Gifted students in our classrooms today are the visionary writers, scientists, engineers, politicians, artists, and innovators who will make a better future possible. Using the Enrichment Triad Model and the student interest topic “Mars”, this session takes participants on a journey through the Enrichment Triad experience to demonstrate how to apply the model in a classroom setting. Technology tools and resources, debriefing activities, sample process lessons, and opportunities to plan your own activities for students are part of this strand. Join us as we prepare students to engage in joyful learning so that they may embark on humans’ next great adventure—the future! By the year 2040, NASA intends to send humans to Mars.

1. MARS

2. &
AngelaHousand.com

6. NASA

10. http://planetary-science.org/planetary-science-3/exploration-2/an-introduction-to-space-exploration/

17. Why Mars?

19. (Image: NASA) (Public Domain Image)

26. NASA

27. NASA/Chris Gunn

28. Image: NASA/David C. Bowman

29. James Webb, Cosmos

30. Humans to Mars by 2040

31. Simulation of Orbital System

33. Stance or Suggestion
for moving forward
Worrisome
Need to Know
Excited

34. 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

36. TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
(Renzulli, 1977)

37. 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)

40. TYPE I
HEIGHTEN ANTICIPATION
STIMULATE INTEREST
CREATE CONNECTION
(Renzulli, 1977)

41. Sol 2

42. www.distancetomars.com

43. ASTRONAUT
20m3 - 100m3

45. John Mathieu

46. V I S I B L E
T H I N K I N G

47. Your Next Mission

52. scaleofuniverse.com

56. MARTIAN
VR EXPERIENCE
THE

59. http://www.cbc.ca/news/technology/mars-rover-concept-1.4153758?cmp=rss

62. WOMEN
89%
2%
0%
1%
8%
IN
SPACE

65. TYPE I
CURIOSITY & CONNECTION
(Renzulli, 1977)

66. Sol 3

72. Your Next Mission

73. ASTRONAUTS

75. “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

76. 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)

77. TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

78. COGNITIVE
SKILLS

79. COMMUNICATION
SKILLS
HOW-TO-LEARN
SKILLS
AFFECTIVE
SKILLS

81. 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)

82. “THE” STANDARDS
CURRICULUM
INSTRUCTION

84. SkillsSkills
CurriculumCurriculum

86. SKILLS
SKILLS
SKILLS
SKILLS

90. ITERATE

100. 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

101. MARS TREKMARS TREK

105. Don’t
you
think
if I were
wrong,
I’d
KNOW it?

107. TYPE II
(Renzulli, 1977)

108. Sol 4

110. 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)

111. TYPE III
INDEPENDENT OR SMALL
GROUP INVESTIGATIONS
PRODUCTS AND/OR
PERFORMANCES
(Renzulli, 1977)

113. TEACHER

114. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes

115. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress

116. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes

117. Image Credit: 774 ABC Melbourne: Simon Leo Brown

118. STUDENT

119. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher

120. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher

121. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher

123. TYPE IIITYPE I TYPE II

124. TYPE IIITYPE I TYPE II

125. TYPE IIITYPE I TYPE II
RESEARCH ON SURVIVING ON
THE SURFACE OF MARS…
1. Learning Skills
•Understanding
•Determining Relevance
•Notetaking
2. Analyzing and Organizing
Information
•Identifying Sources
•Drawing Conclusions
3. Advanced Research Skills

126. TYPE IIITYPE I TYPE II

127. TYPE IIITYPE I TYPE II

128. TYPE III
Electrostatic Ion Thruster
TYPE I TYPE II

129. TYPE IIITYPE I TYPE II

130. TYPE IIITYPE I TYPE II

131. TYPE IIITYPE I TYPE II
DEVELOP A PROTOTYPE…
1. Creative Problem Solving &
Decision Making
2. Critical Thinking
3. Analyzing and Organizing
Information
4. Preparing for Independent
Work
5. Advanced Research Skills
6. Communication

133. • Interesting
• Integral to one’s
vision of the
future
• Immediately
useful
• Tied to one’s identity
Achievement Motivation

142. Interior View From the International Space Station (NASA)

143. Image: NASA/KSC

144. NASA

145. NASA/Chris Gunn

146. NASA/Bill Ingalls

148. James Webb, Cosmos

150. Thank you.

151. It’s not a matter of if,
but when, we will deal
with such a situation
[asteroid impact].
Thomas Zurbuchen,
Associate Administrator
NASA’s Science Mission Directorate

152. Terraform Mars with
Universe Sandbox 2

156. YOUR Mission…

157. http://btc.montana.edu/ceres/html/EdActivities.html

158. http://marsed.asu.edu/lesson_plans/marsbound

174. Interior View From the International Space Station (NASA

175. Humans to Mars 2030s

177. NASA

178. NASA/Chris Gunn

179. NASA/Bill Ingalls

181. James Webb, Cosmos

184. Thank you.