Using the Mars Student Imaging Project to Integrate Science and English into Middle School Classrooms

Details Using the Mars Student Imaging Project to Integrate Science and English into Middle School Classrooms Using the Mars Student Imaging Project to Integrate Science and English into Middle School Classrooms

Dec 2005

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2005agufmed31d1229l&link_type=abstract

American Geophysical Union, Fall Meeting 2005, abstract #ED31D-1229

Computer Science

Learning

0800 Education, 0805 Elementary And Secondary Education, 0820 Curriculum And Laboratory Design, 0825 Teaching Methods, 0845 Instructional Tools

Scientific paper

Bringing science to life in a middle school classroom, and getting students excited about writing an English research paper can be a challenge. We met the challenge by using the exploration of Mars with Arizona State University`s (ASU) Mars Student Imaging Project (MSIP). We replaced individuals writing their own research papers with teams writing scientific proposals for use of the 2001 Mars Odyssey Orbiter. The 126 students on our academic team divided themselves into 26 teams. Each team selected a Leader, Archivist, Publicist, and Bibliographer. I was the Principal Investigator for each team. For twelve weeks the teams formally met once a week to discuss their progress and plan strategies for the following week. We created a website to communicate our progress. During the twelve weeks, the major task was to narrow each general topic such as ``Volcanoes on Mars," to a specific topic that could be answered by an 18km by 60km visible light image such as ``Is it Possible to Find the Relative Age of Volcanic Depressions in a Lava Flow Using a Mars Odyssey Image?" In addition to traditional research methods, we also participated in four teleconferences with ASU scientists chaired by Paige Valderrama, Assistant Director of the Mars Education Program. As the project evolved, I guided the teams with content, while the English teacher provided strategies for writing a meaningful persuasive essay, using citations, and recording bibliographical entries. When the proposals were completed, each team created a PowerPoint presentation to introduce their proposal to everyone for peer review. The students were hard, but fair with their evaluations. In several cases, they did not cast one of their three votes for their own! They decided that ten proposals met the criteria established by ASU. Those teams selected one member to use the JMARS software to target locations on Mars. The imagers spent two intensive days learning the software and targeting the surface. When we received our Odyssey images, the teams, totaling 42 students, participated in a three week independent study to conduct their experiments, write, and finally submit their proposals to ASU. During that time, team leaders submitted what had been done each day to us for evaluation. All ten teams succeeded. Each participant in the final phase was rewarded by ASU with a laminated image of their target, and an A for their efforts from us!

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