightlessness. Extreme isolation and long confi nements in small spaces could take a psychological toll, as could the possibility of never returning to Earth. Once at our destinations, supplies and spare parts would be severely limited, and the margin for error tiny. To protect future generations of astronauts, engineers are at work on innovations such as improved space suits and micrometeoroid shielding. Faster propulsion systems would reduce or eliminate many of these challenges — and put ever more distant destinations within our reach.

This visualization shows how Curiosity’s arm would examine rocks on Mars for signs of ancient life.

COME PREPAREDPlan your visit. For information about reservations, transportation, and lunchrooms, visit amnh.org/education/plan.

Read the Essential Questions in this guide to see how themes in Beyond Planet Earth connect to your curriculum. Identify the key points that you’d like your students to learn from the exhibition.

Review the Teaching in the Exhibition section of this guide for an advance look at the specimens, models, and interactives that you and your class will be encountering.

Download activities and student worksheets at amnh.org/resources/rfl /pdf/beyond_activities.pdf. Designed for use before, during, and after your visit, these activities focus on themes that correlate to the NYS Science Core Curriculum:

K–2: Objects in the Sky3–5: Observing Our Solar System and Beyond6–8: Modeling the Solar System9–12: The Future of Space Exploration

Decide how your students will explore Beyond Planet Earth. Suggestions include:

You and your chaperones can facilitate the visit using the • Teaching in the Exhibition section of this guide. Your students can use the • student worksheets to explore the exhibition on their own or in small groups. Students, individually or in groups, can use copies of the • map to choose their own paths.

CORRELATIONS TO NATIONAL STANDARDSYour visit to the Beyond Planet Earth exhibition can be correlated to the national standards below. See the end of this guide for a full listing of New York State standards.

Science Education Standards

All Grades • A2: Understanding about scientifi c inquiry • E1: Abilities of technological design • E2: Understanding about science and technology • F1: Personal health • G1: Science as a human endeavor

K–4 • B2: Position and motion of objects • D2: Objects in the sky • D3: Changes in Earth and sky • F3: Types of resources

5–8 • B2: Motions and forces • D3: Earth in the solar system • F2: Populations, resources, and environments • F3: Natural hazards • G3: History of science

9–12 • B4: Motions and forces • D2: Objects in the sky • D3: Changes in Earth and sky • E4: Origin and evolution of the universe • F3: Natural resources • G3: Historical perspectives

GLOSSARYasteroids: small rocky and metallic bodies, most of which orbit the Sun between Mars and Jupiter. Meteors (“shooting stars”) are small pieces of asteroids or comets that enter Earth’s atmosphere, where most burn up. The few that land on Earth are called meteorites.

exoplanets: planets that orbit stars other than our Sun

extremophiles: organisms adapted to harsh environments, including extreme cold, dryness, radiation, darkness, and chemicals that would be toxic to most other organisms. Examples on Earth include bacteria in the cooling pools of nuclear reactors, in hydrothermal vents on the ocean fl oor, and in the dry valleys of Antarctica.

hubble space

telescope: a telescope launched in 1990 into low-Earth orbit, whose detailed images of cosmic objects have led to many important discoveries. Hubble’s cameras detect ultraviolet, visible, and infrared light.

james webb space telescope: scheduled to launch in 2018 and designed primarily to detect infrared light, this large telescope will observe extremely distant objects — including the fi rst stars and galaxies that formed in the universe.

potentially hazardous object: any near-Earth asteroid or comet that is longer than 150 meters (500 feet) and that comes within 8 million kilometers (5 million miles) of Earth’s orbit

rare earth metals: a group of metals that have many commercial uses but are expensive to mine on Earth

shackleton crater: a crater near the Moon’s South Pole that contains ice. The rim, which has abundant sunlight, has been proposed as a possible location for a lunar base camp.

terraform: the process of making another planet or moon more Earthlike

teaching in the EXHIBITIONWhat would it be like to travel beyond Earth? Starting with the Moon, our closest neighbor, and heading out across our solar system, this exhibition uses models, artifacts, videos, dioramas, and hands-on and computer interactives to immerse visitors in the high-stakes adventure of space exploration. The main sections of the exhibition represent

diff erent destinations in space. Have students explore each environment, and consider how scientists and engineers would approach the unique challenges that each presents.

history of space

exploration

As you enter, examine some artifacts

of manned and unmanned space

voyages, which include models of Sputnik and a Mars Rover, and a diorama depicting the fi nal Hubble Space Telescope upgrade. Have students watch the six-minute fi lm in the theater, and then discuss which destinations they fi nd the most intriguing.

Lunar Elevator Model: • Held in place by gravity, this solar-powered elevator would travel between a space station and the Moon. Ask the class to consider the advantages of an elevator over a rocket. (Answers may include: Launching rockets from Earth or the Moon is expensive. And if we ever had a base on the Moon, we’d have to do that an awful lot to get materials to and from the Moon and back to Earth. While building a lunar elevator would be really expensive at fi rst, it might prove less pricey in the long-term, since it would use little power once built.)Have students fi nd information that helps them imagine what a trip on this “space elevator” might be like.

overview: The historic Apollo missions of the 1960s and ‘70s brought back rocks that taught us a great deal about the history of the Moon — and of Earth. Astronauts visited the surface of the Moon, but only for a few days at the most. The next step could be to establish a semi-permanent scientifi c research station. Have students imagine what it would be like to live and work in this desolate environment. Encourage them to look for their home planet in the sky.

challenges & approaches:

Base Camp, Moon’s South Pole:• Have students explore this lunar crater and consider why scientists think the rim would be a suitable location for a base camp. Ask what hazards astronauts would face on the surface of the Moon, and how they could protect themselves. (Answers may include: The expandable spacecraft would shelter astronauts from solar radiation and meteoroid barrages, keep them warm, and provide air to compensate for the Moon’s lack of atmosphere.)Liquid Mirror Telescope Interactive:• Ask students what problems astronomers confront when using tele-scopes on Earth’s surface. (Answers may include: haze of the atmosphere, rain clouds, light pollution)What makes conditions on the Moon more favorable for astronomy? (Answers may include: On the Moon, there is no atmosphere to obstruct visibility, and no wind or weather to aff ect telescopes.)

This liquid mirror telescope, the largest on Earth, is 6 meters (20 feet) across. On the Moon, undisturbed by wind or weather, the surface could be larger than a football fi eld.


Itokawa Model:• Invite students to examine a model of this NEA and the robotic Japanese spacecraft that docked with it. Ask them to think about what it would be like to study an object that has so little gravity that they couldn’t stand on it.(Answers may include: Although Itokawa is 1770 feet (540 meters) long, it is too small for a spacecraft to orbit. The craft would have to hover over the asteroid, and astronauts would have to tether themselves to its surface in some way.)Potentially Hazardous NEAs:• Suggest that students use the interactive kiosk to explore diff erent ways to alter an asteroid’s course. If an object looks like it might collide with Earth, what could we do about it?(Answers may include: An atomic bomb might seem like the best, but actually bombing an asteroid could make things worse by breaking up the space rock into lots of pieces that then would all impact Earth. There are other options like a “gravity tractor,” which is a spacecraft that would use its gravity to pull the asteroid off course over a long period of time.)

overview: Mars is more likely to harbor life than any other known planet. Features like immense dry riverbeds hint at an ancient environment that could have supported life — and still might, if liquid water exists below the surface. Orbiters have mapped the entire Red Planet, rovers and probes have studied the surface in detail, but no humans have traveled there. Some scientists wonder whether, in the distant future, we might make this dusty planet habitable for humans.


