Download Beyond Planet Earth Educators Guide

Educator’s Guide
BEYOND
PLANET EARTH
the future of space exploration
INSIDE
Suggestions
to Help You
COME PREPARED
•
ESSENTIAL
QUESTIONS
for Student Inquiry
•
Strategies for
TEACHING IN THE
EXHIBITION
•
MAP
of the Exhibition
•
ONLINE
RESOURCES
for the Classroom
•
Correlation to
STANDARDS
•
GLOSSARY
amnh.org/education/beyond
essential QUESTIONS
Ever since we first looked up at the night sky, space has captured our imagination. This exhibition is a journey across
the solar system and into the future, from the first manned space mission to the colonization of Mars. Use the
Essential Questions below to connect the exhibition’s themes to your curriculum.
why explore space?
As humans, we seek to understand our world. We inhabit every
continent, have planted flags at the Poles, and descended into
deep ocean trenches. Looking beyond Earth, the potential for
new discoveries is tremendous, but many unknowns remain.
Will space tourism become commonplace? How can we protect
our planet from an asteroid impact? Is there life beyond Earth?
Can we establish a research station on the Moon? Could we
make Mars habitable for humans?
how will we explore space?
People first “explored” space with the naked eye, but they
observed only a small fraction of what we now know exists.
The telescope brought more things into view: smaller and
more distant planets, dimmer stars. Hand-held telescopes gave
way to larger ones like those atop Hawaii’s dormant Mauna
Kea volcano, above much of the haze of the atmosphere.
Telescopes like Hubble now orbit Earth, transmitting detailed
images of the cosmos. Humans have walked on the Moon, and
hundreds have lived and worked in the International Space
Station. Unmanned spacecraft carry out missions too distant or
dangerous for humans; the Voyager 1 and 2 space probes have
even left our solar system.
Soon, the James Webb Space Telescope will look further into
space than ever before, connecting our Milky Way to the Big
Bang. Commercial spacecraft will take thousands of people into
space — even if only for a few minutes each! What’s next? Here
are some possibilities, some closer to being realized than others:
Nearer term:
• establishing a semipermanent base on
the Moon: scientists
and explorers may live
for weeks or months at
a time in expandable
modules along the
rim of the South Pole’s
Shackleton Crater.
This visualization shows how Curiosity’s arm would
examine rocks on Mars for signs of ancient life.
• searching for life on
Mars and Europa:
scientists hope
to find evidence of life
beneath the Martian
surface; robots may
search the salty
ocean of Jupiter’s
moon Europa for
extremophiles.
• discovering exoplanets: researchers have already identified
well over a thousand planets orbiting other stars, and many
more such discoveries are certain. If some of these faraway
worlds prove Earthlike, scientists will investigate them for
evidence of life.
Longer term:
• building a lunar elevator: tethered to a space station, it could
help transport goods and people between Earth and the Moon.
• docking with asteroids: astronauts could mine space rocks
for rare metals and deflect those that might collide with Earth.
• terraforming Mars: one day, scientists and engineers will
be able to transform the planet’s surface and atmosphere,
making it habitable for our descendants.
what are the challenges
of space exploration?
Earth’s atmosphere provides living organisms with breathable
air and a temperate climate, and also shields us from dangerous
radiation and most meteor impacts. Traveling and living
beyond its protection presents massive challenges. To survive
en route, we would need to bring our own air, food, and water;
avoid debris; shield ourselves from high-energy radiation; and
prevent the debilitating effects of long-term weightlessness.
Extreme isolation and long confinements in small spaces
could take a psychological toll, as could the possibility of never
returning to Earth. Once at our destinations, supplies and
spare parts would be severely limited, and the margin for error
tiny. To protect future generations of astronauts, engineers
are at work on innovations such as improved space suits and
micrometeoroid shielding. Faster propulsion systems would
reduce or eliminate many of these challenges — and put ever
more distant destinations within our reach.
GLOSSARY
COME PREPARED
asteroids: small rocky and metallic bodies,
Plan your visit. For information about reservations, transportation,
and lunchrooms, visit amnh.org/education/plan.
most of which orbit the Sun between Mars and
Jupiter. Meteors (“shooting stars”) are small pieces
of asteroids or comets that enter Earth’s atmosphere,
where most burn up. The few that land on Earth
are called meteorites.
exoplanets: planets that orbit stars other
than our Sun
extremophiles: organisms adapted to
harsh environments, including extreme cold, dryness,
radiation, darkness, and chemicals that would be toxic
to most other organisms. Examples on Earth include
bacteria in the cooling pools of nuclear reactors, in
hydrothermal vents on the ocean floor, and in the dry
valleys of Antarctica.
hubble space
telescope:
a telescope launched in
1990 into low-Earth orbit,
whose detailed images
of cosmic objects have
led to many important
discoveries. Hubble’s
cameras detect ultraviolet,
visible, and infrared light.
james webb space telescope:
scheduled to launch in 2018 and designed primarily to
detect infrared light, this large telescope will observe
extremely distant objects — including the first stars
and galaxies that formed in the universe.
potentially hazardous object:
any near-Earth asteroid or comet that is longer than
150 meters (500 feet) and that comes within 8 million
kilometers (5 million miles) of Earth’s orbit
rare earth metals: a group of metals
that have many commercial uses but are expensive
to mine on Earth
shackleton crater: a crater near the
Moon’s South Pole that contains ice. The rim, which has
abundant sunlight, has been proposed as a possible
location for a lunar base camp.
terraform: the process of making another
planet or moon more Earthlike
Read the Essential Questions in this guide to see how themes in
Beyond Planet Earth connect to your curriculum. Identify the key points
that you’d like your students to learn from the exhibition.
Review the Teaching in the Exhibition section of this guide
for an advance look at the specimens, models, and interactives
that you and your class will be encountering.
Download activities and student worksheets at
amnh.org/resources/rfl/pdf/beyond_activities.pdf.
Designed for use before, during, and after your visit, these activities
focus on themes that correlate to the NYS Science Core Curriculum:
K–2:
3–5:
6–8:
9–12:
Objects in the Sky
Observing Our Solar System and Beyond
Modeling the Solar System
The Future of Space Exploration
Decide how your students will explore Beyond Planet Earth.
Suggestions include:
• You and your chaperones can facilitate the visit using the
Teaching in the Exhibition section of this guide.
• Your students can use the student worksheets to explore the
exhibition on their own or in small groups.
• Students, individually or in groups, can use copies of the
map to choose their own paths.
CORRELATIONS TO NATIONAL STANDARDS
Your visit to the Beyond Planet Earth exhibition can be correlated
to the national standards below. See the end of this guide for a full
listing of New York State standards.
Science Education Standards
All Grades • A2: Understanding about scientific inquiry • E1: Abilities
of technological design • E2: Understanding about science and
technology • F1: Personal health • G1: Science as a human endeavor
K–4 • B2: Position and motion of objects • D2: Objects in the sky
• D3: Changes in Earth and sky • F3: Types of resources
5–8 • B2: Motions and forces • D3: Earth in the solar system
• F2: Populations, resources, and environments • F3: Natural hazards
• G3: History of science
9–12 • B4: Motions and forces • D2: Objects in the sky • D3: Changes
in Earth and sky • E4: Origin and evolution of the universe
• F3: Natural resources • G3: Historical perspectives
teaching in the EXHIBITION
What would it be like to travel beyond Earth? Starting with the Moon,
our closest neighbor, and heading out across our solar system, this
exhibition uses models, artifacts, videos, dioramas, and hands-on and
computer interactives to immerse visitors in the high-stakes adventure
of space exploration. The main sections of the exhibition represent
different destinations in space. Have students explore each environment,
and consider how scientists and engineers would approach the unique
challenges that each presents.
overview: The historic Apollo missions of the 1960s and
‘70s brought back rocks that taught us a great deal about the
history of the Moon — and of Earth. Astronauts visited the
surface of the Moon, but only for a few days at the most. The
next step could be to establish a semi-permanent scientific
research station. Have students imagine what it would be
like to live and work in this desolate environment. Encourage
them to look for their home planet in the sky.
history of space
exploration
As you enter, examine some artifacts
of manned and unmanned space
voyages, which include models of
Sputnik and a Mars Rover, and a
diorama depicting the final Hubble
Space Telescope upgrade. Have students
watch the six-minute film in the theater,
and then discuss which destinations
they find the most intriguing.
