NGSS Lesson Planning Template

Lesson # __4__ in a series of

_7___ lessons
Brief Lesson Description: Landing on Mars is very complicated and students will be brainstorming a design to
build a system that absorbs the shock of landing on the surface. The purpose of this system is to protect the two
astronauts when they land.
Performance Expectation(s):
MS-ETS1-2 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and prudential
impacts on people and the natural environment that may limit possible solutions.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based o how well each is
likely to meet the criteria and constraints of the problem.
Grade/ Grade Band: 3-5th grade

Topic: Touchdown

Specific Learning Outcomes: To engage in this engineering challenge, which will have students
studying which design will land most safely. The testing is iterative. The students will articulate the
aspects of the design allowed the lander to land softly here on Earth and how this might differ on
Mars.
Lesson Level Narrative
Landing on the surface of Mars is a daunting task. The mission crew has been in space for 300 days and are now
close enough to attempt a landing. The new problem that you engineers need to solve is how to enter, descend
and land on the surface of the planet. Your task is to use engineering design process to design and build a shockabsorbing system out of paper, straws, and mini-marshmallows; then, attach your shock absorber to a space
capsule; and then improve the initial design based on test results.
Science & Engineering
Science & Engineering
Science & Engineering
Practices:
Practices:
Practices:
Asking questions and defining
Asking questions and defining
Asking questions and defining
problems
problems
problems
Define simple
Define simple
Define simple
problem that can be solved
problem that can be solved
problem that can be solved
through the development of
through the development of
through the development of
a new or improved object or
a new or improved object or
a new or improved object or
tool.
tool.
tool.
Developing and Using Models to
understand what it takes to land on
the surface of the moon.

Developing and Using Models to

understand what it takes to land on
the surface of the moon.

Developing and Using Models to

understand what it takes to land on
the surface of the moon.

Using scientific and mathematical

reasoning

Using scientific and mathematical

reasoning

Using scientific and mathematical

reasoning

Analyzing data from system trials to

determine which design is best for
landing on the surface of Mars

Analyzing data from system trials

to determine which design is best
for landing on the surface of Mars

Analyzing data from system trials to

determine which design is best for
landing on the surface of Mars

Constructing Explanations and

Constructing Explanations and
Constructing Explanations and
designing solutions
designing solutions
designing solutions
Constructing
Constructing
Constructing
explanations and designing
explanations and designing
explanations and designing
solutions in 3-5 builds on Ksolutions in 3-5 builds on Ksolutions in 3-5 builds on K2 experiences and
2 experiences and
2 experiences and
progresses to the use of
progresses to the use of
progresses to the use of
evidence in constructing
evidence in constructing
evidence in constructing
explanations that specify
explanations that specify
explanations that specify
variables that describe and
variables that describe and
variables that describe and
predict phenomena and in
predict phenomena and in
predict phenomena and in
designing multiple solutions
designing multiple solutions
designing multiple solutions
to design problems.
to design problems.
to design problems.
Possible Preconceptions/Misconceptions:
Elementary-school students typically do not understand gravity as a force. They see the phenomenon of a falling
body as natural with no need for further explanation or they ascribe to it an internal effort of the object that is
falling (Obgborn, J. (1985). Understanding students understanding: An example from dynamics. European
Journal of Science Education, 7, 141-150.) If students do not view weight as a force, they usually think it is the
air that exerts this force. Misconceptions about the causes of gravity persist after traditional high-school physics
instruction. Misconceptions about the causes of gravity can be overcome by specially designed instruction.

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:

ESTABLISH EXPECTATIONS:
I.
II.

No eating astronauts
Be kind, be respectful, be responsible

Use technology to show pictures of different landing sites on Mars, moon, & Venus.
Branch into asking How do we land on mars? We have to think about the gravity,
force and speed of how we land. Have everyone stand up and jump - the same thing
that makes you land on the ground is the same thing that makes you land on Mars
gravity. Explain gravity; explain force. Drop two objects and ask. Which one will hit
the ground first? Now talk about speed; define speed. Talk about friction (have kids
run hands together -- that's friction. Gravity is causing the force and speed which
increases friction. So now that we know what we need, we're going to build our own
landing system to help our aircraft land safely.
Show videos of NASA landing on Mars.
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
What do you need to make your own landing system? So now your mission is to create a landing device to get
your two astronauts to land safely.
Older kids will be in five groups of three students each and younger kids will be in nine groups of two kids each.
Give them ideas of how to make a parachute, index cards for suspension, how to put stuff under the landing
system to give them ideas.
Tell kids : you cannot cover the craft, only use things inside the bag, etc.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary: gravity, force, friction
Ask questions about what happened during the experiment. How did testing help you to decide what changes to
make? What worked and what didn't? Start low and go higher, what breaks when you raise lander higher? What
did you learn from watching other groups landers?
Have kids turn to neighbor and tell their friend about what force, gravity, etc it -- this is what I learned about
_____
ELABORATE: Applications and Extensions:
Time for them to ask questions and we answer. Talk about compression. Pick up a few of the students crafts and
explain with vocabulary what is going g on with the craft; this is suspension, this is compression.
EVALUATE:
Each group comes up and drops their lander.
Talk about one thing that they need to land on Mars. What did you learn? Now that we've landed on Mars, next
week we're going to learn about the planet itself.
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect:

Little kids attention only for 20 min, ideas for a break:
-go outside and run a lap
-deep breath countdown
-get up and wiggle
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