The Concept

Program Details

Every student – depending on the selected roles and responsibilities (i.e. commander, scientist, engineer, or medical doctor) – receives a folder that contains action cards for real astronaut training, such as solving complex mathematical problems dealing with technological challenges, and completing cognitive tasks. For example, the commander card contains planning and management tasks, while a scientist receives tasks related to space biology experiments, and engineers are responsible for the seamless operation of the mission and operation of habitat, among other problem-solving tasks.

Scope & Syllabus Categories

Multiple detailed tasks are designed in alignment with the development of manual skills are utilized for students to have a continuously exciting, engaging multiple senses experience to deliver a real-like Martian living. So as focus has been give to the following:

• Decision making;
• Socializing;
• Being precise and patient;
• Develop mind-oriented skills;

Audience & Student Grades

K4: New Martian

Mars explorers focus on action by collecting evidences from specific spots as described in their trail cards. Communication will be through walkie-talkies.

K5-9: New Martian

Mars explorers focus on organizing the crew, communicating with mission control and collect evidences from the Mars drone flight spots that are provided. Communication will be through iPad/MS Teams and walkie-talkies.

K9-12: New Martian

Mars explorers focus on assuring health & safety, planning the daily program and follow-up with mission control to collect evidences that the Mars drone spotted for signs of life. Communication will be through iPad/MS Teams and walkie-talkies.

Mission Assessment

The mission success is based on the realisation of all required tasks, timing, motivation of the crew, quality of performed tasks and independence. At the end of the mission, students present their results on the summary meeting. Everyone elaborates the lessons learned. The Assessment takes place by utilizing the following rating model.

NASA 6-Es Rating Model

Each day or section of activities utilizes the 5-E Instructional Model (a constructivist learning cycle, helping students build their own understanding from experiences and new ideas). It has a growing research base and can be used within integration, Problem-based Learning (PBL), Project-based Learning (PjBL), and Universal Design for Learning (UDL). Included in this program guide is a sixth ʻEʼ for Excite. This additional ʻEʼ shows you how to incorporate NASAʼs unique information and resources to excite trainees with career connections, real world examples, spinoffs from NASA research and more.

• Engage: During this stage students are getting interested and personally involved in the lesson, while pre-assessing prior understanding.
• Explore: The purpose for this stage is to get students involved in the topic, providing them with a chance to build their own understanding.
• Explain: At this stage students have the opportunity to communicate what they have learned so far and figure out what it means.
• Elaborate: The purpose for this stage is to allow students to use their new knowledge and continue to explore its implications.
• Evaluate: Here both students and teachers to determine how much learning and understanding has taken place.