Getting There and Daily Life: • On the outbound journey, astronauts might spend six to nine months in very tight quarters, coping with the eff ects of weightlessness and solar radiation. Have students explore this section to see how people could stay safe and healthy (and keep stuff from fl oating away). (Student observations may include: Our bones and muscles are used to fi ghting gravity, and exercise is essential to keep them strong in space. Spinning compartments for sleeping would generate artifi cial gravity and help prevent bone loss and other health problems. Shielding and emergency shelters would protect astronauts from deadly solar radiation.) Have them take the Mars Personality Test to see if they have • what it would take to reach the Red Planet and live and work there.(Student observations may include: Traveling to Mars would mean sharing a small space with other people for many months, which requires patience, an easy-going temperament, and a sense of humor. Astronauts would also need to be able to follow detailed instructions and make quick, independent decisions.)Mars Explorer and Mars Environment:• Have students use the interactive to examine the surface of Mars. Ask what features they observe that Mars shares with Earth. (Answers may include: Like Earth, Mars has volcanoes, canyons, polar ice caps, and many places where liquid water once fl owed on the surface.) In what ways are the two planets very diff erent?(Answers may include: The surface of Mars is dry and barren, and has no liquid water.)

overview: Most asteroids orbit between Mars and Jupiter, but some cross Earth’s orbit. Collisions are rare but can be devastating, so scientists are developing technologies to defl ect near-Earth asteroids (NEAs). Some asteroids may also contain rare Earth and other valuable metals.

This is an a illustration of a possible system for anchoring to the surface of an asteroid.

overview: The giant planets of the outer solar system — Jupiter, Saturn, Uranus, Neptune — together have more than 160 moons. One of Jupiter’s moons, Europa, intrigues scientists because they think it may have a deep saltwater ocean that could contain life.


Europa Theater and Model of Submersible: • Ask students to think about this moon’s unique environment. Have students watch the six-minute movie and refl ect on how this mission would compare to journeys to Mars or the Moon.(Answers may include: Robots may someday search for life in Europa’s ocean, but such a mission is probably decades away. A manned voyage would be even farther in the future because Europa is so far away — a 17-year trip by Apollo spacecraft.)

beyond: All the places that your class has explored so far belong to our own solar system. But scientists

have already found evidence of over 1,000 other

solar systems — stars with planets orbiting them — in our Milky Way galaxy alone. How many more remain to be discovered?

As students experience the holographic representation, ask them to think about other worlds we may explore someday. What do they imagine we might fi nd?

An enhanced color photograph of Europa’s cracked ice surface.

Curiosity• Mars Rover: The primary mission of this roving science lab is to search for signs of habitable environments. Ask students what kinds of tools Curiosity carries, and what they measure.(Answers may include: The one-ton robot is packed with tools, including 3-D cameras that rotate in every direction; a laser beam that vaporizes rock samples for analysis; a robotic arm that analyzes rocks, digs holes, and scoops up samples; and a weather station that monitors wind, temperature, humidity, and air pressure.)Terraforming Table:• Explain that terraforming is the process of making a planet more Earthlike so that it could become habitable for humans. Ask students to investigate how to turn this cold and barren planet into a wet, warm, fertile world.(Answers may include: Terraforming would involve many stages, such as adding heat to release frozen water and carbon dioxide to trigger the greenhouse eff ect that keeps Earth warm; inserting life (hardy lichens, algae, and bacteria fi rst) that would begin building soil and enriching the atmosphere; releasing liquid water; and making an oxygen-rich atmosphere.)

These illustrations show how, over hundreds or even thousands of years, Mars might be transformed from a frigid, barren planet into a warm and fertile one like Earth.

CREDITS PHOTO CREDITSCover: star fi eld, Europa, and Columbia shuttle, © NASA; lunar elevator, © AMNH; terraforming Mars, © Steven Hobbs. Essential Questions: lunar South Pole and Curiosity, © NASA. Glossary: Hubble, © NASA. Come Prepared: Moon walk, © NASA. Teaching in the Exhibition: Moon, Mars, Europa, asteroid illustration, and Europa surface, © NASA; Itokawa, © JAXA; liquid mirror telescope, courtesy of P. Hickson/University of British Columbia; terraforming Mars, © Steven Hobbs. Insert: spacesuit, © Douglas Sonders; Nautilus-X, © John R. Whitesel; Curiosity, © NASA; liquid mirror telescope illustration, courtesy of P. Hickson/University of British Columbia.

© 2011 American Museum of Natural History. All rights reserved.

our moon

sciencebulletins.amnh.org/?sid=a.v.moon.20061004

This visualization shows how a violent collision could have given birth to our Moon in just one month.

geologists on mars

sciencebulletins.amnh.org/?sid=a.f.mars.20040401

This 8-minute video describes the 2004 Mars Exploration Rover mission that found evidence of liquid water.

impact! tracking near-earth asteroids sciencebulletins.amnh.org/?sid=a.f.nea.20050504

This 7-minute video explores the risks of an asteroid hitting Earth, and how astronomers track the orbits of near-Earth objects.

planetary mysteries

amnh.org/ology/planetology

Learn how scientists study our solar system, and about some of the big questions that remain unanswered.

space travel guide

amnh.org/ology/spacetravel

This drawing and storytelling activity helps kids combine fact and fantasy on a trip to outer space.

a closer look at mars

amnh.org/ology/closer_look_mars

Kids help reporter Stella Stardust learn more about Earth’s closest neighbor.

are you cut out for mars?

amnh.org/ology/mars_quiz

Kids can take this quiz to see if they’re up for the challenge.

in pictures: beyond planet earth

amnh.org/ology/inpics_beyond

This photo gallery illustrates some of the places in our solar system that humans might someday explore.

online RESOURCES

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Cert no. XXX-XXX-XXXX

journey into space: gravity, orbits,

and collisions

teacher.scholastic.com/activities/explorations/space

This interactive introduces students to the ways in which gravity shapes the universe.

nasa: exploration

nasa.gov/exploration

Feature stories about missions, discoveries, and other initiatives describe the next era of space exploration.

nasa: for students

nasa.gov/audience/forstudents

This NASA portal off ers current science content, activities, events, images, podcasts, educational video segments, and more.

google earth

google.com/earth

Now you can use Google Earth to view stars, constellations, and galaxies, as well as the surfaces of Mars and the Moon.

DID YOU KNOW?When you’re in space, the sky looks black because there’s no air for visible light to bounce off of.

Space is silent. We hear because of pressure waves in the air, and there’s no air in space.

Everything in the universe — planets, asteroids, and even black holes — gives off light. But almost all of it is at wavelengths that our eyes cannot see.

The light that we see from stars has taken years — typically millions and sometimes billions of years — to reach us. For example, if a star 100 million light years away exploded today, people on Earth wouldn’t see the explosion for 100 million years.

Beyond Planet Earth: The Future of Space Exploration is organized by the American Museum of Natural History, New York (www.amnh.org) in collaboration withMadaTech: The Israel National Museum of Science, Technology, & Space, Haifa, Israel.

