In this lesson plan, it is aimed to provide students with an interdisciplinary perspective, 21st century skills, creating solutions to daily problems by using STEM fields (Science, technology, engineering and mathematics) with an interdisciplinary perspective, and gain analytical and design-oriented thinking skills. The plan has been prepared according to the 5E model. Research, solution generation and critical thinking processes were added to the plan.
Andy Weir’s novel “MARSLI” has been read. Based on the novel; In order to solve the problem that will arise with the depletion of resources in the world, the scenario of “building a living space on a planet with new resources” is given.
Age of students: 15-17 age
- Writes by paying attention to the features that should be included in a good narration.
- Determines the theme and subject of the text. Identifies the conflicts in the text.
- Determines the plot of the text. The person in the text determines the characteristics of the staff.
- Determines the properties of time and space in the text. Determines the function of the narrator and point of view in the text. Determine the functions of the expressions and techniques in the text.
PHYSICS – Electricity and magnetism
- Explain the results of the earth’s magnetic field.
- Analyzes the variables affecting the magnetic field created by a flat conductor wire with the current passing through it.
- Discovers the earth’s magnetic field.
MATHEMATICS – Data, counting and probability learning area
• Calculates the number of occurrences of events using addition and multiplication methods.
• Explain the concepts of sample space, experiment, output, complement of an event, definite event, impossible event, discrete event and non-discrete event.
• Solves problems by explaining the configurations (permutations) of a finite number of repetitive objects.
TECHNOLOGY – 3D drawing
They will work in teams to design and build a settlement for the planet, taking into account the Martian environment and basic human needs.
Building a living space
Real- life questions:
Students will examine the environment of Mars and determine what is required to live on the planet:
Natural resources, the species that live where these resources are located, and we, that is, humans, are interdependent. The web of life created by biological diversity enables us to reach safe food, clean water and a healthy life. However, today we consume 50% more natural resources than nature provides us with our lifestyle and consumption habits. Biodiversity has decreased by 30% in the last 40 years. Climate change, on the other hand, exerts a great pressure on species, also with the effect of human activities. We need the balancing power of protected areas to combat climate change. For healthy ecosystems, the existence of species. That’s why we protect our country’s precious natural areas, wetlands, forests, seas and species. But thinking that this is not enough, countries have begun to find other planets. Finding a new planet and new resources will make our lives easier. The task given to you:
A planet that is very similar and closer to the planet Mars has been discovered and we need a habitat to be able to live here and gather the necessary resources. What kind of living spaces should be built? “
|Name of activity||Procedure||Time|
|Brainstorming and discussion||“The Mars project, which scientists had been working on for years, was finally embodied. The most important person in this role was a man named Mark Watney. The whole world was talking about this man. Because he was the first to set foot on Mars. But due to some technical problems, Mark was left alone on this huge planet. He had to survive with the means he had and wait for help to arrive. Do you know the “MARSLI” novel by Andy Weir? Have you watched your movie?||5’|
|Discussion and preparation for the next lesson||If you were to write a science fiction novel and the subject was “life on Mars”, how would you fictionalize your novel? I want you to quote your novel.||10’|
|STEM Subject 1||PHYSICS – Electricity and magnetism|
|STEM Subject 1||https://youtu.be/s94suB5uLWw https://youtu.be/XiHVe8U5PhU||30’|
|Learning products||Videos are shown. It is debatable whether it is necessary to investigate the gravity, magnetic fields, and radiation of the planet in order to live on a new planet. Students are asked to write down the conditions necessary for the planet to be habitable. The students are divided into groups. Each group deals with a topic and writes the results they find in the padlet.|
|STEM Subject 2||MATHEMATICS –||30’|
|STEM Subject 2||Data, counting and probability learning area|
|Learning products||Students are asked to find the answers to the following questions. Find the current pressure of the atmosphere on Mars, the atmospheric pressure of Mars if it is 6 per thousand of that on Earth: The volume of “Mars” is about 15 percent of the world. According to Newton’s rules, gravity is about a third of that on Earth. Based on these data, find the volume and gravity of “Mars”: The surface temperature of “Mars” is -23 degrees. Since we can heat the earth’s atmosphere by 1% with the effect of greenhouse gases, what is the probability that the Martian atmosphere will reach the desired temperature within 50 years?|
|STEM Subject 3/non-STEM subject||LITERATURE- Novel Elements of the science fiction story to be written are emphasized. (People, place, time, narrator ) At the same time researches on the planet Mars. (Nasa site is available.) web2.0 tools (storybird, joomag etc.)||30’|
|STEM Subject 3/non-STEM subject||The teacher enters the lesson and greets his students. “Suppose the world is about to perish. There is nothing left to do. We have to live on a new planet. A planet very similar to and closer to the planet Mars has been discovered. Do we need a home to live here? What kind of house would you like to have? ” He asks the question and “I will make you watch a video on this subject. ”He says. Make the video watch. “Today we will write a novel with you. It is a science fiction novel ”and passes to the discovery stage.||30’|
|Learning products||The teacher asks the students to read the science fiction stories they wrote about a world that has become uninhabitable and life on the Planet Mars. It is discussed over the stories read. The theme and subject of the stories are determined. Conflicts in the stories, the plot is determined. The characteristics, time and place of staff are determined. With these determinations, topics such as how to live on the planet Mars, the similarities and differences between the magnetic field of the planet and the magnetic field of the earth, and climate changes are discussed. It is discussed what priority should be given when designing a living space. As a result; The teacher asks the students to form a group and design habitable houses with a Sketchup 3D drawing program to create a living space on Mars and make models with the materials they have. Second activity: It is our responsibility to protect the nature in which we live. If we used our resources sparingly, we wouldn’t have to look for other planets. We want you to prepare a poster on “SAVING”.|
Students will take a quiz with some simple questions about the novel genre.
Its main effects on literature. Google forms, an exam builder, will be used. (Provides the opportunity to view statistics for each question.)
In Padlet, students will write down their thoughts. “What does it mean to them to work in this role?”
They will make their evaluations about their design in a padlette.
|Qualifications||Must be improved (1)||Good (2)||Excellent (3)|
|Building a house (20p)||Home is not at the desired level and fully unfinished||Home created||Home created and visualized|
|House Endurance (20p)||Flimsy||Resistant||Very Durable|
|House reviews (20p))||not rewies for house||Home reviews||The house has been rated and the house has been redesigned|
|House Promotion and Sharing Process (20p)||sharing process sharing badly done||Introducing the house and sharing the process||Introducing the house and sharing the process was done very well|