• Lunar Elevator Model: Held in place by gravity, this solarpowered elevator would travel between a space station and
the Moon. Ask the class to consider the advantages of an
elevator over a rocket.
(Answers may include: Launching rockets from Earth or the
Moon is expensive. And if we ever had a base on the Moon, we’d
have to do that an awful lot to get materials to and from the
Moon and back to Earth. While building a lunar elevator would
be really expensive at first, it might prove less pricey in the longterm, since it would use little power once built.)
Have students find information that helps them imagine
what a trip on this “space elevator” might be like.
challenges & approaches:
• Base Camp, Moon’s South Pole: Have students explore this
lunar crater and consider why scientists think the rim would
be a suitable location for a base camp. Ask what hazards
astronauts would face on the surface of the Moon, and how
they could protect themselves.
(Answers may include: The expandable spacecraft would
shelter astronauts from solar radiation and meteoroid
barrages, keep them warm, and provide air to compensate for
the Moon’s lack of atmosphere.)
• Liquid Mirror Telescope Interactive: Ask students what
problems astronomers confront when using tele-scopes on
Earth’s surface.
(Answers may include: haze of the atmosphere, rain clouds,
light pollution)
What makes conditions on the Moon more favorable
for astronomy?
(Answers may include: On the Moon, there is no atmosphere to
obstruct visibility, and no wind or weather to affect telescopes.)
This liquid mirror telescope, the largest on Earth, is 6 meters (20 feet) across.
On the Moon, undisturbed by wind or weather, the surface could be larger
than a football field.
overview: Most asteroids orbit between Mars and
overview: Mars is more likely to harbor life than any
Jupiter, but some cross Earth’s orbit. Collisions are rare but
can be devastating, so scientists are developing technologies
to deflect near-Earth asteroids (NEAs). Some asteroids may
also contain rare Earth and other valuable metals.
other known planet. Features like immense dry riverbeds
hint at an ancient environment that could have supported
life — and still might, if liquid water exists below the surface.
Orbiters have mapped the entire Red Planet, rovers and
probes have studied the surface in detail, but no humans have
traveled there. Some scientists wonder whether, in the distant
future, we might make this dusty planet habitable for humans.
challenges & approaches:
This is an a illustration of a possible system for anchoring to the surface of an
asteroid.
challenges & approaches:
• Itokawa Model: Invite students to examine a model of this
NEA and the robotic Japanese spacecraft that docked with
it. Ask them to think about what it would be like to study an
object that has so little gravity that they couldn’t stand on it.
(Answers may include: Although Itokawa is 1770 feet (540
meters) long, it is too small for a spacecraft to orbit. The craft
would have to hover over the asteroid, and astronauts would
have to tether themselves to its surface in some way.)
• Potentially Hazardous NEAs: Suggest that students use
the interactive kiosk to explore different ways to alter an
asteroid’s course. If an object looks like it might collide with
Earth, what could we do about it?
(Answers may include: An atomic bomb might seem like the best,
but actually bombing an asteroid could make things worse by
breaking up the space rock into lots of pieces that then would
all impact Earth. There are other options like a “gravity tractor,”
which is a spacecraft that would use its gravity to pull the
asteroid off course over a long period of time.)
• Getting There and Daily Life: On the outbound journey,
astronauts might spend six to nine months in very tight
quarters, coping with the effects of weightlessness and solar
radiation. Have students explore this section to see how
people could stay safe and healthy (and keep stuff from
floating away).
(Student observations may include: Our bones and muscles are
used to fighting gravity, and exercise is essential to keep them
strong in space. Spinning compartments for sleeping would
generate artificial gravity and help prevent bone loss and other
health problems. Shielding and emergency shelters would
protect astronauts from deadly solar radiation.)
• Have them take the Mars Personality Test to see if they have
what it would take to reach the Red Planet and live and
work there.
(Student observations may include: Traveling to Mars would
mean sharing a small space with other people for many
months, which requires patience, an easy-going temperament,
and a sense of humor. Astronauts would also need to be able
to follow detailed instructions and make quick, independent
decisions.)
• Mars Explorer and Mars Environment: Have students use
the interactive to examine the surface of Mars. Ask what
features they observe that Mars shares with Earth.
(Answers may include: Like Earth, Mars has volcanoes, canyons,
polar ice caps, and many places where liquid water once flowed
on the surface.)
In what ways are the two planets very different?
(Answers may include: The surface of Mars is dry and barren,
and has no liquid water.)
• Curiosity Mars Rover: The primary mission of this roving
science lab is to search for signs of habitable environments.
Ask students what kinds of tools Curiosity carries, and what
they measure.
(Answers may include: The one-ton robot is packed with tools,
including 3-D cameras that rotate in every direction; a laser
beam that vaporizes rock samples for analysis; a robotic arm
that analyzes rocks, digs holes, and scoops up samples; and a
weather station that monitors wind, temperature, humidity, and
air pressure.)
• Terraforming Table: Explain that terraforming is the process
of making a planet more Earthlike so that it could become
habitable for humans. Ask students to investigate how to turn
this cold and barren planet into a wet, warm, fertile world.
(Answers may include: Terraforming would involve many stages,
such as adding heat to release frozen water and carbon dioxide
to trigger the greenhouse effect that keeps Earth warm; inserting
life (hardy lichens, algae, and bacteria first) that would begin
building soil and enriching the atmosphere; releasing liquid
water; and making an oxygen-rich atmosphere.)
overview: The giant planets of the outer solar system —
Jupiter, Saturn, Uranus, Neptune — together have more than
160 moons. One of Jupiter’s moons, Europa, intrigues scientists
because they think it may have a deep saltwater ocean that
could contain life.
challenges & approaches:
• Europa Theater and Model of Submersible: Ask students
to think about this moon’s unique environment. Have
students watch the six-minute movie and reflect on how this
mission would compare to journeys to Mars or the Moon.
(Answers may include: Robots may someday search for life in
Europa’s ocean, but such a mission is probably decades away.
A manned voyage would be even farther in the future because
Europa is so far away — a 17-year trip by Apollo spacecraft.)
An enhanced
color photograph
of Europa’s cracked
ice surface.
beyond: All the places that your class has explored
so far belong to our own solar system. But scientists
have already found evidence of over 1,000 other
solar systems — stars with planets orbiting them —
in our Milky Way galaxy alone. How many more remain
to be discovered?
As students experience the holographic representation,
ask them to think about other worlds we may explore
someday. What do they imagine we might find?
These illustrations show how, over hundreds or even thousands of years, Mars might be
transformed from a frigid, barren planet into a warm and fertile one like Earth.
online RESOURCES
our moon
sciencebulletins.amnh.org/?sid=a.v.moon.20061004
This visualization shows how a violent collision could have
given birth to our Moon in just one month.
journey into space: gravity, orbits,
and collisions
teacher.scholastic.com/activities/explorations/space
This interactive introduces students to the ways in which
gravity shapes the universe.
geologists on mars
sciencebulletins.amnh.org/?sid=a.f.mars.20040401
This 8-minute video describes the 2004 Mars Exploration
Rover mission that found evidence of liquid water.
nasa: exploration
nasa.gov/exploration
Feature stories about missions, discoveries, and other
initiatives describe the next era of space exploration.
impact! tracking near-earth asteroids
sciencebulletins.amnh.org/?sid=a.f.nea.20050504
This 7-minute video explores the risks of an asteroid hitting Earth,
and how astronomers track the orbits of near-Earth objects.
planetary mysteries
amnh.org/ology/planetology
Learn how scientists study our solar system, and about some
of the big questions that remain unanswered.
space travel guide
amnh.org/ology/spacetravel
This drawing and storytelling activity helps kids combine fact
and fantasy on a trip to outer space.
a closer look at mars
amnh.org/ology/closer_look_mars
Kids help reporter Stella Stardust learn more about Earth’s
closest neighbor.
are you cut out for mars?
amnh.org/ology/mars_quiz
Kids can take this quiz to see if they’re up for the challenge.
in pictures: beyond planet earth
amnh.org/ology/inpics_beyond
This photo gallery illustrates some of the places in our solar
system that humans might someday explore.
nasa: for students
nasa.gov/audience/forstudents
This NASA portal offers current science content, activities,
events, images, podcasts, educational video segments,
and more.
google earth
google.com/earth
Now you can use Google Earth to view stars, constellations,
and galaxies, as well as the surfaces of Mars and the Moon.
