Marsville tools and ideas for the science curriculum

Marsville is, at its core, all about science. These are some ideas on using Marsville to teach different aspects of the science curriculum, as well as a list of Life Support Systems that work well as the end goal of the unit. It is not at all necessary to use all of these ideas, or even all the ideas from your particular grade level. Indeed, that would be insane. But take a moment to look through and see if there are any ideas you would be interested in doing in your own classroom!

Grade 5
Grade 6
Grade 7
Grade 8


Grade 5

Healthy Body

The healthy body unit lends itself well to the following life support systems:
  • Health and Recreation

Substances

The substances unit lends itself well to the following life support systems:
  • Air Supply
  • Water Supply

Forces and Simple Machines

  • Use simple machines to create any life support systems
The forces and simple machines unit lends itself well to the following life support systems:
  • Air Supply
  • Communications
  • Energy Supply
  • Food Production and Delivery
  • Health and Recreation
  • Temperature Control
  • Transportation
  • Waste Management
  • Water Supply

Weather

The weather unit lends itself well to the following life support systems:
  • Air Supply
  • Temperature Control
  • Water Supply




Grade 6

Solar System

  • All technology aspects of this unit, such as identifying technologies that enable astronauts to live in space, are an essential part of the Marsville program.
  • Studying how Mars and the Earth are similar helps to highlight many important aspects of planets such as
    • Rotation and revolution periods
    • Axes
    • Mass and gravity
    • The effects of natural satellites (moons.)
The Solar System unit lends itself well to the following life support systems:
  • Air Supply
  • Communications
  • Energy Supply
  • Food Production and Delivery
  • Health and Recreation
  • Temperature Control
  • Transportation
  • Waste Management
  • Water Supply

Diversity of Living Things

  • This is a very difficult unit to integrate into Marsville, and will remain very difficult until evidence of ancient life is discovered on Mars (assuming such evidence exists.)
The Diversity of Living Things unit can lend itself well to the following life support systems:
  • Food production and distribution

Flight

  • Students can use Marsville to investigate how spacecraft and aircraft differ.
  • They can also investigate how the change in mass affects gravity, and how that affects flight.
  • The change in gravity also affects the atmospheric pressure; students can also investigate how that affects flight.
The Flight unit lends itself well to the following life support systems:
  • Transportation

Electricity

  • Students can create their own circuits in series and in parallel to provide enery to Marsville
  • The difference between renewable and non-renewable energy can be highlighted, and students can decide the method that is most efficient and effective
  • The difference in solar energy between Earth and Mars can be highlighted as they are different distances from the sun and receive differing amounts of energy
  • Electromagnetic forces can be used to create motors or attraction/repulsion systems
  • The study of insulators and contuctors can also be applied to the building of martian homes in terms of heating and cooling
The Electricity unit lends itself well to the following life support systems:
  • Energy Supply
  • Transport
  • Temperature Control (somewhat)




Grade 7

Ecosystems

  • Study the biotic and abiotic forms of life on Mars (so far, all abiotic!) and compare them to that of Earth
  • Create their own ecosystem for Mars - what kids of life would need to be there? What do we need to bring from Earth to create this?
  • Use cellular respiration to create a breathable atmosphere on Mars
  • Make a food web for our new ecosystem - include humans and describe how much of each organism we need to create a sustainable human population on Mars
  • Use micro-organisms to help take care of waste matter and to preserve food
The Ecosystems unit lends itself well to the following life support systems:
  • Food Production and Distribution
  • Air Supply
  • Waste Management

Particle Theory of Matter

  • Investigate how to create heat on Mars and how to move it throughout the colony
    • Examine different substances to find the best way to transfer hear
    • Use various materials to insulate the colony from heat loss
    • Consider different ways to create heat and find that which is best suited to Mars
  • Learn how to separate mixtures into their component parts to purify water and air and reuse select materials
The Particle Theory unit lends itself well to the following life support systems:
  • Temperature Control
  • Water Supply
  • Air Supply
  • Waste Management

Forces and Structures

  • Use the techniques and principles of this unit to build structures on Mars
The Forces and Structures unit lends itself well to supporting the construction of all life support systems, but no one system in particular.

Earth's Crust

  • Compare the geological history of the Earth to that of Mars
  • Examine the great canyons and volcanos of Mars
  • Investigate weathering and see its effects on Mars, where the winds and dust are very strong
  • Compate the movement and effects of plate tectonics on Eath and Mars; predict the future landscape of Mars based on plate tectonics and use it to plan the location of our Mars colony
    • This includes investigating continental drift, mountain and ocean formation, and the chances of earthquate or volcano formation
  • Use the understanding of geothermics to create a heating system for Mars
The Earth's Crust unit lends itself well to the following life support systems:
  • Temperature Control




Grade 8

Cells and Systems

  • Examine the effects of lower gravity, air pressure, and oxygen deprivation on the cells and systems of the human body
  • Create solutions to the problems created by the martian environment
  • Consider the difficulties of treating various diseases on Mars and decide what medical equipment will be needed on Mars
  • Create standard for healthy martian living that all colonists will be expected to adhere to
  • Explain how the human defence systems will work to keep us from harmful foreign bacteria
The Cells and Systems unit lends itself well to the following life support systems:
  • Health and Recreation

Optics

  • Use electromagnetic waves to send messages, and use lenses and mirrors (straight, concave and convex) to move the waves in the desired direction
    • Radio waves
    • Coloured light (and combinations thereof)
  • Use electromagnetic waves to create heat
The Optics unit lends itself well to the following life support systems:
  • Communications
  • Temperature Control

Fluids

  • Use hydraulic and pneumonic systems to create any life support systems
  • Investigate the viscosity of various fluids to see how they will affect the hydraulic systems
  • Examine how gravity affects mass, and how mass affects density
The Fluids unit lends itself well to the following life support systems, dependant on the creativity of your students:
  • Air Supply
  • Communications
  • Energy Supply
  • Food Production and Delivery
  • Health and Recreation
  • Temperature Control
  • Transportation
  • Waste Management
  • Water Supply

Water Systems

  • Use hypthetical oceans to create climate in various regions of Mars
  • Create a natural drainage system to distribute water to all citizens of Marsville
  • Describe how the water cycle would work on Mars
  • Examine the surface of Mars for evidence of old water systems (erosion and deposits)
  • Come up with strategies to find natural sources of drinking water on Mars
  • Investigate different ways of filtering and purifying water for use by humans on Mars
  • Develop a plan to effectively, efficiently, and safely manage water on Mars
The Water Systems unit lends itself well to the following life support systems:
  • Water Supply