¿Podría haber vida en otros planetas?

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¿Podría haber vida en otros planetas?
Lesson narration:
English Spanish
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CONVERSEMOS:

¿Qué lugares en nuestro sistema solar te gustaría visitar? ¿De qué te tipo de cosas te tendrías que proteger?

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CONVERSEMOS:

¿Cómo vas a decidir cuál exoplaneta visitarías primero?

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Paso
01/15
Encuentra un compañero o compañera con quien trabajar. Decidan
quién será el Experto de las Plantas y quién será el Mago del Agua.
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Paso
02/15
Obtén estos materiales.
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Paso
03/15
Recorta el decodificador que está en la orilla de tu hoja de trabajo.
Nota que hay diferentes tonos de gris en el decodificador. Esos tonos
de gris también están detrás de tus planetas.
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Paso
04/15
Experto de las Plantas: lee la información sobre las plantas.
Mago del Agua: lee la información sobre el agua.
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Paso
05/15
Experto de las Plantas: encierra en un círculo los porcentajes de luz
que son demasiado bajos o altos. Mago del Agua: encierra en un
círculo las temperaturas son demasiado cálidas y frías.
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Paso
06/15
Experto de las plantas: Para cada sección, escribe si está demasiado
oscuro o si es el nivel correcto de luz. Mago del agua: Escribe si es
demasiado cálido, demasiado frío o si es la temperatura correcta.
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Paso
07a/15
Practiquemos cómo usar tu decodificador. Alínea el color. Ponle una
X si crees que no puedes vivir ahí o una marca de verificación si
crees que puedes vivir ahí.
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Paso
07b/15
Practiquemos cómo usar tu decodificador. Alínea el color. Ponle una
X si crees que no puedes vivir ahí o una marca de verificación si
crees que puedes vivir ahí.
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Paso
08/15
Usa tu decodificador para decidir si puedes vivir en el resto de los
planetas. Dibuja una X sobre cada planeta si no puedes vivir ahí y
una marca de verificación si decides que sí se puede vivir ahí.
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Paso
09/15
Obtén estos materiales. Corta la Guía Estelar a la mitad.
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Paso
10/15
Platica con tu compañero o compañera sobre cada planeta. Si
deciden que no pueden vivir ahí ya sea por el nivel de luz o la
temperatura, encuéntralo en tu Plan de la Misión y ponle una X.
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Paso
11a/15
Platiquen sobre sus respuestas a las preguntas número uno y
dos. Escriban sus respuestas en su Guía Estelar.
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Paso
11b/15
Esto fue lo que notamos. Los planetas en dónde podríamos vivir
están cerca de las estrellas pequeñas y lejos de las estrellas
más grandes.
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Paso
12/15
Obtén esta hoja de trabajo y córtala a lo largo de la línea punteada.
Experto de plantas: lee la información del Especialista en Rotaciones.
Mago del agua: lee la información del Maestro de la gravedad.
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Paso
13/15
Platica sobre la nueva información que acabas de aprender con tu
compañero o compañera . En tu Plan de misión, pon una X en los
planetas que no quieres visitar.
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Paso
14/15
Conversemos. Escoge un planeta para tu misión. Encierren el planeta
que eligieron en un círculo en su Plan de la Misión.
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Paso
15/15
Platica sobre tu respuesta a la pregunta número tres, luego escribe
tu respuesta en tu hoja de trabajo. Asegúrate de ver el último video.
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Slide Image
Slide Image

planeta


1 de 11

un objeto grande y redondo que orbita una estrella en el espacio exterior

sistema solar


2 de 11

el conjunto de todos los objetos que orbitan una estrella
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Slide Image

exoplaneta


3 de 11

un planeta que orbita una estrella fuera de nuestro sistema solar
Slide Image

atmósfera


4 de 11

el aire que rodea todo un planeta

dióxido de carbono


5 de 11

un tipo de gas que las plantas ingieren y que los animales liberan al respirar
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Slide Image

habitable


6 de 11

un lugar con las condiciones adecuadas para la supervivencia de un ser vivo
Slide Image

zona Ricitos de Oro


7 de 11

el área cerca de una estrella en la que no hace ni demasiado frío ni demasiado calor, lo que hace posible que pueda haber agua líquida
Slide Image

astrónomo


8 de 11

un científico o una científica que estudia el espacio exterior
Slide Image

telescopio


9 de 11

una herramienta usada para ver objetos distantes más de cerca, por lo regular se usa para observar objetos en el espacio exterior
Slide Image