Beyond Planet Earth is made possible through the sponsorship of

And is proudly supported by Con Edison.

Major funding has been provided by the Lila Wallace – Reader’s Digest Endowment Fund.

Additional support is generously provided by Marshall P. and Rachael C. Levine Drs. Harlan B. and Natasha LevineMary and David Solomon.

Funding for the Educator’s Guide has been provided in part by the Buehler Aviation Research Foundation, Inc.

General support has been provided in part by Aerin Lauder Zinterhofer and Eric Zinterhofer.

Presented with special thanks to NASA.


What would it be like to travel beyond Earth?

Starting with the Moon, our closest neighbor, journey across our solar system and into the future in this adventure of space exploration.

history of space exploration

Examine some artifacts of manned and unmanned space voyages.

moon

Astronauts of the 1960s and ‘70s visited the Moon, but only for a few days at the most. The next step could be to establish a semi-permanent scientifi c research station. What would it be like to live and work there?

near-earth asteroids

Most asteroids orbit between Mars and Jupiter, but some cross Earth’s orbit. Collisions are rare but can be devastating. How would we defl ect near-Earth asteroids that get too close for comfort?

mars

Mars is more likely to harbor life than any other known planet. Features like immense dry riverbeds hint at an ancient environment that could have supported life. Could we someday make this arid planet habitable for humans?

europa

One of Jupiter’s moons, Europa, intrigues scientists because there is likely a saltwater ocean. Could there be life beneath its surface?

beyond...

Scientists have already found evidence of over 1,000 other solar systems. Billions of other worlds remain to be discovered, characterized, and eventually explored.

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EXHIBIT

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BEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

DOING SCIENCE in space


Science in space involves extraordinary challenges. Here are some of the questions scientists are asking, and some

of the technologies that are enabling them to travel farther more safely, and to gather evidence from places too

dangerous — or still too distant — for humans to visit.

how can we see further

into space and back in time?

A liquid mirror telescope at the Moon’s South Pole could detect infrared light from the earliest days of the universe, some 13.7 billion years ago. Larger than a football fi eld, the telescope would have a main mirror made of a slowly spinning, highly refl ective liquid. A rotating dish naturally forms a parabolic shape, which focuses light from diff use sources such as incoming starlight. With no interference from wind or weather, this surface would be so smooth it looks solid. Once spinning on electromagnetic bearings, the telescope would need little maintenance.

how do we travel

further and stay longer?

The Nautilus-X spacecraft could carry a crew of nine on a two-year voyage — long enough to reach Mars. It would contain exercise machines, so astronauts could keep their muscles and bones strong. Spinning compartments for sleeping would also prevent bone loss and other health problems by generating artifi cial gravity. Solid waste from toilets could be used as compost for plants that in turn would provide food and oxygen.

how do we look for

evidence of life on mars?

A one-ton science lab, the Curiosity rover will land on Mars inside Gale Crater, which is thought to have once been a lake. The rover will make its way to the top, studying each layer of sediment in order to obtain a cross-section of the crater’s history when it was wet, and possibly home to living things. Curiosity can pick up samples and test them onboard, fi re a laser at objects to see what they’re made of, and it even contains a small weather station.

how can scientists

investigate space fi rst hand?

Today’s bulky, heavy suits surround astronauts with pressurized air. This sleek new spacesuit applies pressure directly to the skin by wrapping the body tightly in several layers of stretchy, very tough, spandex and nylon. This makes the suit lighter, safer because it won’t lose pressure if punctured or torn, and easier to move and work in.


overview

Students will use their senses to make observations about the Moon and to think about what it might be like to visit and live there.

background for educator

The Moon is Earth’s only known natural satellite. The Moon can be visible during a bright day because it’s relatively close to Earth and it refl ects sunlight. At this age level, students should make observations about the day and the night sky. For additional information about the Moon, go to:

• amnh.org/exhibitions/permanent/meteorites/impacts/moon.php• science.nasa.gov/science-news/science-at-nasa/2006/30jan_smellofmoondust/

before your visit

In these activities, students will practice observing the Moon by looking up in the sky or at photographs. They will discover that the Moon changes a little bit from day to day, and that the pattern repeats about every four weeks.

Activity: Where Was the Moon on Your Birthday?

Ask students to describe, draw, or play-act what the Moon can look like. Have students share their ideas. Ask students: What do you think the Moon looked like on the day you were born? (Answers will vary.)

Then go to the Moon Phase Images website (tycho.usno.navy.mil/vphase.html) and enter each student’s birth date to see what the Moon looked like that day. (Or, you may wish to print out each birthday image prior to class.) Have students describe the shape of the Moon on their birthdays, and to record it in a drawing. Use their drawings to guide a discussion about how the Moon’s appearance changes.

Activity: Luna Stories

Read a story about the Moon to your students. (See the booklist for recommendations.) Then ask them to draw and share what they learned from the story.

during your visit

Beyond Planet Earth: The Future of Space Exploration

3rd fl oor (45 minutes)

In the Introduction and Moon sections of the exhibition, students will use their senses to continue to learn about the Moon, and to begin to investigate some of the ideas scientists have about traveling there. Have the adult chaperones use the Group Work-sheets to guide their students to make observations of the Moon and to record students’ ideas of what it’s like there. Remind the chaperones to encourage students to use their words to describe what they see, feel, smell, and think. Also have students make a drawing of the Moon landscape and let them choose something else in the exhibition to draw.

amnh.org/beyond

Objects in the Sky: Lunar ObservationsBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n Activities for Grades K–2

NYS Science Core Curriculum

PS 1.1a: The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle.

Plan how your students will explore

Beyond Planet Earth using the Group Worksheets.

Students should work in groups of three to four, each facilitated by a teacher/parent chaperone as they explore the exhibition. If possible, distribute copies of the worksheets to chaperones beforehand, and review them to make sure everyone under-stands the activities.


Rose Center for Earth and Space

1st fl oor (15 minutes)

Have students observe the metal Moon globe and Moon rock (located in the area between the Gottesman Hall of Planet Earth and the Heilbrunn Cosmic Pathway), as well as photographs of the Apollo Mission (located in the hallways surrounding the Rose Center). As they study these items, ask students to make observations and inferences about the surface of the Moon. Ask: What do you notice? (Answers may include: There are lots of craters, craters within craters, some smooth sections.) On the Moon globe, point out the far and near sides of the Moon. Ask students if they know which side is visible from Earth.

back in the classroom

Activity: Sharing Moon Observations & Findings

Have students draw the Moon and post their drawings. List the fi ve senses on the board and have students share what they’ve learned about the Moon by using their senses. (Answers may include: The smell of the Moon rocks; the texture of the Moon: smooth in some places, lots of craters, the lunar surface feels rough; there are no trees or houses or animals on the Moon; the Earth looks small from the Moon.)

Activity: Luna Cartoons

Ask students to draw on what they learned during the trip to make a short cartoon about two kids going on the lunar elevator. What would they talk about on the way up? How would it feel? What would they see when they arrived? (Answers will vary.)

