Exploring Geology on Mars: Chapter 3, Lesson 3.2

The video tutorial guides students through using an evidence gradient to analyze new data from Mars, specifically a rock image from the Curiosity rover. It compares classroom activities to real scientific processes, emphasizing the importance of collaboration and time in building scientific arguments. Students are instructed on organizing and sorting evidence into claims about geologic processes on Mars, using a two-column evidence gradient. The lesson concludes with a reflection on the activity and a preview of future lessons on constructing scientific arguments.

What new evidence did the Curiosity rover provide that is crucial for building the argument about the geologic process on Mars?

• A video of a dust storm on Mars

• Temperature data from Mars

• A sample of Martian soil

• A photograph of a rock near the channel

How does the time taken to build an argument in the classroom compare to that of real-world scientists?

• Classroom arguments are more detailed

• Classroom arguments take longer

• Real-world scientists take much longer

• Both take the same amount of time

Why do scientists discuss and debate evidence for a long time?

• To avoid making decisions

• To build the best explanation

• To delay publishing their findings

• To confuse other scientists

Tags

NGSS.MS-LS2-4

What is the purpose of the evidence gradient tool?

• To display evidence in a timeline

• To rank evidence by its age

• To organize evidence by its convincingness

• To categorize evidence by its source

What should you do if your thinking changes with new evidence?

• Stick to your original idea

• Discard all previous evidence

• Ignore the new evidence

• Update your evidence gradient

Tags

NGSS.MS-ETS1-2

NGSS.MS-ETS1-4

NGSS.MS-LS1-5

How are the two columns in the new evidence gradient organized?

• By the date the evidence was found

• By the type of evidence

• By the claim the evidence supports

• By the location of the evidence

What should you do first when using the new evidence gradient?

• Sort the evidence by claim

• Write a summary of each piece of evidence

• Rank the evidence by convincingness

• Discuss the evidence with a partner

Tags

NGSS.MS-LS2-4

NGSS.MS-PS2-4

What should you do if a piece of evidence supports both claims?

• Ignore it

• Place it in the middle

• Choose one claim randomly

• Place it in both columns

Why is it important to record the placement of evidence on the gradient?

• To create a visual presentation

• To submit it for grading

• To share it with other students

• To remember how the evidence was evaluated

What will students learn in the next couple of lessons?

• How to write scientific reports

• How to use new scientific tools

• How to construct scientific arguments

• How to collect new evidence

Tags

NGSS.MS-LS1-5

NGSS.MS-LS2-4

NGSS.MS-PS3-5