luminoso


10 de 11

cuando hay mucha luz, lo contrario de tenue
Slide Image

tenue


11 de 11

cuando no hay mucha luz, lo contrario de luminoso

Featured Reviews

“I had no idea there were actually other solar systems similar to ours. It amazes me how scientists are discovering all of this--our modern day Galileos!!”
· Marilyn · Teacher
“The best part was discussing what might happen to us if we were to go to the wrong planet! Ouch!”
· Rudolph · Teacher
“I loved seeing the kids debate together”
· Genevieve · Teacher
“We LOVED it! We also had the students design an advertisement for a new planet that had to include all the features that made their planet the best - not too close to their sun and not too far, not too far from earth, not too big, etc. Then we voted on where we'd want to move. It was so much fun!”
· Julie · Teacher
“kids working together to determine whether they can live on a planet.”
· Vicki · Teacher
“Loved the activity, especially that there wasn't too much prep except for worksheets required and the kids LOVED the topic of thinking about aliens. ”
· Karlie · Teacher
“The videos were informational and engaging. I appreciate having a clear, easy to read answer key. ”
· Luisa · Teacher
“How students are able to learn about different galaxies and the many different possibilities of life elsewhere.”
· Nina · Teacher
“My students loved this! Super fun, so creative, and hands on! Thank you! ”
· Katie · Teacher
“We spent about 3 days on this activity, because they students enjoyed this lesson so much. They really started to think about how they could survive on another planet and about temperature and plants growing. Great mystery! ”
· Aleathea · Teacher
“pictures, learning about the Goldilocks Zone, Doug's explanations, we learned about a new Solar System.”
· Karin · Teacher
“I just liked the whole process of the kids trying to investigate to figure out which would be the best habitable planet for them.”
· Karen · Teacher
“My students opened their minds and really evaluated their ideas. ”
· Melissa · Teacher
“We loved looking for the Goldilocks Zone in the fictional solar systems, but especially learning about REAL possibilities!”
· Lea · Teacher
“They loved it. Eliminating the planets that are not habitable was so good,”
· Carina · Homeschooler
“It was better than our field trip to the local Challenger Space Learning Space Center. ”
· Vincent · Teacher
“The hands on activities and group work was the best part.”
· Rachel · Teacher
“Teams must work together to decide which planets are habitable.”
· Wendy · Teacher
“Kids found it liberating to be doing some of the thinking on their own.”
· Jeff · Teacher
“I really enjoyed the reading piece to add information to their reflection. ”
· Elisa · Teacher
“The flexibility of working with a groups, pairs, or individual is great. The review of what requirements should a planet have is a great self check for the student to be able to reflect on their planet selection.”
· Hilda · Teacher
“The students were very much engaged and loved discovering what makes a good planet to live on. ”
· Gordon · Teacher
“How engaged the students were! Thank you!”
· Christa · Teacher
“Students loved it. It made them think.”
· Traci · Teacher
“Students were very engaged, and the instructions were easy to follow. Loved it!”
· Elizabeth · Teacher
“Love the higher level thinking skills.”
· Natalie · Teacher
“The students did well to find potentially habitable planets, but their interest was truly sparked by the extension activities. They loved Nasa's website that allowed them to study planets outside our solar system. ”
· Griffin · Teacher
“The students got a true understanding of the conditions for a habitable planet. They also got an understanding of how exoplanets are detected. ”
· Emily · Admin
“The last video really brought it all together!”
· Claire · Teacher
“We enjoyed learning that new planets are being discovered. The activity was fun - putting our skills to the test in finding out which planet would possibly sustain life. ”
· Christine · Homeschooler
“it was all very good. It was cool to see how each planet's amount of sunlight changed everything!”
· Lavone · Homeschooler
“Loved the videos and activity.”
· Lauren · Teacher
“Very engaging lesson! The kids had some great debates and learned to support their thinking with evidence to help convince their partners.”
· Jessica · Teacher
Lesson narration:
English Spanish

Activity Prep

Print Prep
In this lesson, students discover that the Earth is in the “Goldilocks Zone” — a distance from the Sun with the right amount of light and heat for life to exist. In the activity, Star Explorer, students plan a space mission to another planet outside our Solar System based on the amount of heat and light that reaches the planet’s surface. Once students plan their space mission, they will reflect on what our Sun would look like from this far-away planet.
Preview activity

I have a Mystery Pack

Gravity Guru & Spinning Specialist worksheet 1 per pair
Mission Plan worksheet 1 per pair
Plant Pro worksheet 1 per pair
Plant Pro, Water Wizard, and Mission Plan Answer Keys teacher-only resource 1 per class
Starlight Guide worksheet 1 per pair
Starlight Guide Answer Key teacher-only resource 1 per class
Water Wizard worksheet 1 per pair
Scissors
1 pair per student
Prep Instructions

We suggest students work in pairs. Homeschool students can work on their own, but this activity works best if each student can engage in debate and discussion with at least one other person.

Check Shading on the Worksheets

The Mission Plan worksheets include greyscale shading that indicates the amount of heat and light that emit from each star of the three solar systems. The correct shading is essential for the activity, so we suggest printing out copies of these worksheets beforehand to ensure that everything prints correctly.

Teacher Tips

The solar systems and stars (Malina, Thea, and Helios) used in the activity are fictional, but they were inspired by real scientific discoveries. If you and your students would like to learn more about real stars and exoplanets that astronomers are investigating, there are several resources in our Extensions section for you to explore.

Exploration

16 mins

Hands-On Activity

35 mins

Wrap-Up

4 mins

Extend this lesson

Vocabulary

Vocabulary

Student slideshow: English | Spanish

Teacher printout: English & Spanish

Unit Reading

Unit Reading

A Simple Invention that Changed the World

In this reading, students learn about the invention of the telescope.

Activity

Activity

  • NASA’s “Eyes on Exoplanets” will digitally fly you to any star or planet outside our solar system. You can visit over 1,000 planets that scientists have discovered to orbit distant stars. Find out how long it would take you to get to each place if you were to travel by car, jet plane, bullet train, or starship. Turn on the “habitable zone” display to show the region around each star that could potentially support life. Requires a one-time download of the app onto a desktop computer.

  • With NASA’s Exoplanet Travel Bureau, you can imagine what it’s like to stand on the surface of far-away planets. Visit their website, and with the click of a button, you can pretend you’re standing on the surface of planets outside our solar system. On TRAPPIST-1d you can see look up at the sky and see six other planets. You can also see what happens when you stand on a planet that has two stars (instead of one) in the solar system.

Mini-lessons

Mini-lessons

You can elaborate student learning and engagement with Mystery Science mini-lessons.

If you are in an NGSS state, these mini-lessons support the DCI ESS1.A: The Universe and its Stars

Transcripts

Download this Lesson to your device so you can play it offline:
Credits
 
Solarsystem Lesson 3: Could there be life on other planets?

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