Activity: Moon Watch Flip book

amnh.org/ology/moon_fl ipbookUse this activity to continue observing the Moon in the sky. Make observations for a month, and post observations and drawings on a calendar in the classroom.

recommended books

If You Decide to Go to the Moon

Written by Faith McNulty and illustrated by Steven Kellogg“If you decide to go to the Moon in your own rocket ship, read this book before you start.” This book is a beautiful guide for a kid ready to take a fantasy trip into space.

Moonshot: The Flight of Apollo 11

Written and illustrated by Brian FlocaClean, poetic narration of the Apollo 11 mission to the Moon. “But still ahead there is the Moon . . . Glowing and growing, it takes them in, it pulls them close.”

One Giant Leap

Written by Robert Burleigh and illustrated by Mike WimmerPublished in 2009, One Giant Leap commemorates the 40th anniversary of the moment when Neil Armstrong and Buzz Aldrin became the fi rst humans to step onto the surface of the Moon.

The Magic School Bus Lost in the Solar System

Written by Joanna Cole and illustrated by Bruce DegenAll is going well for Miss Frizzle’s fi eld trip into the solar system, until an asteroid damages one of the bus’s taillights! A fun romp all the way to the outer planets (and Pluto).

BEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n Activities for Grades K–2

amnh.org/beyond

Instructions for the adult facilitator: Today you and your group of students will explore the Moon in two sections of the exhibition: “Introduction” and “The Moon.” Encourage students to use their words to describe what they see, feel, smell, and think. Use this worksheet to record students’ ideas as they learn about the Moon.

Use our senses to learn about the Moon

Introduction Section

Moon Section

Look at the astronaut gloves. Describe what they look like.

Smell what the Moon dust smelled like to the astronauts. What does it smell like to you? Do you like the smell

Listen to the astronauts talk about landing on the Moon. What are they saying?

Touch the tire of the lunar vehicle (the square patch on the panel below the case). What does it feel like?

Observe and touch the landscape of the Moon. Describe the surface.

Look at the lunar base camp model. Describe what the base camp looks like.

Imagine you’re on the lunar base camp. What do you notice about Earth? (Look for it on the background behind the model.)

Think about it: Would you live at the lunar base camp? Why or why not?

Look up at the lunar elevator model. Describe what it looks like.

Think about it: Would you ride up in the lunar elevator? Why or why not?

Record student ideas

© 2011 American Museum of Natural History. All rights reserved. amnh.org/beyond

GROUP WORKSHEETBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades K–2

Instructions for the adult facilitator: Today you and your group of students will explore the Moon in two sections of the exhibition: “Introduction” and “The Moon.” Encourage students to use their words to describe what they see, feel, smell, and think. Use this worksheet to record students’ ideas as they learn about the Moon.

Use our senses to learn about the Moon

Introduction Section

Moon Section

Look at the astronaut gloves. Describe what they look like.

Smell what the Moon dust smelled like to the astronauts. What does it smell like to you? Do you like the smell

Listen to the astronauts talk about landing on the Moon. What are they saying?

Touch the tire of the lunar vehicle (the square patch on the panel below the case). What does it feel like?

Observe and touch the landscape of the Moon. Describe the surface.

Look at the lunar base camp model. Describe what the base camp looks like.

Imagine you’re on the lunar base camp. What do you notice about Earth? (Look for it on the background behind the model.)

Think about it: Would you live at the lunar base camp? Why or why not?

Look up at the lunar elevator model. Describe what it looks like.

Think about it: Would you ride up in the lunar elevator? Why or why not?

Record student ideas

(Answers may include: The gloves are made of rubber. They are thick and black.)

(Answers may include: It smells like something sweet and burnt, like fi reworks. It smelled like spent gunpowder to the astronauts.)

(Answers may include: The astronauts are talking about how beautiful it is to be here.)

(Answers may include: The tire surface is made of metal, it feels hard and shiny.)

(Answers may include: The landscape looks rough, it’s grey, it has lots of bumps and craters.)

(Answers may include: There are lots of solar panels, expandable house with small windows, astronauts walking around, astro-nauts driving vehicles.)

(Answers may include: From the Moon, Earth appears in the sky really big; it is four times larger than the Sun.)

(Answers will vary.)

(Answers may include: It looks like a long rope or a swing at-tached to a metal frame box; a lunar-Jack’s beanstalk.)



GROUP WORKSHEETBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades K–2ANSWER KEY


overview

Students will investigate a model of our solar system that will help them contextualize the content of the exhibition. Students will then generate questions about space exploration to investigate in the exhibition, and share their fi ndings upon their return. The activities culminate with sharing what they have learned and writing an imaginative story about travelling in space.


The distances in our solar system are vast and the planets comparatively tiny, so models are vital tools for understanding how planets are placed in space. They’re also useful for visualizing how the planets move in relation to each other, since from our vantage point on Earth we can’t see all of the planets around us.

before your visit

Discussion: Structure of the Solar System

Review with students the structure of the solar system. Ask them:

• What is at the center of the solar system?(Answer: The Sun, our star, is at the center of the Solar System.)

• What types of planets are there, and where are they found?(Answer: There are four inner, rocky planets that orbit closest to the Sun: Mercury, Venus, Earth, and Mars. Beyond the Asteroid Belt, the four outer, gas giant planets are Jupiter, Saturn, Uranus, and Neptune. The Kuiper Belt contains Pluto and other small icy objects. This area of the solar system begins just inside Neptune’s orbit and extends well beyond it.)

• Describe how the planets move around the Sun. What are their orbits shaped like? Do they all move at the same speed?(Answer: Planets revolve around the Sun in nested, nearly circular orbits. The closer an object is to the Sun, the faster it revolves.)

• Where in the solar system, besides the Earth, have human beings traveled? Where have we sent robots/spacecraft? (Answers may include: Humans have walked on the Moon, and robotic rovers have explored Mars. Unmanned spacecraft have also visited the Moon and Mars, as well as planets and moons in the outer solar system. The Voyager 1 and 2 spacecraft have traveled beyond the orbit of Neptune and continue beyond our solar system.)

Activity: Earth as a Peppercorn: noao.edu/education/peppercorn/pcmain.htmlUse the online lesson plan at to have students create a scale model of the solar sstem that is accurate both in the planet size and interplanetary distance.

Optional Extension Activity: Moving Solar System Model: kepler.nasa.gov/fi les/mws/HumanOrrerySSSmsGEMS.pdf Use this lesson plan to create a moving model of relative planet speed.

Preparation for the Investigation in the Beyond Planet Earth Exhibition

From what students know about planets and space, along with what they observed in their models of the solar system, have them think about the challenges that humans would face in travelling to and living on another planet. Tell students that humans are most likely to return to the Moon and to visit Mars before they travel to other places in the solar system. Divide the class into two teams: Moon Explorers or Mars Explorers. Using the Student Worksheet, have each team complete columns 1 and 2, charting what students know about the Moon or Mars, (depending on the team). Have them write down any questions that come up about traveling to or living on a heavenly body other than Earth. (This can also be done as a class or in small groups.) They will complete column 3 in the exhibit and after they return.

amnh.org/beyond

Modeling the Solar SystemBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n Activities for Grades 3–5


PS 1.1c: The Sun and the planets that revolve around it are the major bodies in the solar system.


Beyond Planet Earth using the student worksheets. Divide your class into two teams: Moon Explorers and Mars Ex-plorers. You may wish to have students explore the exhibition in pairs.