DID YOU KNOW?
When you’re in space, the sky looks black because there’s no
air for visible light to bounce off of.
Space is silent. We hear because of pressure waves in the air,
and there’s no air in space.
Everything in the universe — planets, asteroids, and
even black holes — gives off light. But almost all of it is at
wavelengths that our eyes cannot see.
The light that we see from stars has taken years — typically
millions and sometimes billions of years — to reach us. For
example, if a star 100 million light years away exploded
today, people on Earth wouldn’t see the explosion for
100 million years.
CREDITS
PHOTO CREDITS
Beyond Planet Earth: The Future of Space Exploration is organized by the
American Museum of Natural History, New York (www.amnh.org) in collaboration with
MadaTech: The Israel National Museum of Science, Technology, & Space, Haifa, Israel.
Cover: star field, Europa, and Columbia shuttle, © NASA; lunar elevator, © AMNH;
terraforming Mars, © Steven Hobbs. Essential Questions: lunar South Pole and Curiosity,
© NASA. Glossary: Hubble, © NASA. Come Prepared: Moon walk,
© NASA. Teaching in the Exhibition: Moon, Mars, Europa, asteroid illustration, and
Europa surface, © NASA; Itokawa, © JAXA; liquid mirror telescope, courtesy of P. Hickson/
University of British Columbia; terraforming Mars, © Steven Hobbs. Insert: spacesuit,
© Douglas Sonders; Nautilus-X, © John R. Whitesel; Curiosity, © NASA; liquid mirror
telescope illustration, courtesy of P. Hickson/University of British Columbia.
Beyond Planet Earth is made possible through the sponsorship of
And is proudly supported by Con Edison.
© 2011 American Museum of Natural History. All rights reserved.
Major funding has been provided by the Lila Wallace – Reader’s Digest Endowment Fund.
Additional support is generously provided by
Marshall P. and Rachael C. Levine
Drs. Harlan B. and Natasha Levine
Mary and David Solomon.
Funding for the Educator’s Guide has been provided in part by the
Buehler Aviation Research Foundation, Inc.
XX%
General support has been provided in part by Aerin Lauder Zinterhofer and Eric Zinterhofer.
Cert o.
n XXX-XXX-XXX
X
Presented with special thanks to NASA.
>
BEYOND PLANET EARTH the future of space exploration
Exit
What would it be like to travel beyond Earth?
Starting with the Moon, our closest neighbor, journey
across our solar system and into the future in this
adventure of space exploration.
history of space exploration
Examine some artifacts of manned and unmanned
space voyages.
moon
Astronauts of the 1960s and ‘70s visited the Moon,
but only for a few days at the most. The next step could
be to establish a semi-permanent scientific research
station. What would it be like to live and work there?
near-earth asteroids
Most asteroids orbit between Mars and Jupiter, but
some cross Earth’s orbit. Collisions are rare but can
be devastating. How would we deflect near-Earth
asteroids that get too close for comfort?
mars
Mars is more likely to harbor life than any other known
planet. Features like immense dry riverbeds hint at
an ancient environment that could have supported
life. Could we someday make this arid planet habitable
for humans?
europa
One of Jupiter’s moons, Europa, intrigues scientists
because there is likely a saltwater ocean. Could there
be life beneath its surface?
beyond...
INTERACTIVE
VIDEO
EXHIBIT
>
Scientists have already found evidence of over 1,000
other solar systems. Billions of other worlds remain
to be discovered, characterized, and eventually explored.
Enter
© 2011 American Museum of Natural History. All rights reserved.
DOING SCIENCE in space
Science in space involves extraordinary challenges. Here are some of the questions scientists are asking, and some
of the technologies that are enabling them to travel farther more safely, and to gather evidence from places too
dangerous — or still too distant — for humans to visit.
how can scientists
investigate space first hand?
how do we look for
evidence of life on mars?
Today’s bulky, heavy suits
surround astronauts with
pressurized air. This sleek
new spacesuit applies
pressure directly to the
skin by wrapping the body
tightly in several layers
of stretchy, very tough,
spandex and nylon. This
makes the suit lighter,
safer because it won’t lose
pressure if punctured or
torn, and easier to move
and work in.
A one-ton science lab, the Curiosity rover will land on Mars
inside Gale Crater, which is thought to have once been a lake.
The rover will make its way to the top, studying each layer
of sediment in order to obtain a cross-section of the crater’s
history when it was wet, and possibly home to living things.
Curiosity can pick up samples and test them onboard, fire
a laser at objects to see what they’re made of, and it even
contains a small weather station.
how do we travel
further and stay longer?
The Nautilus-X spacecraft could carry a crew of nine on
a two-year voyage — long enough to reach Mars. It would
contain exercise machines, so astronauts could keep their
muscles and bones strong. Spinning compartments for
sleeping would also prevent bone loss and other health
problems by generating artificial gravity. Solid waste from
toilets could be used as compost for plants that in turn
would provide food and oxygen.
how can we see further
into space and back in time?
A liquid mirror telescope at the Moon’s
South Pole could detect infrared light
from the earliest days of the universe,
some 13.7 billion years ago. Larger
than a football field, the telescope
would have a main mirror made
of a slowly spinning, highly
reflective liquid. A rotating dish
naturally forms a parabolic
shape, which focuses light
from diffuse sources such
as incoming starlight. With
no interference from wind
or weather, this surface
would be so smooth it looks
solid. Once spinning on electromagnetic
bearings, the telescope would need little maintenance.
© 2011 American Museum of Natural History. All rights reserved.
BEYOND PLANET EARTH the future of space exploration
Activities for Grades K–2
Objects in the Sky: Lunar Observations
overview
NYS Science Core Curriculum
Students will use their senses to make observations about the Moon and to think
about what it might be like to visit and live there.
PS 1.1a: The appearance of the Moon
changing as it moves in a path around
Earth to complete a single cycle.
background for educator
The Moon is Earth’s only known natural satellite. The Moon can be visible during a bright day because it’s relatively close to Earth
and it reflects sunlight. At this age level, students should make observations about the day and the night sky. For additional
information about the Moon, go to:
• amnh.org/exhibitions/permanent/meteorites/impacts/moon.php
• science.nasa.gov/science-news/science-at-nasa/2006/30jan_smellofmoondust/
before your visit
In these activities, students will practice observing the Moon by looking up in the sky
or at photographs. They will discover that the Moon changes a little bit from day to
day, and that the pattern repeats about every four weeks.
Activity: Where Was the Moon on Your Birthday?
Ask students to describe, draw, or play-act what the Moon can look like. Have students
share their ideas. Ask students: What do you think the Moon looked like on the day
you were born? (Answers will vary.)
Then go to the Moon Phase Images website (tycho.usno.navy.mil/vphase.html) and
enter each student’s birth date to see what the Moon looked like that day. (Or, you
may wish to print out each birthday image prior to class.) Have students describe the
shape of the Moon on their birthdays, and to record it in a drawing. Use their
drawings to guide a discussion about how the Moon’s appearance changes.
Plan how your students will explore
Beyond Planet Earth using the Group
Worksheets.
Students should work in groups of
three to four, each facilitated by a
teacher/parent chaperone as they
explore the exhibition. If possible,
distribute copies of the worksheets to
chaperones beforehand, and review
them to make sure everyone understands the activities.
