Artifact List What's New   Gallery References Books nmsu
Archeological Site Contact Us Educational Activites Preservation
       

PROCEDURES:

 

1.      Divide the class into small groups that will each research and orally report on one of the six Apollo landing sites on the moon.  The goal is for the class as a whole to gain an appreciation for the variations and similarities among the different Apollo missions and an understanding of scientists’ and social scientists’ study of moon exploration.

 

2.  Assign one of the following six Apollo archaeological sites to each of your groups:  

Ø      Apollo 11 

Ø      Apollo 12 

Ø      Apollo 14  

Ø      Apollo 15  

Ø      Apollo 16  

Ø      Apollo 17 

3.      As a class, come up with a series of questions about the Apollo missions that an archaeologist working in the future might wish to know. Such questions might include the following:

 

Ø      Who were the Astronauts, and when did they go to the moon?

Ø      What kinds of spacecraft did these Astronauts explore in?

Ø      What did these Astronauts leave behind on the moon?

Ø      What type of experiments did these Astronauts complete on the moon?

Ø      What part of the moon did they explore?

 

4.      Direct the groups to collect or create visual aids to use as part of their reports on Apollo 

      landing sites. These might include photos showing the landing sites. 

5.      Make sure that each student in each group has a chance to both carry out part of the research about the site and to present some of the findings to the class.

 

EVALUATION:

 

You can evaluate students’ group work using the following three-point rubric:
Three points: substantial factual information including visuals; answers to or comments about all questions; well-paced and clearly articulated oral presentations

Two points: substantial factual information including visuals; answers to or comments about most questions; oral presentations too slow or fast and not clearly enough articulated

One point: not enough factual information or visuals; incomplete answers to or comments about questions; poorly paced and unclearly articulated oral presentations

You can ask your students to contribute to the assessment rubric by determining the number of facts the oral reports should contain.

 

 

EXTENSION: 

How will Mars be explored?
Divide the class into two groups, and have each assume the role of NASA Astronauts who are part of the historic first landing on the surface of Mars.  They must decide how they would record the site before they leave the planet. Teach presentation skills as part of this activity, and ask each side to consider the following in preparing the presentation:

 

Ø      Should they record the Mars landing site using photographs, and video cameras?  What other ways could they document the site?
 

Ø      What type of ceremonial artifacts will they live behind, such as a US flag, and/or a plaque?
 

Ø      Just before leaving the Mars landing site should they document what they left behind and where the objects are located such as a Mars buggy, tools, and scientific experiments.
 

Ø      Can the first footsteps on Mars be preserved?  If so, how?
 

Students should also take into account the following factors:

 

Ø      How much time should be allowed to document the site, and would this time frame take away from completing other scientific experiments.
 

Ø      How careful should the astronauts be regarding what they leave on Mars?  Will any of the objects effect or damage the environment on Mars?