Prior to your visit, students will have already begun the exhibition work-sheets; make sure they bring their worksheets to the Museum.


during your visit



As a class, look at the “Exploring our Solar System” wall panel (across from the Introduction Theater) to review the objects in the solar system and to see if they can fi nd any new information, for the Moon and Mars in particular. Have students walk through the exhibition in pairs or small groups and think about the questions they raised on columns 1 and 2 of their charts prior to their visit, focusing on either the Moon or Mars section. As they fi nd relevant information in the exhibition, have them write it in column 3. You may wish to use the “Teaching in the Exhibition” section of the Educator’s Guide to help your students identify challenges and approaches to travelling and living in space.

Scales of the Universe


In the Rose Center for Earth and Space, students will be using the Hayden Sphere and the walkway around it to investigate relative sizes of celestial objects. First walk around the sphere (with the glass windows on your right) to the area that displays the planet models. (Some of the planets are suspended above you, while others are mounted on the railing.) Draw students’ attention to all eight planet models. Remind students that the 87-foot sphere represents the size of the Sun. Ask students to observe the planets’ sizes relative to it. Remind them of the sizes of the planets in the “Earth as a Peppercorn” model that they built at school; ask them to imagine how large a model on this scale would be if the planets were placed at the correct distance from the Hayden Sphere.


Wrap-Up: Beyond Planet Earth

As a class or in small groups, have student teams share what they’ve learned about traveling in space and living beyond Earth. Have them chart their fi ndings for each team on chart paper, and review as a class.

Extension Activity: Space Travel Guide: amnh.org/ology/spacetravelHave individual students use the online activity to create an imaginative story about travelling to the destination they studied with their team. Encourage them to incorporate information that they learned in the exhibit to make their story more realistic

BEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n Activities for Grades 3–5

amnh.org/beyond

Name: Team: Moon Explorers Mars Explorers (Circle one)

What I know about the Moon/Mars : What I want to know about traveling

in space and living on other planets:

What I learned from the exhibition

about traveling and living outside of

Earth:


STUDENT WORKSHEETBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades 3–5

Name: Team: Moon Explorers Mars Explorers (Circle one)

What I know about the Moon/Mars : What I want to know about traveling

in space and living on other planets:

What I learned from the exhibition

about traveling and living outside of

Earth:

Sample answers may include:

Moon:• The Moon orbits the Earth.

• The Moon has no atmosphere.

• 12 people have walked on the Moon’s surface.

Mars:• Mars is the fourth planet from the Sun

in our solar system.

• Humans have sent robot rovers and probes to explore Mars, but people have never travelled there.

• Mars has an atmosphere but it is very diff erent from the atmosphere on Earth.

• Mars is very cold.


• What kind of food do astronauts eat?

• What is the point of going to other planets?

• How can people live on a planet with no atmosphere?

• How long would it take to travel to Mars/the Moon?

• Could we fi nd life on Mars?

• Could Mars be made habitable?


• To travel in space, a person should have certain qualities to tolerate lone-liness, boredom, danger, and limited personal space.

• People could live on the Moon in infl atable modules.

• It might be possible to terraform Mars, making it habitable for humans.



Grades 3–5ANSWER KEY


overview

Students will engage in activities designed to help them understand that the solar system is not just made up of the Sun and the planets; but it also include objects such as asteroids. These small rocky and metallic bodies provide important information about our solar system.


When our solar system began to take shape some 4.6 billion years ago, the Sun and planets as we know them today did not exist. Instead, a large disk of gas and dust known as the solar nebula swirled around a developing Sun. Within this disk, countless small objects collided and stuck together, gradually building larger and larger bodies — including the planets in our solar system and other objects in the sky, such as moons, comets, and asteroids. Asteroids are small rocky bodies that orbit the Sun. Most do so in the asteroid belt way out between Mars and Jupiter, but near-Earth asteroids (NEAs) have orbits that come much closer to our planet. Scientists study the minerals found in asteroids for important clues to the formation of our solar system.

before your visit

Activity: Planetary Mysteries

amnh.org/ology/planetologyHave students take a virtual tour of our solar system to explore its many mysteries. Then ask them to put their new-found knowledge to the test by taking the quiz.

Activity: Cosmic Comic Strips

Spark your students’ curiosity about the formation of our solar system and asteroids by having them read these comic strips:

• The Formation of the Solar System

amnh.org/resources/rfl /pdf/solarsystem.pdfAbout 4.6 billion years ago, our solar system came into being. This comic strip explains the processes that led to the creation of the planets and the asteroid belt.

• Impacts

amnh.org/resources/rfl /pdf/impacts.pdfThis comic strip shows what can happen — and does happen — when asteroids head for Earth.

Activity: Crash Course: Scientists Wonder if a Space Rock Could Destroy Life on Earth

teacher.scholastic.com/activities/explorations/space/pdf/scienceworld.pdfCould a space rock destroy life on Earth? Have students read this article to learn more about asteroids, comets, and other space objects and what happens when they collide — with each other and with our planet.

during your visit



Begin your class exploration by reviewing the planets using the Solar System Map (located across from the Introduction Theater). Then have students watch the short fi lm to help them prepare for their exploration of the asteroid section of the exhibition. Have student teams use their Student Worksheets to gather information about asteroids and learn how studying them has helped astronomers develop a better understanding of our solar system.

amnh.org/beyond

Studying the Solar System BEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n Activities for Grades 6–8


PS 1.1c: The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids.


Beyond Planet Earth using the Stu-dent Worksheets. Plan to have students work in small teams of three or four.

Distribute copies of the worksheets to students before coming to the Museum. You may want to review the worksheets with them to make sure they understand what they are to do.


Arthur Ross Hall of Meteorites

1st fl oor (20-30 minutes)

Have students watch the short fi lm in the Meteorite Theater, which presents the role of meteorites and their connection to the his-tory of our solar system. Next, have students touch and observe the Cape York meteorite, the world’s largest meteorite on display. Read about how scientists study meteorites to learn about the origin of our solar system more than four billion years ago. Stu-dents can also explore craters in the Earth Impacts display, investigate the interactive computer station “Hazards: Impacts in Our Future,” and see a model of the 1,200-meter-wide meteor crater, also known as Barringer Crater, located in Arizona. Have students take notes on and draw one of the meteorites on display in the Hall.


Wrap-Up Activity: Asteroids

Using the evidence they gathered in the exhibition, have each student team develop a case for why scientists should study asteroids. Then have each team make a short presentation to the class. As an extension, you can also have students display their drawings and notes about the meteorite that they focused on in the Arthur Ross Hall of Meteorites.


amnh.org/beyond

Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will help you understand why scientists think it is important to study these “galactic time capsules”.

1. Find the asteroid model

Imagine that you’re on a spacecraft approaching this asteroid. What do you notice about its size and shape?

Touch the model. What does it feel like?

What are asteroids?

Where are most asteroids found?

What would studying asteroids up-close help scientists understand?

2. Observe the Knowles Meteorite

Touch the meteorite. What does it feel like? What do you think it is made of? How does its size and surface compare with that of the asteroid model?

How do scientists know what asteroids are made of if they have never been to one?

What’s in the Knowles meteorite that makes scientists think it would be a good idea to mine asteroids?

