Lesson: The power of wind, and how it can shape the land, even on Mars.

Student Materials: The Mars photos, showing the tornado tracks, learning logs, paper and pencils.

Teacher Materials: KWL chart or an area to write the student’s answers, the "tracks" Mars photos, wind chart, the story- Call me ‘warm rising’(Appendix B).

Class Description:

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

Objectives:

1. After the lesson on the power of wind on Mars, the students will be able to make a story of how the wind may shape and move things there. This story must be at least four paragraphs long and be written, using complete sentences.
2. The students will be able to either give the wind or the things that it moves human characteristics (for their story). This will allow the students to be more dynamic and creative in their story writing.

Introduce the lesson on wind to the students by showing the "tracks" photos. Ask them what they think caused the wide tracks seen on the Mars’ photos. After some brainstorming of the possible causes, focus on the effect of wind on this planet. Then read a story with the students that describes the action of wind. As you read, stop and ask one or two questions regarding the action of the wind. After completing the story create a discussion focusing on how the wind has changed the Martian landscape.

Role of Teacher:

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

Procedure:

1. Introduce the "tracks" photos. Ask the students to input on what they think caused such odd tracks. Write their responses on the board or have a student with good penmanship do this task for the class.
2. After this discussion show the photo where a tornado and its shadow are seen from above. Point to the cloud (center of the tornado) and ask what the students think that is. Ask, "Does it look like the object it causing the tracks?" After some input from the students, share with the class that the object is a giant tornado.
3. Show the class the dust storm photos from Mars. Ask them what they think these photos show. After some input from the students, share with them that this is a massive dust storm.
4. Show the class the sand dune photos from Mars. Ask them what they think these photos show. After some input from the students, share with them that these are massive sand dunes. Some are rising more than 500 feet above the plain around them!
5. Now ask them what caused all of the things we just looked. Do not shut down wrong answers, but facilitate the conversation to point towards our focus on WIND.
6. Pass out the short story, Call me, ‘warm rising’ to the students. Read the story to them and have them follow along. Ask open ended questions during the reading to stimulate greater understanding of the story. These questions can include, "What kinds of things rise when heated?" or "Can we imagine flying like that?"
7. After the reading, ask the students, "What have we learned from this story?" After some input from the students ask the students to think about how they might write a story like that (about the wind on Mars)
8. Write, "WIND on Mars" on the board and circle it. Tell the students that we are now going to brainstorm about wind on Mars! Most students know about brainstorming by the 4^th grade, but if the students give blank stares, then begin the brainstorming and ask the students what words they could add that go along with ‘wind.’
9. After some time discussing the story and what was found in the brainstorming session, have them write their own four paragraph story in their logs. Remind them that it needs to be about the wind and that they may write as if they are the wind or an object being blown by the wind.

Some students may be not be able to make up a story until they see a picture or drawing of what they are to write about. For these students, allow them to first draw a picture then write about that picture. Make sure that they draw and write about the wind on Mars.

Closure:

After we have completed the activities, have the students write their four paragraph stories in their learning logs (Same as Part 9 in procedures).

Evaluation:

Find the stories in the students’ logs. Check to see if the students are able to communicate in complete sentences and in an understandable manner. Check for creativity and imagination. Make sure that the story has some aspect of the wind on Mars included.

Extension Activities:

The students who finish before the allotted time is over may write another story or draw a picture that goes along with the story.

Story to be read:

I awaken on the frozen polar planes surrounded by my brothers and sisters, who are still asleep in the carbon dioxide frost of our beds. Seeing the warm spring sun rising above the limb of the northern planes, I fly upwards, expanding, growing, and feeling myself becoming thinner. I feel drawn towards the dusty planes before me. As I move nearer to them, I sink and embrace the surface with my fast moving arms. Moving faster, I pick up the butterscotch dust onto myself and ware it like a thin veil. My strength is renewed as my brothers and sisters join me and we pick up even more dust. Soon we carry enough dust and sand to look like a thick rolling blanket. Flowing though canyons and above volcano tops, I survey all that I posses and behold the planet that is Mars within me, below me, and around me. The land below my thick blanket of dust and sand freezes, while the air within me keeps getting warmer. I circle the globe until I find that the sun no longer warms me enough to keep me moving so quickly. I loosen my grip upon my dusk coat and it falls like sheets to the butterscotch ground below. Finding a very cool snowdrift I lay down, freeze, and sleep until the next spring.