Activity: Luna Stories
Read a story about the Moon to your students. (See the booklist for recommendations.) Then ask them to draw and share what
they learned from the story.
during your visit
Beyond Planet Earth: The Future of Space Exploration
3rd floor (45 minutes)
In the Introduction and Moon sections of the exhibition, students will use their senses to continue to learn about the Moon, and
to begin to investigate some of the ideas scientists have about traveling there. Have the adult chaperones use the Group Worksheets to guide their students to make observations of the Moon and to record students’ ideas of what it’s like there. Remind the
chaperones to encourage students to use their words to describe what they see, feel, smell, and think. Also have students make a
drawing of the Moon landscape and let them choose something else in the exhibition to draw.
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
BEYOND PLANET EARTH the future of space exploration
Activities for Grades K–2
Rose Center for Earth and Space
1st floor (15 minutes)
Have students observe the metal Moon globe and Moon rock (located in the area between the Gottesman Hall of Planet Earth
and the Heilbrunn Cosmic Pathway), as well as photographs of the Apollo Mission (located in the hallways surrounding the Rose
Center). As they study these items, ask students to make observations and inferences about the surface of the Moon. Ask: What do
you notice? (Answers may include: There are lots of craters, craters within craters, some smooth sections.) On the Moon globe, point
out the far and near sides of the Moon. Ask students if they know which side is visible from Earth.
back in the classroom
Activity: Sharing Moon Observations & Findings
Have students draw the Moon and post their drawings. List the five senses on the board and have students share what they’ve
learned about the Moon by using their senses. (Answers may include: The smell of the Moon rocks; the texture of the Moon: smooth in
some places, lots of craters, the lunar surface feels rough; there are no trees or houses or animals on the Moon; the Earth looks small from
the Moon.)
Activity: Luna Cartoons
Ask students to draw on what they learned during the trip to make a short cartoon about two kids going on the lunar elevator.
What would they talk about on the way up? How would it feel? What would they see when they arrived? (Answers will vary.)
Activity: Moon Watch Flip book
amnh.org/ology/moon_flipbook
Use this activity to continue observing the Moon in the sky. Make observations for a month, and post observations and drawings
on a calendar in the classroom.
recommended books
If You Decide to Go to the Moon
Written by Faith McNulty and illustrated by Steven Kellogg
“If you decide to go to the Moon in your own rocket ship, read this book before you start.” This book is a beautiful guide for a kid
ready to take a fantasy trip into space.
Moonshot: The Flight of Apollo 11
Written and illustrated by Brian Floca
Clean, poetic narration of the Apollo 11 mission to the Moon. “But still ahead there is the Moon . . . Glowing and growing, it takes
them in, it pulls them close.”
One Giant Leap
Written by Robert Burleigh and illustrated by Mike Wimmer
Published in 2009, One Giant Leap commemorates the 40th anniversary of the moment when Neil Armstrong and Buzz Aldrin
became the first humans to step onto the surface of the Moon.
The Magic School Bus Lost in the Solar System
Written by Joanna Cole and illustrated by Bruce Degen
All is going well for Miss Frizzle’s field trip into the solar system, until an asteroid damages one of the bus’s taillights! A fun romp all
the way to the outer planets (and Pluto).
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
BEYOND PLANET EARTH the future of space exploration
GROUP WORKSHEET
Grades K–2
Instructions for the adult facilitator: Today you and your group of students will explore the Moon in two
sections of the exhibition: “Introduction” and “The Moon.” Encourage students to use their words to describe what they see, feel,
smell, and think. Use this worksheet to record students’ ideas as they learn about the Moon.
Record student ideas
Use our senses to learn about the Moon
Introduction Section
Look at the astronaut gloves. Describe what they look like.
Smell what the Moon dust smelled like to the astronauts.
What does it smell like to you? Do you like the smell
Listen to the astronauts talk about landing on the Moon.
What are they saying?
Moon Section
Touch the tire of the lunar vehicle (the square patch on the
panel below the case). What does it feel like?
Observe and touch the landscape of the Moon. Describe
the surface.
Look at the lunar base camp model. Describe what the base
camp looks like.
Imagine you’re on the lunar base camp. What do you notice
about Earth? (Look for it on the background behind the
model.)
Think about it: Would you live at the lunar base camp? Why or
why not?
Look up at the lunar elevator model. Describe what it looks
like.
Think about it: Would you ride up in the lunar elevator? Why
or why not?
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
GROUP WORKSHEET
ANSWERGrades
KEY
K–2
Instructions for the adult facilitator: Today you and your group of students will explore the Moon in two
sections of the exhibition: “Introduction” and “The Moon.” Encourage students to use their words to describe what they see, feel,
smell, and think. Use this worksheet to record students’ ideas as they learn about the Moon.
Record student ideas
Use our senses to learn about the Moon
Introduction Section
Look at the astronaut gloves. Describe what they look like.
(Answers may include: The gloves are made of rubber. They are
thick and black.)
Smell what the Moon dust smelled like to the astronauts.
What does it smell like to you? Do you like the smell
(Answers may include: It smells like something sweet and burnt,
like fireworks. It smelled like spent gunpowder to the astronauts.)
Listen to the astronauts talk about landing on the Moon.
What are they saying?
(Answers may include: The astronauts are talking about how
beautiful it is to be here.)
Moon Section
Touch the tire of the lunar vehicle (the square patch on the
panel below the case). What does it feel like?
(Answers may include: The tire surface is made of metal, it feels
hard and shiny.)
Observe and touch the landscape of the Moon. Describe
the surface.
(Answers may include: The landscape looks rough, it’s grey, it has
lots of bumps and craters.)
Look at the lunar base camp model. Describe what the base
camp looks like.
(Answers may include: There are lots of solar panels, expandable
house with small windows, astronauts walking around, astronauts driving vehicles.)
Imagine you’re on the lunar base camp. What do you notice
about Earth? (Look for it on the background behind the
model.)
(Answers may include: From the Moon, Earth appears in the sky
really big; it is four times larger than the Sun.)
Think about it: Would you live at the lunar base camp? Why or
why not?
(Answers will vary.)
Look up at the lunar elevator model. Describe what it looks
like.
(Answers may include: It looks like a long rope or a swing attached to a metal frame box; a lunar-Jack’s beanstalk.)
Think about it: Would you ride up in the lunar elevator? Why
or why not?
(Answers will vary.)
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BEYOND PLANET EARTH the future of space exploration
Activities for Grades 3–5
Modeling the Solar System
overview
NYS Science Core Curriculum
Students will investigate a model of our solar system that will help them contextualize
the content of the exhibition. Students will then generate questions about space
exploration to investigate in the exhibition, and share their findings upon their return.
The activities culminate with sharing what they have learned and writing an
imaginative story about travelling in space.
PS 1.1c: The Sun and the planets that
revolve around it are the major bodies
in the solar system.
background for educator
The distances in our solar system are vast and the planets comparatively tiny, so models are vital tools for understanding how
planets are placed in space. They’re also useful for visualizing how the planets move in relation to each other, since from our
vantage point on Earth we can’t see all of the planets around us.
before your visit
Discussion: Structure of the Solar System
Review with students the structure of the solar system. Ask them:
• What is at the center of the solar system?
(Answer: The Sun, our star, is at the center of the Solar System.)
• What types of planets are there, and where are they found?
(Answer: There are four inner, rocky planets that orbit closest to the Sun: Mercury, Venus,
Earth, and Mars. Beyond the Asteroid Belt, the four outer, gas giant planets are Jupiter,
Saturn, Uranus, and Neptune. The Kuiper Belt contains Pluto and other small icy objects.
This area of the solar system begins just inside Neptune’s orbit and extends well
beyond it.)
Plan how your students will explore
Beyond Planet Earth using the student
worksheets. Divide your class into two
teams: Moon Explorers and Mars Explorers. You may wish to have students
explore the exhibition in pairs.
Prior to your visit, students will have
already begun the exhibition worksheets; make sure they bring their
worksheets to the Museum.
• Describe how the planets move around the Sun. What are their orbits shaped like? Do they all move at the same speed?
(Answer: Planets revolve around the Sun in nested, nearly circular orbits. The closer an object is to the Sun, the faster it revolves.)