3. Play the Defl ecting Near-Earth Asteroids Interactive

What are some ways that we might defl ect an asteroid before it hits the Earth?

What would be some of the possible eff ects of an asteroid impact on Earth?

What is the likelihood of an asteroid impact on Earth?



Grades 6–8

(Answers may include: impacts are rare; astronomers track the skies looking for known objects and locating new ones with even

the smallest chance of impact; studying the movements of asteroids helps scientists plan for how they might be defl ected if they

were a threat)

Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will help you understand why scientists think it is important to study these “galactic time capsules”.

1. Find the asteroid model

Imagine that you’re on a spacecraft approaching this asteroid. What do you notice about its size and shape?

(Answers may include: irregular shape, very large)

Touch the model. What does it feel like?

What are asteroids?

Where are most asteroids found?

(Answers may include: in the asteroid belt between Mars and Jupiter)

What would studying asteroids up-close help scientists understand?

2. Observe the Knowles Meteorite

Touch the meteorite. What does it feel like? What do you think it is made of? How does its size and surface compare with that of the asteroid model?(Answers may include: cold, irregular shape, bumpy, metallic, smaller than an asteroid)

How do scientists know what asteroids are made of if they have never been to one? (Answers may include: meteorites have landed on Earth)

What’s in the Knowles meteorite that makes scientists think it would be a good idea to mine asteroids?(Answers may include: metals such as nickel, cobalt, germanium, platinum, and iridium)

3. Play the Defl ecting Near-Earth Asteroids Interactive

What are some ways that we might defl ect an asteroid before it hits the Earth?

(Answers may include: robotic cannons, space mirror, impactor, gravity tractor, and atomic bomb)

What would be some of the possible eff ects of an asteroid impact on Earth?

(Answers may include: tsunamis, giant waves, fi re, climate change)

What is the likelihood of an asteroid impact on Earth?



Grades 6–8

(Answers may include: rough, rocky)

(Answers may include: small, rocky bodies that orbit the Sun)

(Answers may include: Samples could help them understand the formation of the solar system.

Many asteroids contain the original debris from which the planets formed.)

ANSWER KEY


overview

Student groups will propose a mission to space. Each will investigate the essential question: Why and how do we explore space? Groups will research and describe one of two possible destinations: (1) Mars, to search for water as a possible sign of life; or (2) a near-Earth asteroid, to mine for materials. After analyzing evidence collected during their visit to Beyond Planet Earth, each group will present its proposal to the class and make the case that its mission is the more feasible and worthy of funding.


The goal is for students to research a scientifi c topic — the viability and value of a future space mission — by collecting evidence, making inferences, and synthesizing their fi ndings in writing. Students will supplement what they learn at the Museum exhibition Beyond Planet Earth with Regents Earth Science content and the Physical Setting/Earth Science Reference Tables. Student groups will investigate either a mission to Mars or to a near-Earth asteroid, and ultimately the class will compare their relative feasibility and scientifi c payoff .

For instance, at the exhibition students investigating the mission to Mars will use the Mars Explorer interactive to travel virtually to Gale Crater. They will learn that past missions discovered evidence of water along with layers of sedimentary rock deposit. Using their Physical Setting/Earth Science Reference Tables, students will need to infer how sedimentary rock deposits suggest the pres-ence of water, noting that the organization of the sediments can be evidence of water. For example, as a river enters a lake, it slows down and deposits larger sediments fi rst (pebbles, then sand, then silt, etc.). Therefore, if a cross section of soil were found, with smaller sediments on top and larger on the bottom (top to bottom: clay, silt, sand, pebbles), this would suggest the sediments had been suspended in water and then settled, with heavier sediments settling fi rst followed by the lighter sediments.

Students investigating the mission to a near-Earth asteroid will visit the Asteroid section of the exhibition to learn about minerals discovered in past missions. Using their Physical Setting/Earth Science Reference Tables, they will need to infer how to identify those minerals on an asteroid, and how the minerals might be useful back on Earth.

Both groups will need to base their proposals on the accompanying Proposal Outline, list the pros and cons of their missions, and make the case that their mission is the more feasible and worthwhile. They should take into account distance to travel, potential risks, importance of scientifi c discoveries, value to humanity, and any other factors that would aff ect this decision.

before your visit

Activity: Preparing to Write a Proposal for Space Exploration

Divide the class into two groups. Tell students that each group will prepare a written proposal for a space mission:

• Group 1: Mission to Mars to search for water or other signs of life• Group 2: Mission to a near-Earth asteroids to mine for materials

amnh.org/beyond

Designing the Next Mission BEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n Activities for Grades 9–12

NYS Earth Science Core Curriculum

1.2d: Asteroids, comets, and meteors are components of our solar system.

1.2e: Earth’s early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior.

3.1c: Rocks are usually composed of one or more minerals


Have student view and discuss the following short videos and interactive galleries to fi nd out what scientists know and want to learn more about:

Group 1: Mission to Mars• Geologists on Mars: sciencebulletins.amnh.org/?sid=a.f.mars.20040401• Martian Rocks Make Geological Clocks: sciencebulletins.amnh.org/?sid=a.s.mars_rocks.20081215• Phoenix Lander Reaches Mars: sciencebulletins.amnh.org/?sid=a.s.phoenix_lander.20080609• Mars, Close Up: sciencebulletins.amnh.org/?sid=a.s.mars_close.20080317

Group 2: Near-Earth Asteorids• Impact! Tracking Near-Earth Asteroids: amnh.org/sciencebulletins/index.php?sid=a.f.nea.20050504• Asteroid Provides Pre-Planet Clues: sciencebulletins.amnh.org/?sid=a.s.pre_planet.20110412• In Hot Pursuit of Asteroids: sciencebulletins.amnh.org/?sid=a.s.asteroids.20100726• Scientists Track Asteroid Crash: sciencebulletins.amnh.org/?sid=a.s.asteroid_crash.20090406

Distribute the Proposal Outline and Student Worksheets. Review the tasks to be completed during and after the visit to the Beyond Planet Earth exhibition Explain that they will use worksheets to gather evidence in the Museum, and that back in the classroom they will analyze the Reference Tables for Physical Setting/Earth Science and do additional research online. Distribute copies of the exhibition map so students can plan their visit.

during your visit



Have students explore the exhibition individually or in pairs to collect evidence for their proposals on the Student Worksheets.

Arthur Ross Hall of Meteorites


Have the Mars student group explore this hall and read the panel “Mars: Rocks from Another World” to gather additional evidence for water on Mars, and explore how Martian meteorites illustrate the eff ects of a watery climate.

Guggenheim Hall of Minerals


Have the Asteroid student group fi nd examples of minerals in the pyroxene and olivine groups (these minerals were found on the Itokawa asteroid). Look for minerals in the pyroxene group by visiting the “Inosilicates Panel”; look for minerals in the olivine group by visiting the “Neosilicates Panel.” Have students describe and record the commonalities within each group (e.g. color, texture, crystalline structure) and how they would identify them on a near-Earth asteroid.


