Book Study: The Martians in Your Classroom

Chapter 1: Teaching Martians

1. Who are the Martians in your classroom?
2. How does today's youth resemble past generations? How are they different?
3. The Martian Classroom is located here on planet Earth (at least for now!) and is the learning space you cultivate each day as an educator. What does that learning space look like?
4. How can space exploration be connected to your content area?
5. Chapter one mentions legacy systems that no longer serves the youth of today. What are examples of legacy thinking in education?

Chapter 2: Teaching Martians

1. Why does space exploration matter?
2. How does the Space program impact the way that we should approach education?
3. For upcoming generations, the ability to access and obtain new information will be more beneficial than just knowing. To an extent, rote memorization of facts and figures will be obsolete. How much of education should be revamped to take into account the ease of accessing information in real time?
4. The last line of this chapter states, "It starts with the leadership in education, to prepare Gen Mars for what lies ahead, and to give them the space to create our future." What does this look like from your context?

Chapter 3: Forty-Five Years Later

1. Eleven years passed between the Wright Brother's first flight and the first commercial plane trip. Twelve years passed between the first rocket and the moon landing. As of December 2017, forty-five years have passed since the last human stepped foot on the moon. How might our world be different if we had not abandoned human Space exploration?

Chapter 4: Saving Humanity

1. One of the goals of Space exploration is to ensure the survival of humanity, in the event that a threat of human extinction were to occur. The book lists potential doomsday scenarios. Knowing that each of these threats are actual risks, how important should Space exploration be, and what impact should this have on education?
2. The United States depends on its technological leadership for security and a healthy economy. How do we ensure that our education system is supporting this leadership?
3. When looking back on our history, the bravery of our forefathers paved the way forward. This required taking risks that eventually led to the rewards. What risks do we need to take in education in order to move forward?
4. The title of this chapter is, "Saving Humanity." What does it mean to be human? As our world becomes more digitized and automated, it's more important than ever to humanize education. What does this mean? What does it look like in our learning spaces?

Chapter 5: STEM: Why the Decline, Why it Matters

1. Ten of the top fourteen fastest growing industries require STEM training. Does education reflect this need?
2. The topic of graduation requirements spurs debate, however, our economy depends on STEM and Career and Technical Education. How do we ensure that graduation requirements reflect the needs of industry?
3. The state of education is a reflection of budget priorities. How do we solve the shortage of STEM teachers and thus, students going into STEM?

Chapter 6: Innovation and Inquiry in the Martian Classroom

1. What is an example of a big, un-Googleable question for your content area?
2. Chapter 6 begins with a big vision of blurring the lines of content areas. How do we do a better job at de-compartmentalizing content areas?
3. What does Mastery Learning look like in your content area?
4. What does Frustrating Learning look like in your content area?
5. When do you "save" a student so that they do not move from growth to giving up?

Chapter 7: Hubble Huggers Save the Hubble!

1. Rather than risking the lives of astronauts, decision makers decided to shut down the Hubble Telescope. If you were in charge of determining the fate of the Hubble, what would you have done?
2. The first paragraph of chapter seven mentions using the observations of the Hubble to measure the rate of expansion of the universe. Why does this matter?
3. When we believe in something, we have to go after it, even if it means risking failure. What do you believe in that you need to pursue regardless of any guarantees of successful outcome?

Chapter 9: Globalized Learning Spaces

1. A globalized workforce is becoming the norm as industries are no longer limited to the local talent in a city or community. What can you do to prepare students for globalization?

6. Invite a virtual guest speaker to your class using Skype, Google Meet, or another video collaboration tool.

Chapter 11: Rush Hour in Low Earth Orbit

1. Most take the impact of satellites on everyday life for granted. What would happen if all satellites stopped working for a day? A week?
2. Watch the video, How To Yell Across The Solar System and explore the content found on this link. What are some ways in which you can connect Low Earth Orbit to your content area?
3. Introduce students to a very large satellite, the International Space Station. For grades K-5, explore the free activity book. Check out STEM on Station for activities for all grade levels that can be connected to most content areas.

