Teacher Feature: Wrap-up Activity

Lesson Title:
Crater Formation, Modification & Removal: Where have all the craters gone?

Student Objectives:
Using previous lessons, the student will apply the information to predict the surfaces of various unknown bodies

Lesson Format:
lecture

Introduction:
Review information from previous crater formation, modification and removal activities. Have students summarize point of knowledge.

Class Activity:
"Lunar Line Up" (predict surface)

Type:
Worksheet

Materials Needed:
Lunar Line-up Worksheet

Procedures:
Hand out worksheet and go over directions with class

Discussion Points:
Have students justify their predictions

Sample answers:

Moon 1: presence of atmosphere may limit number of small craters, probably has moderate number of craters (not saturated because of geologic activity, volcanoes and wind erosion), some craters may be filled in by lava as well as sand/dust carried by wind; crater edges may be weathered by wind; ice can be interpreted as part of the composition of the surface - lower strength means shallower craters, or may indicate seasonal surface water (erosion)

Moon 2: thick atmosphere probably limited number of craters, especially small ones (not saturated due to atmosphere); craters should be fairly pristine due to lack of geologic activity and weathering agent (no wind, water or ice)

Moon 3: moderate atmosphere probably limited number of small craters (not saturated due to atmosphere and agents of change present); extensive geologic activity in form of volcanoes and erosion (wind and lots of water) fills and erodes and maybe erases craters Bonus Question: some ideas may include - proximity to asteroid belt (lots of impactors), life-form modification, mass of moon (extremes of gravity, landslides)

Evaluations:
Collect and check or use as discussion activity

Other Activities, Misc. Information, etc.:
- students may be allowed to use the chars constructed earlier
- students may work in groups, then present at the end of the period in a "science symposium"
- pictures may be drawn to illustrate conclusions
-have students defend others answers based on knowledge from previous lessons




This module was written by Cynthia Phillips, Dept. of Planetary Sciences, University of Arizona, Tucson AZ, and funded in part by the NASA Spacegrant program.


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