• Where in the solar system, besides the Earth, have human beings traveled? Where have we sent robots/spacecraft?
(Answers may include: Humans have walked on the Moon, and robotic rovers have explored Mars. Unmanned spacecraft have also
visited the Moon and Mars, as well as planets and moons in the outer solar system. The Voyager 1 and 2 spacecraft have traveled
beyond the orbit of Neptune and continue beyond our solar system.)
Activity: Earth as a Peppercorn: noao.edu/education/peppercorn/pcmain.html
Use the online lesson plan at to have students create a scale model of the solar sstem that is accurate both in the planet size and
interplanetary distance.
Optional Extension Activity: Moving Solar System Model: kepler.nasa.gov/files/mws/HumanOrrerySSSmsGEMS.pdf
Use this lesson plan to create a moving model of relative planet speed.
Preparation for the Investigation in the Beyond Planet Earth Exhibition
From what students know about planets and space, along with what they observed in their models of the solar system, have
them think about the challenges that humans would face in travelling to and living on another planet. Tell students that humans
are most likely to return to the Moon and to visit Mars before they travel to other places in the solar system. Divide the class into
two teams: Moon Explorers or Mars Explorers. Using the Student Worksheet, have each team complete columns 1 and 2, charting
what students know about the Moon or Mars, (depending on the team). Have them write down any questions that come up about
traveling to or living on a heavenly body other than Earth. (This can also be done as a class or in small groups.) They will complete
column 3 in the exhibit and after they return.
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BEYOND PLANET EARTH the future of space exploration
Activities for Grades 3–5
during your visit
Beyond Planet Earth: The Future of Space Exploration
3rd floor (45 minutes)
As a class, look at the “Exploring our Solar System” wall panel (across from the Introduction Theater) to review the objects in the
solar system and to see if they can find any new information, for the Moon and Mars in particular. Have students walk through the
exhibition in pairs or small groups and think about the questions they raised on columns 1 and 2 of their charts prior to their visit,
focusing on either the Moon or Mars section. As they find relevant information in the exhibition, have them write it in column 3.
You may wish to use the “Teaching in the Exhibition” section of the Educator’s Guide to help your students identify challenges and
approaches to travelling and living in space.
Scales of the Universe
1st floor (30 minutes)
In the Rose Center for Earth and Space, students will be using the Hayden Sphere and the walkway around it to investigate relative
sizes of celestial objects. First walk around the sphere (with the glass windows on your right) to the area that displays the planet
models. (Some of the planets are suspended above you, while others are mounted on the railing.) Draw students’ attention to all
eight planet models. Remind students that the 87-foot sphere represents the size of the Sun. Ask students to observe the planets’
sizes relative to it. Remind them of the sizes of the planets in the “Earth as a Peppercorn” model that they built at school; ask them
to imagine how large a model on this scale would be if the planets were placed at the correct distance from the Hayden Sphere.
back in the classroom
Wrap-Up: Beyond Planet Earth
As a class or in small groups, have student teams share what they’ve learned about traveling in space and living beyond Earth.
Have them chart their findings for each team on chart paper, and review as a class.
Extension Activity: Space Travel Guide: amnh.org/ology/spacetravel
Have individual students use the online activity to create an imaginative story about travelling to the destination they studied
with their team. Encourage them to incorporate information that they learned in the exhibit to make their story more realistic
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
STUDENT WORKSHEET
Name:
What I know about the Moon/Mars :
Grades 3–5
Team:
What I want to know about traveling
in space and living on other planets:
Moon Explorers Mars Explorers (Circle one)
What I learned from the exhibition
about traveling and living outside of
Earth:
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
ANSWERGrades
KEY
3–5
BEYOND PLANET EARTH the future of space exploration
STUDENT WORKSHEET
Name:
Team:
Moon Explorers Mars Explorers (Circle one)
What I know about the Moon/Mars :
What I want to know about traveling
in space and living on other planets:
What I learned from the exhibition
about traveling and living outside of
Earth:
Sample answers may include:
Sample answers may include:
Sample answers may include:
Moon:
• The Moon orbits the Earth.
• What kind of food do astronauts eat?
• The Moon has no atmosphere.
• What is the point of going to other
planets?
• To travel in space, a person should
have certain qualities to tolerate loneliness, boredom, danger, and limited
personal space.
• 12 people have walked on the Moon’s
surface.
• How can people live on a planet with
no atmosphere?
• People could live on the Moon in
inflatable modules.
Mars:
• Mars is the fourth planet from the Sun
in our solar system.
• How long would it take to travel to
Mars/the Moon?
• It might be possible to terraform Mars,
making it habitable for humans.
• Could we find life on Mars?
• Humans have sent robot rovers and
probes to explore Mars, but people
have never travelled there.
• Could Mars be made habitable?
• Mars has an atmosphere but it is very
different from the atmosphere on
Earth.
• Mars is very cold.
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
Activities for Grades 6–8
Studying the Solar System
overview
NYS Science Core Curriculum
Students will engage in activities designed to help them understand that the solar
system is not just made up of the Sun and the planets; but it also include objects
such as asteroids. These small rocky and metallic bodies provide important
information about our solar system.
PS 1.1c: The Sun and the planets that
revolve around it are the major bodies
in the solar system. Other members
include comets, moons, and asteroids.
background for educator
When our solar system began to take shape some 4.6 billion years ago, the Sun and planets as we know them today did not exist.
Instead, a large disk of gas and dust known as the solar nebula swirled around a developing Sun. Within this disk, countless small
objects collided and stuck together, gradually building larger and larger bodies — including the planets in our solar system and
other objects in the sky, such as moons, comets, and asteroids. Asteroids are small rocky bodies that orbit the Sun. Most do so in
the asteroid belt way out between Mars and Jupiter, but near-Earth asteroids (NEAs) have orbits that come much closer to our
planet. Scientists study the minerals found in asteroids for important clues to the formation of our solar system.
before your visit
Activity: Planetary Mysteries
amnh.org/ology/planetology
Have students take a virtual tour of our solar system to explore its many mysteries.
Then ask them to put their new-found knowledge to the test by taking the quiz.
Activity: Cosmic Comic Strips
Spark your students’ curiosity about the formation of our solar system and asteroids
by having them read these comic strips:
Plan how your students will explore
Beyond Planet Earth using the Student Worksheets. Plan to have students
work in small teams of three or four.
Distribute copies of the worksheets
to students before coming to the
Museum. You may want to review the
worksheets with them to make sure
they understand what they are to do.
• The Formation of the Solar System
amnh.org/resources/rfl/pdf/solarsystem.pdf
About 4.6 billion years ago, our solar system came into being. This comic strip
explains the processes that led to the creation of the planets and the asteroid belt.
• Impacts
amnh.org/resources/rfl/pdf/impacts.pdf
This comic strip shows what can happen — and does happen — when asteroids head for Earth.
Activity: Crash Course: Scientists Wonder if a Space Rock Could Destroy Life on Earth
teacher.scholastic.com/activities/explorations/space/pdf/scienceworld.pdf
Could a space rock destroy life on Earth? Have students read this article to learn more about asteroids, comets, and other space
objects and what happens when they collide — with each other and with our planet.
during your visit
Beyond Planet Earth: The Future of Space Exploration
3rd floor (45 minutes)
Begin your class exploration by reviewing the planets using the Solar System Map (located across from the Introduction Theater).
Then have students watch the short film to help them prepare for their exploration of the asteroid section of the exhibition. Have
student teams use their Student Worksheets to gather information about asteroids and learn how studying them has helped
astronomers develop a better understanding of our solar system.
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BEYOND PLANET EARTH the future of space exploration
Activities for Grades 6–8
Arthur Ross Hall of Meteorites
1st floor (20-30 minutes)
Have students watch the short film in the Meteorite Theater, which presents the role of meteorites and their connection to the history of our solar system. Next, have students touch and observe the Cape York meteorite, the world’s largest meteorite on display.
