Lesson: Discovering that Mars is not as different from the Earth as one may think.

Student Materials: The Mars books, Mars resources, introduction Mars photos, learning log, paper and pencils.

Teacher Materials: KWL chart or an area to write the student’s answers, the Introduction Mars photos, wind chart (Appendix A).

Class Description:

This is designed for a 4^th to 5^th grade level.

Objectives:

1. After the lesson, the students will be able to find more information about Mars by sharing books and while working in groups.
2. The students will be able to share with the class what they find most interesting about Mars.

Introduce the planet Mars by first showing pictures of Mars and asking the students which place do these photos show. After some class discussion time, reveal the place as being Mars. Then begin a KWL chart (please see procedures).

Role of Teacher:

First as a facilitator of discovery, second as an information collector.

Procedure:

1. Introduce the Mars unit by hanging the colour Mars photos and ask the class to discuss what they think these photos show. Ask open ended question if the class does not take off with the discussion. These questions can follow this pattern: pointing to the craters, hills, or river beds- ask "What do these look like?" After the class has had enough time to discuss the place. Reveal that the place is Mars, the students will probably know anyway after the class discussion.
2. Bring out the KWL chart and ask the students to say what they know about mars. Write down all of the answers, even the ones that you know are wrong. Do not correct the wrong answers! At the End of the unit, the students will correct their own answers. If the students do not input much information for the "know" part of the chart you can ask some ‘starter’ questions like, "What colour do you think of when we think of Mars?" or "What is Mars?" or "Is Mars a place we might fly to in the future?"
3. Go on to the "What" part of the chart (what would you like to learn) and ask the students what they would like to learn.
4. Introduce the collection of Mars books by showing their covers, opening them, and sharing a short part of them with the class.
5. Have the student pick out one Mars book each, according to his/her interests. Arrange the students in groups according to the book they pick. So each group has one set of the same Mars book. Have these groups read the books together after browsing the texts. They may read in choral, partner or even shared reading styles. Have one member be the speaker of that group. After they have finished the books, have the groups share what they have learned with the other members of the SAME group.
6. After they have shared within their groups, have the groups’ speakers share what their groups have found with the class.
7. At this time ask the students what they would like to know about Mars. The students have discovered some things already from their reading and discussion, so they should be primed to give much input into the "What" part of the chart. Some students may wish to add a sentence or two into the "Learned" part of the chart. Write those sentences in red to denote that they were added before the end of the unit. Those sentences will be checked by the class at the end of the unit to see if they are true or not.

Some students may not be able to read their book with enough comprehension to make meaning from it, so pair these students with average readers who can help them read and understand these books. Partner reading may be used to help here.

Closure:

After we have completed the activities, have the students write at least two paragraphs about what they have discovered about Mars from the group discussion and reading in their learning log. The first paragraph should have information that the class found and shared in the discussion. The second paragraph should contain things about Mars that the student found interesting. Inform the students of this paragraph structure, so they know where to input their own ideas.

Evaluation:

Compare the information found in the students logs’ paragraphs with the class’ information as a whole. Check what was discovered and discussed. Check for Mars related information, such as facts or interesting views and interests.

Extension Activities:

The students who finish before the allotted time is over may have a silent "DEAR" time while the other students are still writing in their logs. "DEAR" is used for, "drop everything and read." In this case they may read the other Mars books, which they have not yet read.

* Sample of Information shared:

Mars’ day is only 37 minutes longer than the earth’s day. There are four seasons on Mars as on the earth. The surface of mars changes colour according to the season. Close up pictures of Mars show dried river beds, sand dunes, canyons, and hills. Small amounts of snow fall on Mars during stormy times. Morning frost falls on a large part of Mars. Some of Mars’ water is frozen in the form of permafrost (frozen water under the soil), as it is in Northern Canada and Russia.

*If part of this information is not shared in the last discussion, then share it with the class.