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ADAPTING TO A NEW PLANET

a MIDDLE SCHOOL SCIENCE WEBQUEST

 

By

Alessandra Hayes

E-MAIL ME

 

 

 

Introduction | Task | Process | Resources | Evaluation | Conclusion | Reflection | Extensions | Notes To Teacher

 

 

 

INTRODUCTION

The United States Air Force has achieved interplanetary travel through a device called the Stargate.  The Stargate generates a wormhole, which allows space travel almost instantly just by stepping into it. The Stargate is made of two rings.  The inner ring of the Stargate has 39 symbols, called glyphs, which correspond to different constellations in the universe. The outer ring has nine dialing connections called chevrons. When certain combinations of glyphs make contact with seven of the chevrons, a wormhole is activated between the gate on Earth and the gate on the dialed planet.

 

As the lead exploratory team, it is your job to go through the Stargate, investigate these different worlds and bring back information, technology, and alliances that will help the U.S. Air Force protect the planet against alien races that wish to conquer us. 

 

On a routine mission to a planet named P3-473, a known territory of an enemy alien race, an asteroid hit the planet destroying the gate.  Now you and your team must find a way to survive on the abandoned planet.  The soonest a rescue team could arrive by ship is three years.  The only thing your team knows about this planet is that it has breathable air, an ozone layer, temperatures ranging from 10 degrees Fahrenheit to 105 degrees Fahrenheit, and that it was once inhabited. 

 

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TASK

Your team is outfitted with 24 hours of food and water for each member.  In addition, you have weapons, chemical suits, a mobile environmental analysis lab, tents, a flashlight, a solar powered laptop computer, launchable micro-satellite, and a bio-scanner.

 

It is up to your team to  create a sustainable ecosystem to be able to survive the three years waiting for a rescue, while maintaining a defensive position in case of an alien  attack.

 

Each member of the group needs to take on one of the following roles:

 

Military Leader

Technology Specialist

Naturalist / Biologist

Anthropologist

 

Your group will have spent three years on the planet and will present a comprehensive analysis of your time on the planet.

 

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PROCESS

A complete description of the planet is required with either a picture or 3D model.  This will include atmospheric gas levels, biomes, important elements, water sources, food sources, descriptions of animal life, vegetation, pollution, geo-activity, soil quality, and water quality. 

 

Other components your group needs to detail: Does your planet have a moon or moons? Is this mostly a terrestrial planet or an aquatic planet? How many hours in a day? Are there seasons? How long does it take to travel around its star? What kind of storms are there?

 

Your group must also determine what happened to the indigenous people, create shelter from the elements, and protect yourselves from your alien enemy.

 

REMEMBER - YOUR GROUP CONSISTS OF EARTH'S FOREMOST EXPERTS ON THIS PLANET.  YOU WILL BE GUIDING PEOPLE TO VISUALLY PICTURE YOUR DESCRIPTION OF THE PLANET.

 

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RESOURCES

Here are some internet resources.  Books are also available for in class use and check-out.

 

Gateway to Online Natural History Notebooks

http://www.uponreflection.co.uk/heiro/

http://www.bastrop.isd.tenet.edu/CIancient.htm

http://carlos.emory.edu/COLLECTION/

http://hubblesite.org/gallery/showcase/text.shtml

http://www.jpl.nasa.gov/flash/seasat/intro.cfm

http://www.nasa.gov/vision/earth/livingthings/glowing_algae.html

http://plants.usda.gov/

http://www.mnh.si.edu/

http://school.discovery.com/students/

http://www.worldsat.ca/image_gallery/3d.html

 

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EVALUATION

 

Each member of the team will turn in the following:

Typed or electronic report

Satellite images/maps

Pictures/drawings

Artifacts

 

***See rubric for grading****

 

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CONCLUSION

 

This project required your team to use multiple subjects including, astronomy, geology, ecology, and technology.  You now can explain how limited resources affect survival.  The way you  interact with the environment can  now reflect the need for diversity in plant and animal species,  clean water and air, and the need to maintain viable ecosystems.  There is a fragile balance in the natural world that can be affected by far away objects like moons and planets or a few individuals searching for food and water.

 

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REFLECTION

 

How well realistic do you think your planet was with animal life, plant life, ecosystems, climate, etc.?  What, if anything, would you change about your project? Did you like the way of life you created on the planet where you were stranded? Why or why not?

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EXTENSIONS

 

Compare your project results with issues we face here on Earth.  What similarities are there? Do we face the same problems you did on your planet? What ideas do you have to help solve our environmental/ecological issues? How has this project helped you to form a better understanding of the world around you?

 

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NOTES TO TEACHER

Background and theme based off the SciFi Channel program, Stargate SG-1.

 

Rubrics from Rubistar

 

Arizona Standards Associated with this WebQuest:

 

Science  

1sc-e3, 2sc-e4, 3sc-e1, 3sc-e3, 4sc-e7, 5sc-e2, 6sc-e3

 

Technology

3t-e1, 3t-e3, 5t-e1

 

Writing

w-e1, w-e4, w-e5

 

Art standards can also be implemented into this WebQuest.  The associated Arizona Standard is 1av-e1, 1av-e2

 

This project is done at the end of the year since it combines content from all six science strands.

 

Allow 4 weeks for students to complete this WebQuest.

 

additional notes

 

 

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