Read about how scientists study meteorites to learn about the origin of our solar system more than four billion years ago. Students can also explore craters in the Earth Impacts display, investigate the interactive computer station “Hazards: Impacts in Our
Future,” and see a model of the 1,200-meter-wide meteor crater, also known as Barringer Crater, located in Arizona. Have students
take notes on and draw one of the meteorites on display in the Hall.
back in the classroom
Wrap-Up Activity: Asteroids
Using the evidence they gathered in the exhibition, have each student team develop a case for why scientists should study
asteroids. Then have each team make a short presentation to the class. As an extension, you can also have students display their
drawings and notes about the meteorite that they focused on in the Arthur Ross Hall of Meteorites.
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
STUDENT WORKSHEET
Grades 6–8
Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will help you
understand why scientists think it is important to study these “galactic time capsules”.
1. Find the asteroid model
Imagine that you’re on a spacecraft approaching this asteroid. What do you notice about its size and shape?
Touch the model. What does it feel like?
What are asteroids?
Where are most asteroids found?
What would studying asteroids up-close help scientists understand?
2. Observe the Knowles Meteorite
Touch the meteorite. What does it feel like? What do you think it is made of? How does its size and surface compare with that of
the asteroid model?
How do scientists know what asteroids are made of if they have never been to one?
What’s in the Knowles meteorite that makes scientists think it would be a good idea to mine asteroids?
3. Play the Deflecting Near-Earth Asteroids Interactive
What are some ways that we might deflect an asteroid before it hits the Earth?
What would be some of the possible effects of an asteroid impact on Earth?
What is the likelihood of an asteroid impact on Earth?
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
STUDENT WORKSHEET
ANSWERGrades
KEY
6–8
Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will help you
understand why scientists think it is important to study these “galactic time capsules”.
1. Find the asteroid model
Imagine that you’re on a spacecraft approaching this asteroid. What do you notice about its size and shape?
(Answers may include: irregular shape, very large)
Touch the model. What does it feel like?
What are asteroids?
(Answers may include: rough, rocky)
(Answers may include: small, rocky bodies that orbit the Sun)
Where are most asteroids found?
(Answers may include: in the asteroid belt between Mars and Jupiter)
What would studying asteroids up-close help scientists understand?
(Answers may include: Samples could help them understand the formation of the solar system.
Many asteroids contain the original debris from which the planets formed.)
2. Observe the Knowles Meteorite
Touch the meteorite. What does it feel like? What do you think it is made of? How does its size and surface compare with that of
the asteroid model?
(Answers may include: cold, irregular shape, bumpy, metallic, smaller than an asteroid)
How do scientists know what asteroids are made of if they have never been to one?
(Answers may include: meteorites have landed on Earth)
What’s in the Knowles meteorite that makes scientists think it would be a good idea to mine asteroids?
(Answers may include: metals such as nickel, cobalt, germanium, platinum, and iridium)
3. Play the Deflecting Near-Earth Asteroids Interactive
What are some ways that we might deflect an asteroid before it hits the Earth?
(Answers may include: robotic cannons, space mirror, impactor, gravity tractor, and atomic bomb)
What would be some of the possible effects of an asteroid impact on Earth?
(Answers may include: tsunamis, giant waves, fire, climate change)
What is the likelihood of an asteroid impact on Earth?
(Answers may include: impacts are rare; astronomers track the skies looking for known objects and locating new ones with even
the smallest chance of impact; studying the movements of asteroids helps scientists plan for how they might be deflected if they
were a threat)
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BEYOND PLANET EARTH the future of space exploration
Activities for Grades 9–12
Designing the Next Mission
overview
Student groups will propose a mission to space. Each will investigate the essential
question: Why and how do we explore space? Groups will research and describe one
of two possible destinations: (1) Mars, to search for water as a possible sign of life;
or (2) a near-Earth asteroid, to mine for materials. After analyzing evidence collected
during their visit to Beyond Planet Earth, each group will present its proposal to the
class and make the case that its mission is the more feasible and worthy of funding.
background for educator
The goal is for students to research a scientific topic — the viability and value of a
future space mission — by collecting evidence, making inferences, and synthesizing
their findings in writing. Students will supplement what they learn at the Museum
exhibition Beyond Planet Earth with Regents Earth Science content and the Physical
Setting/Earth Science Reference Tables. Student groups will investigate either a
mission to Mars or to a near-Earth asteroid, and ultimately the class will compare
their relative feasibility and scientific payoff .
NYS Earth Science Core
Curriculum
1.2d: Asteroids, comets, and meteors
are components of our solar system.
1.2e: Earth’s early atmosphere formed
as a result of the outgassing of water
vapor, carbon dioxide, nitrogen, and
lesser amounts of other gases from its
interior.
3.1c: Rocks are usually composed of
one or more minerals
For instance, at the exhibition students investigating the mission to Mars will use the Mars Explorer interactive to travel virtually to
Gale Crater. They will learn that past missions discovered evidence of water along with layers of sedimentary rock deposit. Using
their Physical Setting/Earth Science Reference Tables, students will need to infer how sedimentary rock deposits suggest the presence of water, noting that the organization of the sediments can be evidence of water. For example, as a river enters a lake, it slows
down and deposits larger sediments first (pebbles, then sand, then silt, etc.). Therefore, if a cross section of soil were found, with
smaller sediments on top and larger on the bottom (top to bottom: clay, silt, sand, pebbles), this would suggest the sediments had
been suspended in water and then settled, with heavier sediments settling first followed by the lighter sediments.
Students investigating the mission to a near-Earth asteroid will visit the Asteroid section of the exhibition to learn about minerals
discovered in past missions. Using their Physical Setting/Earth Science Reference Tables, they will need to infer how to identify those
minerals on an asteroid, and how the minerals might be useful back on Earth.
Both groups will need to base their proposals on the accompanying Proposal Outline, list the pros and cons of their missions, and
make the case that their mission is the more feasible and worthwhile. They should take into account distance to travel, potential
risks, importance of scientific discoveries, value to humanity, and any other factors that would affect this decision.
before your visit
Activity: Preparing to Write a Proposal for Space Exploration
Divide the class into two groups. Tell students that each group will prepare a written proposal for a space mission:
• Group 1: Mission to Mars to search for water or other signs of life
• Group 2: Mission to a near-Earth asteroids to mine for materials
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BEYOND PLANET EARTH the future of space exploration
Activities for Grades 9–12
Have student view and discuss the following short videos and interactive galleries to find out what scientists know and want to
learn more about:
Group 1: Mission to Mars
• Geologists on Mars: sciencebulletins.amnh.org/?sid=a.f.mars.20040401
• Martian Rocks Make Geological Clocks: sciencebulletins.amnh.org/?sid=a.s.mars_rocks.20081215
• Phoenix Lander Reaches Mars: sciencebulletins.amnh.org/?sid=a.s.phoenix_lander.20080609
• Mars, Close Up: sciencebulletins.amnh.org/?sid=a.s.mars_close.20080317
Group 2: Near-Earth Asteorids
• Impact! Tracking Near-Earth Asteroids: amnh.org/sciencebulletins/index.php?sid=a.f.nea.20050504
• Asteroid Provides Pre-Planet Clues: sciencebulletins.amnh.org/?sid=a.s.pre_planet.20110412
• In Hot Pursuit of Asteroids: sciencebulletins.amnh.org/?sid=a.s.asteroids.20100726
• Scientists Track Asteroid Crash: sciencebulletins.amnh.org/?sid=a.s.asteroid_crash.20090406
Distribute the Proposal Outline and Student Worksheets. Review the tasks to be completed during and after the visit to the Beyond
Planet Earth exhibition Explain that they will use worksheets to gather evidence in the Museum, and that back in the classroom
they will analyze the Reference Tables for Physical Setting/Earth Science and do additional research online. Distribute copies of the
exhibition map so students can plan their visit.
during your visit
Beyond Planet Earth: The Future of Space Exploration
3rd floor (60 minutes)
Have students explore the exhibition individually or in pairs to collect evidence for their proposals on the Student Worksheets.
Arthur Ross Hall of Meteorites
1st floor (30 minutes)
Have the Mars student group explore this hall and read the panel “Mars: Rocks from Another World” to gather additional evidence
for water on Mars, and explore how Martian meteorites illustrate the effects of a watery climate.
