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From Surviving to Thriving on Mars

Grade 5, Interdisciplinary

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Description of Unit

In this task, students will analyze Maslow’s hierarchy of needs and make observations on whether these areas are fulfilled in their own lives. Students will then research (through the use of provided links and independent exploration) the planned colonization of Mars by the Mars One project and other prospective missions. They should make careful observations of whether each level of Maslow’s hierarchy of needs is being met for colonists in the Mars One plan. Students will design a product to address a perceived need the Mars colonists will have. Once the proposal is complete, the students will survey peers, family, and/or the local community to determine the general interest level in the product. Students will represent this categorical data through the use of graphs, charts, and tables.

This guide links the From Surviving to Thriving on Mars: Analyzing Human Needs unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. From Surviving to Thriving on Mars: Analyzing Human Needs is a social studies, science, and mathematics unit that allows students to use the framework of Martian colonization to better understand interplanetary travel, gravity, ecosystems, terraforming, human sustainability, colonization, the free enterprise system, architecture, and more. Students will study the prospective Mars colonization missions and analyze the needs of the humans who will first colonize Mars. Using Maslow’s hierarchy of needs, they will develop a product that addresses a basic need that the colonists will have. The following document includes the applicable TEKS and the details of the unit From Surviving to Thriving on Mars: Analyzing Human Needs. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Students will begin this project by creating a T-chart. One side of the chart will be labeled Survival, and the other side will be labeled Comfort. In pairs, students will then discuss what they have in their lives that helps them survive (e.g. food, home, water, clothes, oxygen) and what provides comfort (e.g., video games, comfortable clothes, books), filling out the appropriate column of their T-chart with the ideas. 

    2. The teacher will lead a class discussion and student pairs will share what they came up with for survival and comfort needs. The students’ ideas can be compiled into a classroom T-chart.

  2. The teacher will then lead a discussion about Abraham Maslow, a researcher who set out to identify the order of what we need as humans to have a complete life. Maslow’s hierarchy of needs is often portrayed as a pyramid, with the most fundamental of human needs at the bottom.

    3. The teacher may want to have students read Saul McLeod’s article, “Maslow’s Hierarchy of Needs,” for a more in-depth look at the theory (https://www.simplypsychology.org/maslow.html).

  3. Looking at the ascending levels in Maslow’s hierarchy of needs, students will work individually or as a group to come up with ways that Maslow’s needs are currently fulfilled in their own life.

    4. The teacher should note that self-actualization (the highest level of the pyramid) may be a little beyond the students’ zone of proximal development. Maslow believed only one percent of adults achieved this level.

  4. Students will begin learning about the future human colonization of Mars. Mars One is a project that endeavors to create a permanent human colony on Mars by the year 2023. Students should familiarize themselves with the fundamentals of Mars colonization and consider the opportunities and limitations of being one of the first people to live on another planet.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Using Maslow’s hierarchy of needs, students will discuss the human colonization of Mars and identify how each level of the hierarchy is (or is not) addressed in the proposed Mars One mission. 

    2. Each student will select at least one area where they feel the mission to Mars does not meet human needs (e.g. there are significant safety concerns; the ability to express individuality does not exist; there is no art or decorations). 

  2. Asking guiding questions. Each student will develop three to five guiding questions to drive research. Examples of guiding questions include the following:
    • In what ways has the current mission planned for the various needs of humans?
    • Do you believe meeting the need you identified is crucial to the long-term success of the mission?
    • How do we meet this need on earth? Would this work on Mars, or do you need to completely rethink how to meet this need?
    • Would it be possible to transport your idea or product from Earth to Mars?
    • Would it be a permanent solution or would it need to be refreshed/updated?
  3. Creating a research proposal. Each student will identify an area of need for Mars colonists and an idea or product that would help meet this need. Using the “Writing a Proposal” handout, students will review the necessary requirements and create a proposal.
  4. Conducting the research. The student will research the Mars One mission and his or her area of need for Mars colonists. He or she will share the product proposal with 10 individuals and gather feedback by administering a survey (see the “Product Survey” handout). Depending on the level of interest, the student may modify the proposal and re-administer the survey.
  5. Developing conclusions and sharing findings. The student will create a multimedia presentation that includes the product proposal and a graphical representation of the survey feedback. This final presentation should be of a high quality, as though the product idea was going to be shared with NASA and/or Mars One engineers.

B. The product

Each student will create a product proposal to address a human need for the first colonists of Mars. He or she will share the product proposal with 10 people, gather feedback, make revisions, and then create a multimedia presentation of the product that could be shared with the government or private entities attempting to colonize Mars.

C. Communication

Each student will present his or her multimedia product proposal to the class. The class (acting as government or private entities who are attempting to colonize Mars) will analyze the perceived human need, gauge the effectiveness of the product proposal, and ask pointed questions.

D. A completed project consists of:

  1. A research proposal
  2. Guiding questions to drive research
  3. A final product proposal (potentially multiple drafts, depending on feedback)
  4. Product proposal feedback from at least 10 individuals
  5. A multimedia product presentation

This unit may address the following TEKS.

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.7(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.7(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.7(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.7(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(3)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
111.7(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

112.16, Science, Grade 5

112.16(b)(3)
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.
112.16(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.
112.16(b)(9)
Organisms and environments. The student knows that there are relationships, systems, and cycles within environments.
112.16(b)(9)(A)
observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

113.16, Social Studies, Grade 5

113.16(b)(8)
Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.
113.16(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.16(b)(24)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.
113.16(b)(26)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(12)(D)
compose correspondence that requests information.
128.7(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.7(b)(3)(D)
identify, use, and explain the meaning of idioms, adages, and puns
128.7(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.7(b)(3)(A)
use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
128.7(b)(3)(C)
identify the meaning of and use base words with affixes, including trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terr;
128.7(b)(11)(B)(i)
organizing with purposeful structure, including an introduction, transitions, and a conclusion
128.7(b)(11)(D)(viii)
subordinating conjunctions to form complex sentences;
128.7(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, prepositional, and indefinite;
128.7(b)(11)(D)(v)
conjunctive adverbs;
128.7(b)(11)(D)(ii)
irregular verbs;
128.7(b)(11)(D)(iii)
collective nouns;
128.7(b)(11)(D)(iv)
adjectives, including those indicating origin, and their comparative and superlative forms;
128.7(b)(11)(D)(vi)
prepositions and prepositional phrases and their influence on subject-verb agreement;
128.7(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences, em dash for dialogue, italics and underlining for titles and emphasis, and quotation marks for titles
128.7(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.7(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.7(b)(13)(B)
develop and follow a research plan with adult assistance;
128.7(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.7(b)(1)(C)
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively
128.7(b)(1)(B)
follow, restate, and give oral instructions that include multiple action steps;
128.7(b)(1)(A)
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.

Mathematics:

M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.VII.A.1
Analyze given information.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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