Activity: Write a Proposal for Space Exploration

Using the proposal outline as a guide, have student groups make the case for a potential future mission to Mars or a near-Earth asteroid by writing a proposal. Tell them that they will need to use three pieces of information:

1. Evidence collected from the Beyond Planet Earth exhibition (Student Worksheet)2. Additional information gathered from the Reference Tables for Physical/Earth Science (Back in the Classroom Worksheet)3. Additional online research from websites such as: NASA: Missions (nasa.gov/missions)

In the “Missions Finder” box, click on the “Find a Mission” tab. Then select “Solar System”, and check “asteroids” and “Mars.”

Have each group present its proposal to the class. Then as a class, students make a case for which mission most deserves to be funded based on the impact it would have for life on Earth.


amnh.org/beyond

I. Defi ne Your Mission

A. Where are you going?

B. What are your goals?

C. Will humans go on this mission? Why or why not?

D. What specifi c materials are you looking for, and why?

E. What earlier missions will inform yours?

F. Why is your mission important and worth funding?

II. Materials and Methods

A. What type of spacecraft will you need?

B. What tools will you require at your destination? For what purposes?

III. Impact on Science and Humanity (Back in the Classroom)

A. How would a successful mission benefi t humans?


PROPOSAL OUTLINE: Designing the Next MissionBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades 9–12

I. Defi ne Your Mission

A. Where are you going? (Asteroid: Itokawa asteroid) (Mars: Gale Crater, Mars)

B. What are your goals? (Asteroid: to mine for minerals that are valuable on Earth) (Mars: to search for evidence of water as a possible sign of life)

C. Will humans go on this mission? Why or why not? (Answers will vary.)

D. What specifi c materials are you looking for, and why? (Asteroid: rare-Earth minerals such as pyroxene, olivine, iridium; for mining) (Mars: sedimentary rock deposits as evidence of water)

E. What earlier missions will inform yours? (Asteroid: Apollo 11) (Mars: Explorer)

F. Why is your mission important and worth funding? (Answers will vary.)

II. Materials and Methods

A. What type of spacecraft will you need? (Answers may include: Nautilus-X)

B. What tools will you require at your destination? For what purposes? (Asteroid: nets, bolts, small rockets, ropes; to keep from fl ying off surface of asteroid) (Mars: X-ray spectrometer, hand-held radar, metal detector; for analyzing sedimentary rock layers)

III. Impact on Science and Humanity (Back in the Classroom)

A. How would a successful mission benefi t humans? (Asteroid: asteroids could be a source of rare-Earth metals, which have many commercial uses, from precious

jewelry to fl at-panel screens and other electronics.) (Mars: it might contribute to our understanding of life on other planets and whether humans might be able

to live on Mars someday.)


PROPOSAL OUTLINE: Designing the Next MissionBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades 9–12

SAMPLE ANSWERS

Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will

help you develop a proposal for a future space mission. Begin by going to the Asteroid section of the exhibition.

1. Record data about the asteroid named Itokawa:

Size:

Gravity compared with Earth’s:

Average surface temperature:

2. Observe the Itokawa model. What do you notice about its size and shape?

3. What would it be like for astronauts to study an asteroid like this up close? What challenges would they face, and how might they solve them?

4. What two minerals did Japanese researchers fi nd when analyzing the microscopic rocky grains collected by the Hayabusa spacecraft?

5. Explore the Knowles meteorite. What is it made of? What are some of the uses of those metals?

6. Why would we want to mine an asteroid?


STUDENT WORKSHEET: Mission to Near-Earth AsteroidBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades 9–12

Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will

help you develop a proposal for a future space mission. Begin by going to the Asteroid section of the exhibition.

1. Record data about the asteroid named Itokawa:

Size: (Answer: 1,770 feet (540 meters) long by about 960 feet wide (294 meters)

Gravity compared with Earth’s: (Answer: less than 1/100,000th)

Average surface temperature: (Answer: –89°F / –67°C)

2. Observe the Itokawa model. What do you notice about its size and shape?

(Answers may include: irregular shape, large, rocky)

3. What would it be like for astronauts to study an asteroid like this up close? What challenges would they face, and how might they solve them?

(Answers may include: An asteroid has no atmosphere and so little gravity that astronauts could not walk on its surface.

They might use a net to tether themselves to the asteroid, or use small rockets to pull a rope around it.)

4. What two minerals did Japanese researchers fi nd when analyzing the microscopic rocky grains collected by the Hayabusa spacecraft?

(Answer: pyroxene, olivine)

5. Explore the Knowles meteorite. What is it made of? What are some of the uses of those metals?

(Answers will include: nickel is used in coins, cobalt is used in ceramics, germanium is used in camera lenses, iridium is used in electronics)

6. Why would we want to mine an asteroid?

(Answers may include: Even small amounts of rare-Earth metals are valuable. Platinum-groups metals such as

iridium are scarce on Earth but have many commercial uses, from precious jewelry to fl at-panel screens and other electronics.)


STUDENT WORKSHEET: Mission to Near-Earth AsteroidBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n


Welcome to Beyond Planet Earth! Today you will be investigating Mars. The evidence you collect will help you develop a

proposal for a future space mission. Begin by going to the Mars section of the exhibition.

1. Record data about Mars:

Size:

Gravity compared with Earth’s:

Average surface temperature:

2. How long would it take to travel to Mars?

3. Find the “Getting There” panel and examine the Nautilus-X spacecraft and models of life onboard. What challenges and solutions do you fi nd interesting?

4. Play the “Mars Explorer” interactive and locate the Gale Crater within the game. What fi ndings may indicate that water existed on Mars?

5. Observe the Mars landscape. Describe its terrain.

6. Go to the Curiosity rover diorama. What is this rover’s primary mission and how will it accomplish it?

7. Turn around and explore the diorama of an astronaut studying Martian geology. What tools is she using?

8. Many scientists think that the best way to study Mars is to send astronauts. Do you agree or disagree? Support your answer.


STUDENT WORKSHEET: Mission to MarsBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades 9–12

Welcome to Beyond Planet Earth! Today you will be investigating Mars. The evidence you collect will help you develop a

proposal for a future space mission. Begin by going to the Mars section of the exhibition.

1. Record data about Mars:

Size: (Answer: 4,221 miles (6,792 km) in diameter)

Gravity compared with Earth’s: (Answer: about a third (38%) of Earth’s gravity)

Average surface temperature: (Answer: –81°F / –63°C)

2. How long would it take to travel to Mars? (Answers may include: six to nine months each way by current spacecrafts;

about 100 years by car; about 250 days by Apollo 11 spacecraft)

3. Find the “Getting There” panel and examine the Nautilus-X spacecraft and models of life onboard. What challenges and solutions do you fi nd interesting?


4. Play the “Mars Explorer” interactive and locate the Gale Crater within the game. What fi ndings may indicate that water existed on Mars?

(Answers may include: Sedimentary rock deposits were found in Gale Crater, which may suggest

evidence of water because sedimentary rocks are carried by water.)

5. Observe the Mars landscape. Describe its terrain.

(Answers may include: The land is bright reddish-orange. It looks very dry and barren. There are rocks of various sizes.)

6. Go to the Curiosity rover diorama. What is this rover’s primary mission and how will it accomplish it?

(Answers may include: Its mission is to look for signs of life. It will explore Gale Crater to analyze diff erent

layers of sediment, each one giving a glimpse of a diff erent era in Mars’ past.)

