In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
28. Amersfoort, 16th February 2015
From the initial 202,586 applicants, only 100
hopefuls have been selected to proceed to the
next round of the Mars One Astronaut Selection
Process. These candidates are one step closer to
becoming the first humans on Mars.
30. What excites you about the idea
of going to Mars?
What do you find worrisome
about the idea of going to Mars?
What else do you need to know
about going to Mars?
What is your current stance on
the prospect of going to Mars?S
N
W
E
31. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
83. Like Luke
Skywalker's planet
"Tatooine" in Star
Wars, Kepler-16b
orbits a pair of stars.
Prospects for life on
this unusual world
aren't good, as it
has a temperature
similar to that of dry
ice.
Courtesy NASA/JPL-Caltech.
84. Twice as big in volume as
the Earth, HD 40307g
straddles the line between
"Super-Earth" and "mini-
Neptune" and scientists
aren't sure if it has a rocky
surface or one that's buried
beneath thick layers of gas
and ice. One thing is certain
though: at eight time the
Earth's mass, its
gravitational pull is much,
much stronger.
Courtesy NASA/JPL-Caltech.
90. TYPE I
DEVELOP A TYPE I:
OBSERVE
THINK
GO DEEPER
DO
(Renzulli, 1977)
91. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
121. High achieving students
demonstrated greater
autonomy and
competence than low
achieving students in
computer-based learning
tasks.
(Otta & Tavella, 2010)
122. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
138. 1. Build the Tallest Freestanding Structure
2. The Entire Marshmallow Must be on Top
3. Use as Much or as Little of the Kit
4. You may break up the Spaghetti, String or Tape
5. The Challenge Lasts 18 minutes:
• Those touching or supporting the structure
at the end of the exercise will be disqualified.
139. What did we learn?
• Collaboration
• Process
• Problem Solving
175. “Anyone who sits on
top of the largest
hydrogen-oxygen fueled
system in the world,
knowing they’re going to
light the bottom, and
doesn’t get a little
worried, does not fully
understand the
situation.”
JohnYoung
186. S
TO
W
Helpful
to achieving the
objective
Harmful
to achieving the
objective
Internal Origin
Attributes of the
Individual
Strengths Weaknesses
External Origin
Attributes of the
Environment
Opportunities Threats
SWOT
Analysis
195. 1. Design a Spacesuit
2. Research Space Law
3. Analyze Soil Samples
4. Build an RC Vehicle
5. Program a Microcontroller
6. Use an Orbital Mechanics Simulator
7. Share Your Opinions on Extra-Terrestrial Life
diy.org
206. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
207. TYPE III
INDEPENDENT OR SMALL
GROUP INVESTIGATIONS
PRODUCTS AND/OR
PERFORMANCES
(Renzulli, 1977)
208.
209.
210.
211. TYPE II 1/2
INDEPENDENT OR SMALL
GROUP INVESTIGATIONS
PRODUCTS AND/OR
PERFORMANCES
(Renzulli, 1977)