Guggenheim Hall of Minerals
1st floor (30 minutes)
Have the Asteroid student group find examples of minerals in the pyroxene and olivine groups (these minerals were found on the
Itokawa asteroid). Look for minerals in the pyroxene group by visiting the “Inosilicates Panel”; look for minerals in the olivine group
by visiting the “Neosilicates Panel.” Have students describe and record the commonalities within each group (e.g. color, texture,
crystalline structure) and how they would identify them on a near-Earth asteroid.
back in the classroom
Activity: Write a Proposal for Space Exploration
Using the proposal outline as a guide, have student groups make the case for a potential future mission to Mars or a near-Earth
asteroid by writing a proposal. Tell them that they will need to use three pieces of information:
1. Evidence collected from the Beyond Planet Earth exhibition (Student Worksheet)
2. Additional information gathered from the Reference Tables for Physical/Earth Science (Back in the Classroom Worksheet)
3. Additional online research from websites such as: NASA: Missions (nasa.gov/missions)
In the “Missions Finder” box, click on the “Find a Mission” tab. Then select “Solar System”, and check “asteroids” and “Mars.”
Have each group present its proposal to the class. Then as a class, students make a case for which mission most deserves to be
funded based on the impact it would have for life on Earth.
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
PROPOSAL OUTLINE: Designing the Next Mission
Grades 9–12
I. Define Your Mission
A. Where are you going?
B. What are your goals?
C. Will humans go on this mission? Why or why not?
D. What specific materials are you looking for, and why?
E. What earlier missions will inform yours?
F. Why is your mission important and worth funding?
II. Materials and Methods
A. What type of spacecraft will you need?
B. What tools will you require at your destination? For what purposes?
III. Impact on Science and Humanity (Back in the Classroom)
A. How would a successful mission benefit humans?
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
SAMPLE ANSWERS
PROPOSAL OUTLINE: Designing the Next Mission
Grades 9–12
I. Define Your Mission
A. Where are you going?
(Asteroid: Itokawa asteroid)
(Mars: Gale Crater, Mars)
B. What are your goals?
(Asteroid: to mine for minerals that are valuable on Earth)
(Mars: to search for evidence of water as a possible sign of life)
C. Will humans go on this mission? Why or why not?
(Answers will vary.)
D. What specific materials are you looking for, and why?
(Asteroid: rare-Earth minerals such as pyroxene, olivine, iridium; for mining)
(Mars: sedimentary rock deposits as evidence of water)
E. What earlier missions will inform yours?
(Asteroid: Apollo 11)
(Mars: Explorer)
F. Why is your mission important and worth funding?
(Answers will vary.)
II. Materials and Methods
A. What type of spacecraft will you need?
(Answers may include: Nautilus-X)
B. What tools will you require at your destination? For what purposes?
(Asteroid: nets, bolts, small rockets, ropes; to keep from flying off surface of asteroid)
(Mars: X-ray spectrometer, hand-held radar, metal detector; for analyzing sedimentary rock layers)
III. Impact on Science and Humanity (Back in the Classroom)
A. How would a successful mission benefit humans?
(Asteroid: asteroids could be a source of rare-Earth metals, which have many commercial uses, from precious
jewelry to flat-panel screens and other electronics.)
(Mars: it might contribute to our understanding of life on other planets and whether humans might be able
to live on Mars someday.)
© 2011 American Museum of Natural History. All rights reserved.
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BEYOND PLANET EARTH the future of space exploration
STUDENT WORKSHEET: Mission to Near-Earth Asteroid
Grades 9–12
Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will
help you develop a proposal for a future space mission. Begin by going to the Asteroid section of the exhibition.
1. Record data about the asteroid named Itokawa:
Size:
Gravity compared with Earth’s:
Average surface temperature:
2. Observe the Itokawa model. What do you notice about its size and shape?
3. What would it be like for astronauts to study an asteroid like this up close? What challenges would they face, and how might they
solve them?
4. What two minerals did Japanese researchers find when analyzing the microscopic rocky grains collected by the Hayabusa
spacecraft?
5. Explore the Knowles meteorite. What is it made of? What are some of the uses of those metals?
6. Why would we want to mine an asteroid?
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
ANSWER
KEY
STUDENT WORKSHEET: Mission to Near-Earth Asteroid Grades 9–12
BEYOND PLANET EARTH the future of space exploration
Welcome to Beyond Planet Earth! Today you will be investigating near-Earth asteroids (NEAs). The evidence you collect will
help you develop a proposal for a future space mission. Begin by going to the Asteroid section of the exhibition.
1. Record data about the asteroid named Itokawa:
Size:
(Answer: 1,770 feet (540 meters) long by about 960 feet wide (294 meters)
Gravity compared with Earth’s:
(Answer: less than 1/100,000th)
Average surface temperature:
(Answer: –89°F / –67°C)
2. Observe the Itokawa model. What do you notice about its size and shape?
(Answers may include: irregular shape, large, rocky)
3. What would it be like for astronauts to study an asteroid like this up close? What challenges would they face, and how might they
solve them?
(Answers may include: An asteroid has no atmosphere and so little gravity that astronauts could not walk on its surface.
They might use a net to tether themselves to the asteroid, or use small rockets to pull a rope around it.)
4. What two minerals did Japanese researchers find when analyzing the microscopic rocky grains collected by the Hayabusa
spacecraft?
(Answer: pyroxene, olivine)
5. Explore the Knowles meteorite. What is it made of? What are some of the uses of those metals?
(Answers will include: nickel is used in coins, cobalt is used in ceramics, germanium is used in camera lenses, iridium is used in electronics)
6. Why would we want to mine an asteroid?
(Answers may include: Even small amounts of rare-Earth metals are valuable. Platinum-groups metals such as
iridium are scarce on Earth but have many commercial uses, from precious jewelry to flat-panel screens and other electronics.)
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
BEYOND PLANET EARTH the future of space exploration
STUDENT WORKSHEET: Mission to Mars
Grades 9–12
Welcome to Beyond Planet Earth! Today you will be investigating Mars. The evidence you collect will help you develop a
proposal for a future space mission. Begin by going to the Mars section of the exhibition.
1. Record data about Mars:
Size:
Gravity compared with Earth’s:
Average surface temperature:
2. How long would it take to travel to Mars?
3. Find the “Getting There” panel and examine the Nautilus-X spacecraft and models of life onboard. What challenges and solutions
do you find interesting?
4. Play the “Mars Explorer” interactive and locate the Gale Crater within the game. What findings may indicate that water existed on
Mars?
5. Observe the Mars landscape. Describe its terrain.
6. Go to the Curiosity rover diorama. What is this rover’s primary mission and how will it accomplish it?
7. Turn around and explore the diorama of an astronaut studying Martian geology. What tools is she using?
8. Many scientists think that the best way to study Mars is to send astronauts. Do you agree or disagree? Support your answer.
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
ANSWER
KEY
STUDENT WORKSHEET: Mission to Mars
Grades 9–12
BEYOND PLANET EARTH the future of space exploration
Welcome to Beyond Planet Earth! Today you will be investigating Mars. The evidence you collect will help you develop a
proposal for a future space mission. Begin by going to the Mars section of the exhibition.
1. Record data about Mars:
Size:
(Answer: 4,221 miles (6,792 km) in diameter)
Gravity compared with Earth’s:
(Answer: about a third (38%) of Earth’s gravity)
Average surface temperature:
(Answer: –81°F / –63°C)
2. How long would it take to travel to Mars?
(Answers may include: six to nine months each way by current spacecrafts;
about 100 years by car; about 250 days by Apollo 11 spacecraft)
3. Find the “Getting There” panel and examine the Nautilus-X spacecraft and models of life onboard. What challenges and solutions
do you find interesting?
(Answers will vary.)
4. Play the “Mars Explorer” interactive and locate the Gale Crater within the game. What findings may indicate that water existed on
Mars?
(Answers may include: Sedimentary rock deposits were found in Gale Crater, which may suggest
evidence of water because sedimentary rocks are carried by water.)
