Students have brainstormed reasons for terraforming Mars, familiarized themselves with the terminology, compared and contrasted the ecological and environmental; conditions of Earth and Mars, proposed technology needed to complete terraforming, determined the necessary microorganisms and plants for terraforming, written a power point presentation showing their terraform proposal. Now students need to discuss the ethics involved in such AN UNDERTAKING. IF WE CAN DO IT, SHOULD WE DO IT? Students will formulate opinions for and against terraforming, and argue these positions in a classroom debate.
Technology influences society through its products and processes. Technology
influences the quality of life and the ways people act and interact. Technological
changes are often accompanied by social, political, and economic changes that can
be beneficial or detrimental to individuals and to society. Social needs, attitudes, and
values influence the direction of technological development.
Students should have completed lesson 1-6 to have enough background knowledge to participate in the debate.
Students should be able to formulate arguements for and against terraforming.
It is important to establish clear guidlines for the debate. Have students make arguements for both sides regardless if that is their postion. Randomly determine which postion students will be answering.
Each student should have an internet site to reference when providing their information in the debate.
If life isn't on Mars should we put some there
In support of terraforming
Assessment will begin with the notecards written for each arguement
Observation of students performance during debate with a pre-established criteria students have already received.
Students will make a notebook card for topic to be argued. One side of the card should be for terraforming and one side of the card should be against terraforming.
Each side will determine who will argue which topic.