7. Turn around and explore the diorama of an astronaut studying Martian geology. What tools is she using?

(Answer: X-ray spectrometer, hand-held radar, metal detector)

8. Many scientists think that the best way to study Mars is to send astronauts. Do you agree or disagree? Support your answer.

(Answers may include: Yes. A human could do in days what it would take a rover years to do. No. A manned mission would be more expensive and far more risky.)


STUDENT WORKSHEET: Mission to MarsBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n


Mission to a Near-Earth Asteroid

What two minerals did Japanese researchers fi nd when analyzing the grains collected by the Hayabusa spacecraft? (See exhibition worksheet, question 4.)

In the Physical Setting/Earth Science Reference Tables, fi nd the “Properties of Common Minerals” chart. How would you identify pyroxene and olivine by sight? What are they used for on Earth?

List the top 5 pros (benefi ts) and cons (dangers/challenges) of asteroid mining.

Research online to gather additional information about your mission, such as:• Where are these minerals found on Earth?• How rare are they, or diffi cult to mine?• Do they have other properties?• Could materials on Earth be substituted?• How much money will this mission cost?


BACK IN THE CLASSROOM WORKSHEETBEYOND PLANET EARTH t h e f u t u re o f s p a c e ex p l o r a t i o n

Grades 9–12

Mission to a Near-Earth Asteroid

What two minerals did Japanese researchers fi nd when analyzing the grains collected by the Hayabusa spacecraft? (See exhibition worksheet, question 4.)

(Answer: pyroxene, olivine)

In the Physical Setting/Earth Science Reference Tables, fi nd the “Properties of Common Minerals” chart. How would you identify pyroxene and olivine by sight? What are they used for on Earth?

(Answer: pyroxene is black to dark green, and used in jewelry and mineral collections;

olivine is green to gray or brown, used in furnace bricks and jewelry)

List the top 5 pros (benefi ts) and cons (dangers/challenges) of asteroid mining.

(Answers may include: Pros: these minerals are valuable on Earth so the mission will pay for itself; we could learn how asteroids are formed, etc. Cons: dangerous mission; expensive; we shouldn’t

have to go to outer space to get materials for jewelry and electronics)

Research online to gather additional information about your mission, such as:• Where are these minerals found on Earth?• How rare are they, or diffi cult to mine?• Do they have other properties?• Could materials on Earth be substituted?• How much money will this mission cost?




Mission to Mars

Scientists found sedimentary rock deposits in Gale Crater. (See exhibition worksheet, question 4.) Using your Physical Setting/Earth Science Reference Tables, how do you think the rocks were identifi ed as sedimentary?

Scientist also found evidence of water in Gale Crater. How might the sedimentary rock deposits provide evidence of water? (HINT: Use your Physical Setting/Earth Science Reference Tables to infer how texture and grain size of sedimentary rock might provide clues.)

List the top give pros (benefi ts) and cons (dangers/challenges) of exploring Mars in search of water.

Research online to gather additional information about your mission, such as:• Other than water, what other evidence should we look for on Mars?• How much money will this mission cost?



Grades 9–12

Mission to Mars

Scientists found sedimentary rock deposits in Gale Crater. (See exhibition worksheet, question 4.) Using your Physical Setting/Earth Science Reference Tables, how do you think the rocks were identifi ed as sedimentary?

(Answers may include: their texture, grain size, and composition)

Scientist also found evidence of water in Gale Crater. How might the sedimentary rock deposits provide evidence of water? (HINT: Use your Physical Setting/Earth Science Reference Tables to infer how texture and grain size of sedimentary rock might provide clues.)

(Answers may include: Sedimentary rock deposits were found in Gale Crater, which may suggest evidence of water if the

organization of the sediments showed smaller sediments on top and larger on the bottom (top to bottom: clay, silt, sand,

pebbles). This would suggest the sediments had been suspended in water and then settled, with heavier sediments settling fi rst followed by the lighter sediments. Also, some sedimentary rocks with crystalline texture may have been formed from

precipitates and evaporates — water or other minerals.)

List the top give pros (benefi ts) and cons (dangers/challenges) of exploring Mars in search of water.

(Answers may include: Pros: The presence of water could mean there was once life on Mars; if water exists on Mars,

maybe humans could live there someday; if there’s water or any life on Mars, maybe there is life on other planets

as well. Cons: Expensive, long journey dangerous for humans; surface of the planet is an extremely hostile

environment; possibility of colonizing Mars too remote and costly; etc.)

Research online to gather additional information about your mission, such as:• Other than water, what other evidence should we look for on Mars?• How much money will this mission cost?




Standard Major UnderstandingHistory of Space

ExplorationMoon

Near-Earth

AsteroidsMars

Outer Solar

System and

Beyond

1.1a Natural Cycles and patterns (Earth and Moon). x x1.1c The Sun and other stars appear to move in a recognzable pattern

both daily and seasonally. x5.1f Mechanical energy may cause change in motion through the

application of force. x5.2g The health, growth, and development of organisms are affected by

environmetal conditions such as the availability of food, air, water,

space, shelter, heat and sunlight.x x x

6.1e An organism's patern of behavior is related to the nature of that

organism's environment. x x7.1a Humans depend on their natural and constructed environments. x x x


ExplorationMoon

Near-Earth

AsteroidsMars

Outer Solar

System and

Beyond

1.1c The Sun and the planets that revolve around it are the major bodies

in the solar system. Other bodies include comets, moons, and

asteroids.x x x x x

1.1e Most objects in the solar system have a regular and predictable

motion x x1.1g Moons are seen by reflected light. Our Moon orbits Earth, while

Earth orbits the Sun. x4.1a The Sun is a major source of energy for the Earth. Other sources

of energy include nuclear and geothermal energy. x x x 5.1 All Major Understandings (patterns of motion of objects) x5.2a Every object exerts gravitiational force on every other object. x x x x5.1b An organism's overall body plan and its environment determine the

wat that the organism carries out life processes. x6.1c Matter is transferred from one organism to another and between

organisms and their physical environment. Water, nitrogen, carbon

dioxide, and oxygen are examples of substances cycled between the

living and nonliving environment.

x x

7.2b The environment may be altered by the activities of organisms. x


ExplorationMoon

Near-Earth

AsteroidsMars

Outer Solar

System and

Beyond

1.1a most objects in our solar system are in regular and predictable

motion. x x x x1.1b Nine planets move around the Sun in nearly circular orbits. x x x x x1.2c Our solar system formed five billion years ago from a giant cloud of

gas and debris. Gravity caused the Earth and the other planets to

become layered according to the density differences of ther materials.x x x x x

1.2d Asteroids, comets and meteors are componants of our solar system x x1.2j Geologic activity can be reconstructed by observing sequences of

rock types and fossils. x5.1a The energy for life comes primarily from the Sun. x x6.1d In any particular environment, the growth and surival of organisms

depend on the physical conditions. x x x xThe Living

Environment

Standard 4: The

Physical Setting

The Physical Setting

Beyond Planet Earth • New York State Science Core Curriculum

Standard 4: The

Physical Setting

Standard 4: The Living

Environment

Standard 4: The Living

Environment

Elementary School

Middle School

High School

Documents

Educator’s Guide BEYOND · Educator’s Guide INSIDE ... of asteroids or comets that enter Earth’s atmosphere, where most burn up. The few that land on Earth are called meteorites