5. Observe the Mars landscape. Describe its terrain.
(Answers may include: The land is bright reddish-orange. It looks very dry and barren. There are rocks of various sizes.)
6. Go to the Curiosity rover diorama. What is this rover’s primary mission and how will it accomplish it?
(Answers may include: Its mission is to look for signs of life. It will explore Gale Crater to analyze different
layers of sediment, each one giving a glimpse of a different era in Mars’ past.)
7. Turn around and explore the diorama of an astronaut studying Martian geology. What tools is she using?
(Answer: X-ray spectrometer, hand-held radar, metal detector)
8. Many scientists think that the best way to study Mars is to send astronauts. Do you agree or disagree? Support your answer.
(Answers may include: Yes. A human could do in days what it would take a rover years to do. No.
A manned mission would be more expensive and far more risky.)
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
BEYOND PLANET EARTH the future of space exploration
BACK IN THE CLASSROOM WORKSHEET
Grades 9–12
Mission to a Near-Earth Asteroid
What two minerals did Japanese researchers find when analyzing the grains collected by the Hayabusa spacecraft? (See exhibition
worksheet, question 4.)
In the Physical Setting/Earth Science Reference Tables, find the “Properties of Common Minerals” chart. How would you identify
pyroxene and olivine by sight? What are they used for on Earth?
List the top 5 pros (benefits) and cons (dangers/challenges) of asteroid mining.
Research online to gather additional information about your mission, such as:
• Where are these minerals found on Earth?
• How rare are they, or difficult to mine?
• Do they have other properties?
• Could materials on Earth be substituted?
• How much money will this mission cost?
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
ANSWER
KEY
BACK IN THE CLASSROOM WORKSHEET
Grades 9–12
BEYOND PLANET EARTH the future of space exploration
Mission to a Near-Earth Asteroid
What two minerals did Japanese researchers find when analyzing the grains collected by the Hayabusa spacecraft? (See exhibition
worksheet, question 4.)
(Answer: pyroxene, olivine)
In the Physical Setting/Earth Science Reference Tables, find the “Properties of Common Minerals” chart. How would you identify
pyroxene and olivine by sight? What are they used for on Earth?
(Answer: pyroxene is black to dark green, and used in jewelry and mineral collections;
olivine is green to gray or brown, used in furnace bricks and jewelry)
List the top 5 pros (benefits) and cons (dangers/challenges) of asteroid mining.
(Answers may include: Pros: these minerals are valuable on Earth so the mission will pay for itself;
we could learn how asteroids are formed, etc. Cons: dangerous mission; expensive; we shouldn’t
have to go to outer space to get materials for jewelry and electronics)
Research online to gather additional information about your mission, such as:
• Where are these minerals found on Earth?
• How rare are they, or difficult to mine?
• Do they have other properties?
• Could materials on Earth be substituted?
• How much money will this mission cost?
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
BEYOND PLANET EARTH the future of space exploration
BACK IN THE CLASSROOM WORKSHEET
Grades 9–12
Mission to Mars
Scientists found sedimentary rock deposits in Gale Crater. (See exhibition worksheet, question 4.) Using your Physical Setting/Earth
Science Reference Tables, how do you think the rocks were identified as sedimentary?
Scientist also found evidence of water in Gale Crater. How might the sedimentary rock deposits provide evidence of water?
(HINT: Use your Physical Setting/Earth Science Reference Tables to infer how texture and grain size of sedimentary rock might
provide clues.)
List the top give pros (benefits) and cons (dangers/challenges) of exploring Mars in search of water.
Research online to gather additional information about your mission, such as:
• Other than water, what other evidence should we look for on Mars?
• How much money will this mission cost?
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
ANSWER
KEY
BACK IN THE CLASSROOM WORKSHEET
Grades 9–12
BEYOND PLANET EARTH the future of space exploration
Mission to Mars
Scientists found sedimentary rock deposits in Gale Crater. (See exhibition worksheet, question 4.) Using your Physical Setting/Earth
Science Reference Tables, how do you think the rocks were identified as sedimentary?
(Answers may include: their texture, grain size, and composition)
Scientist also found evidence of water in Gale Crater. How might the sedimentary rock deposits provide evidence of water?
(HINT: Use your Physical Setting/Earth Science Reference Tables to infer how texture and grain size of sedimentary rock might
provide clues.)
(Answers may include: Sedimentary rock deposits were found in Gale Crater, which may suggest evidence of water if the
organization of the sediments showed smaller sediments on top and larger on the bottom (top to bottom: clay, silt, sand,
pebbles). This would suggest the sediments had been suspended in water and then settled, with heavier sediments settling
first followed by the lighter sediments. Also, some sedimentary rocks with crystalline texture may have been formed from
precipitates and evaporates — water or other minerals.)
List the top give pros (benefits) and cons (dangers/challenges) of exploring Mars in search of water.
(Answers may include: Pros: The presence of water could mean there was once life on Mars; if water exists on Mars,
maybe humans could live there someday; if there’s water or any life on Mars, maybe there is life on other planets
as well. Cons: Expensive, long journey dangerous for humans; surface of the planet is an extremely hostile
environment; possibility of colonizing Mars too remote and costly; etc.)
Research online to gather additional information about your mission, such as:
• Other than water, what other evidence should we look for on Mars?
• How much money will this mission cost?
© 2011 American Museum of Natural History. All rights reserved.
amnh.org/beyond
Beyond Planet Earth • New York State Science Core Curriculum
Elementary School
Standard
Major Understanding
1.1a Natural Cycles and patterns (Earth and Moon).
Standard 4: The
Physical Setting
1.1c The Sun and other stars appear to move in a recognzable pattern
both daily and seasonally.
5.1f Mechanical energy may cause change in motion through the
application of force.
5.2g The health, growth, and development of organisms are affected by
environmetal conditions such as the availability of food, air, water,
space, shelter, heat and sunlight.
Standard 4: The Living
6.1e An organism's patern of behavior is related to the nature of that
Environment
organism's environment.
History of Space
Exploration
x
x
Mars
Outer Solar
System and
Beyond
x
x
x
x
x
x
x
x
Moon
Near-Earth
Asteroids
x
x
7.1a Humans depend on their natural and constructed environments.
Middle School
Standard
Standard 4: The
Physical Setting
Major Understanding
1.1c The Sun and the planets that revolve around it are the major bodies
in the solar system. Other bodies include comets, moons, and
asteroids.
1.1e Most objects in the solar system have a regular and predictable
motion
1.1g Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun.
4.1a The Sun is a major source of energy for the Earth. Other sources
of energy include nuclear and geothermal energy.
History of Space
Exploration
Moon
Near-Earth
Asteroids
Mars
Outer Solar
System and
Beyond
x
x
x
x
x
x
x
x
x
x
x
5.1 All Major Understandings (patterns of motion of objects)
5.2a Every object exerts gravitiational force on every other object.
x
x
x
x
5.1b An organism's overall body plan and its environment determine the
wat that the organism carries out life processes.
6.1c Matter is transferred from one organism to another and between
Standard 4: The Living organisms and their physical environment. Water, nitrogen, carbon
Environment
dioxide, and oxygen are examples of substances cycled between the
living and nonliving environment.
x
x
x
x
x
7.2b The environment may be altered by the activities of organisms.
High School
Outer Solar
System and
Beyond
History of Space
Exploration
Moon
Near-Earth
Asteroids
Mars
x
x
x
x
x
x
x
x
x
1.2c Our solar system formed five billion years ago from a giant cloud of
The Physical Setting gas and debris. Gravity caused the Earth and the other planets to
become layered according to the density differences of ther materials.
x
x
x
x
x
1.2d Asteroids, comets and meteors are componants of our solar system
x
x
x
x
x
x
Standard
Major Understanding
1.1a most objects in our solar system are in regular and predictable
motion.
1.1b Nine planets move around the Sun in nearly circular orbits.
x
1.2j Geologic activity can be reconstructed by observing sequences of
rock types and fossils.
The Living
Environment
5.1a The energy for life comes primarily from the Sun.
6.1d In any particular environment, the growth and surival of organisms
depend on the physical conditions.
x
x