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Standard 1: This assignments asks students to consider their backgrounds when compared with the lives of children in other parts of the world.
Standard 2: This is a cross-curricular unit that draws on social studies, economics, science, and mathematics, and also provides conditions for social-emotional development.
Teaching kids gratitude and empathy is hard. Ditto for really driving home the concept of wants and needs. So while trying to come up with a lesson plan using TinkerCAD, I started thinking about how I could get my kids to really think about what it is that they need and what it is like to live in different circumstances. In order to do this, I naturally choose to colonize Mars.
This would be a good unit for students ranging from 3rd to 5th graders. It is an integrated unit that touches on math, science, social studies, and economics.
For those who are new to TinkerCAD there is an introduction above.
We start with a simple question: If we were going to start a new civilization on Mars, what would we need? After some discussion of this and related questions, we watch this video to see that living on Mars may be a reality before the students turn 30 years old.
From here students brainstorm twenty things they can’t live without.
The next day, with a partner they watch three videos like this one from Kids in Other Countries.
The partners come up with a list of no more than ten things they cannot live without. These are labeled needs; anything else is labeled a want. We spend time reflecting on the needs and how they are obtained in different communities and environments. For example: how did James get food in the video? How do you get food in your house? How could we get food on Mars?
Once the students have a clear idea what they will need and how they are going to get it on Mars, they start designing their communities in TinkerCAD and write up the Key to the Community: a document that outlines the needs they have identified and how the people in the human community on Mars will obtain it.
Throughout the process, the students are taught to use TinkerCAD using the learn, explore, create, and share model, you can see how here.
The lesson draws on the three of the five core competencies discussed in Hobbs (2011).
- Access. Students will actually have to look up answers to questions like where does our power come from and where do we get our water?
- Create. Students will be writing a document that outlines the things they cannot live without and building a model of a community that provides them.
- Act. They will have to work individually and collaboratively to identify what our real needs are and design a community that can sustain people.
In reaching out for feedback, a 3rd-grade teacher I work with pointed out that the lesson could be woven into the discussion of the natural resources and early settlement of Michigan. This lesson could also fit well within the Montessori Culture curriculum (provided the school has progressive attitudes towards technology).
The full lesson plan is here. Below are some images from the human community on Mars that my son built. He identified shelter, separate bathrooms (hence the shape of the pods), building materials, food, water, transportation and a social area (the meeting henge) as necessary for a community to live.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand, Oaks, CA: Corwin/Sage.
Kids in Other Countries. (2017, June) James in the Phillippeans Preview Retieved from https://vimeo.com/220877896
UCode Videos (2013, September 20). TinkerCad- What is TinkerDad. Retrieved from https://www.youtube.com/watch?v=ZMe22tYVisI
Thought Cafe. (2016, February 12). Could We Live on Mars. Retrieved from https://www.youtube.com/watch?v=KQqHDEYpIvI