Chapter 12: Aeronautics and the Elusive Flying Car

1. The future is here, but where are the flying cars? UBER plans to pilot (literally), "flying cars" in 2023 in the form of VTOL's- Vertical Take-Off and Landing. What obstacles will they face in getting this off the ground? What advantages are there to taking everyday commutes to the sky instead of our current road transportation systems?

Chapter 13: Off World Mining

1. Mining asteroids is believed to be a solution to cutting our carbon footprint while still obtaining the precious resources needed for everyday life. Some predict that off-world mining will be a reality in as little as a decade. What are some advantages? Risks?
2. Mining asteroids was first mentioned in Edison's Conquest of Mars in 1898 and past forecasts boasted 2010 as the year in which this would be a reality. Are current predictions realistic? Why or why not?

Chapter 14: You Don't Have to Be an Astronaut to Explore Space!

1. Space isn't just for astronauts, it's for everyone. What careers do not require take off but are connected to space exploration?
2. "But while space is memorable, there's a lot of action back on Earth. "For every astronaut in space, there's 1,000 people on the ground doing the real work," says Donald Pettit, NASA Astronaut. What is the "real work" behind space exploration?

Chapter 15: Inspired By Space

1. What's out there? https://www.youtube.com/watch?v=V6q68JTGjh4

2. Question 1 was a test to make sure you made it this far! Congrats!!! Let's move on.

3. Most space enthusiasts wish to inspire younger generations to go into Space. What are the benefits of passing the torch to the next generation?

4. Chapter 15 discusses the resemblance between virtual space and outer space. What additional entanglements are there between these spaces?

5. Are Steve Jobs, Bill Gates, and Mark Zuckerberg role models? Why or why not?

6. What careers will still require four year degrees in the decades to come? Are micro-credentials and certificate programs acceptable pathways to success? Explain.

Chapter 16: Space Entrepreneurship

1. The biggest regrets in life are usually not about what we did, but what we didn't do. How do we foster a mindset of exploration and calculated risk taking in a system designed to "play it safe"?
2. Elon Musk is a household name, partially do to the failures that he has had to overcome. Falcon's first three launches failed, meanwhile SpaceX was spending $4 million a month on unproven technology. What lessons can be gleaned from Musk's failures?

Chapter 17: Red Alert! The Race to Space in Education

1. What will it take to propel us to move forward with the awesome task of saving humanity? Sputnik was about leadership and then led to the dramatic impact on education reform, because ultimately, the education of our youth equates the leadership of our country and our standing in the world. How do we ensure that it's not another Sputnik or catastrophe that catapult's us into action?
2. What are the "red alerts" that need to be addressed now? In the near future?

What's Next?

Create a project related to the book study that addresses the following:

• What is a complex problem in an industry connected to your content area that students could wrestle with?
• What resources would they need?
• What connections, including global contacts, will be assets? Who is responsible fro making the initial contact?
• How will students share the outcome/product/conclusions of their work?
• How will you evaluate their work?

Missions for the Martian Classroom

1. Explore the suggested Missions for the Martian Classroom. Choose one that you will commit to implementing in your classroom.
2. Students have seen objectives on the board day after day, class after class, year after year, and tune out. Post real world connections or destinations explaining how they are going to use what they learn instead of objectives for just one day. See if students notice or comment on the change.
3. For some lessons, posting objectives, destinations, or real world connections is giving too much away, kind of like giving away the punchline of a joke or a spoiler for a movie. For these lessons, ask students to share what they thought the objectives were as a closure activity.
4. What mission would you add to the list?
5. What mission would you take off of the list?
6. Use the interactive "Show What You Know" Learning Menu below to give agency to your students. Instead of showing students how to use the tool, have students learn how to use the tool and then teach the class how to use it as part of the activity.
7. Create an editable copy of the "Show What You Know" Learning Menu: https://docs.google.com/document/d/1ooiN7aO5TD5zzCs-sLNnAwjf49XD9sPBGuE9fvHnruU/copy and change out some of the tools with others that are appropriate for your context.
8. Explore the Bookshelves of the Martian Classrooms. What book would you add?
9. Explore the recommended apps and sites. What apps or online resources would you add to the list?