NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Touchdown Lesson # __3__ in a series of _6___ 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.

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 shock-absorbing 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 Practices: Science & Engineering Practices: Science & Engineering Practices:
Asking questions and defining problems Asking questions and defining problems Asking questions and defining problems
Define simple problem that can be Define simple problem that can be Define simple problem that can be
solved through the development solved through the development solved through the development
of a new or improved object or of a new or improved object or of a new or improved object or
tool. tool. tool.

Developing and Using Models to understand Developing and Using Models to understand Developing and Using Models to understand
what it takes to land on the surface of the what it takes to land on the surface of the what it takes to land on the surface of the
moon. moon. moon.

Using scientific and mathematical reasoning Using scientific and mathematical reasoning Using scientific and mathematical reasoning

Analyzing data from system trials to Analyzing data from system trials to Analyzing data from system trials to
determine which design is best for landing determine which design is best for landing determine which design is best for landing
on the surface of Mars on the surface of Mars on the surface of Mars

Constructing Explanations and designing Constructing Explanations and designing Constructing Explanations and designing
solutions solutions solutions
Constructing explanations and Constructing explanations and Constructing explanations and
designing solutions in 3-5 builds designing solutions in 3-5 builds designing solutions in 3-5 builds
on K-2 experiences and progresses on K-2 experiences and progresses on K-2 experiences and progresses
to the use of evidence in to the use of evidence in to the use of evidence in
constructing explanations that constructing explanations that constructing explanations that
specify variables that describe and specify variables that describe and specify variables that describe and
predict phenomena and in predict phenomena and in predict phenomena and in
designing multiple solutions to designing multiple solutions to designing multiple solutions to
design problems. design problems. 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 Knowledge/Stimulate Student Interest/Slight Overview of Topic (AMY)
Powerpoint - todays objective for our mission to mars. Commented [1]: Santiago, I sent you an email a little
gravity: Mars vs. Earth vs. the Moon & what that means. while ago but I was wondering if you would be able to
shock absorbers: cars, airplanes, rockets. / what does that mean? test with knees. two volunteers (not students but group leaders). bring your projector? I have started a powerpoint and
friction: making fire with sticks, pressing hands together and feeling the heat, rubbing hands together. anyone can add to it if you'd like to use it for your part.
atmosphere: Mars is thinner. If not I can just print the slides or figure something out. I
How to Land on Mars - Youtube video series Mars in a Minute. thought it would be nice to show that video they
showed us in class "how to land on mars."
EXPLORE: Lesson Description How the Lesson Goes/ Safety Rules/ How The Groups Are Made/ (Santiago)

(Gina) EXPLAIN: Concepts Explained and Vocabulary Defined: Commented [2]: Hi Manda!
Is what I have okay for the "explain"?
Vocabulary:
-when landing, gravity is an important factor Commented [3]: yes it is great! I would also review the
Mars-When we land on mars we need to make sure that we are landing safely the rocketship landing on the surface of mars is creating once[t of gravity to them and how it is a "force that
keeps us down"
friction so we need to land safely.
Friction- The action of one surface or object rubbing against another (demonstrate)

ELABORATE: How The Re-Test Is Introduced/ Possible Modifications : (KARINA)

see how they are doing it and see what work and what didn't
challenge them to try new ideas
use more marshmallows and maybe incorporate more straws
adjust or add more folds to your paper

EVALUATE: Question To Ask To Ensure Students Understand the Concepts (Cristina)

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report):
How did friction affect your rover?
How did the rover use potential and kinetic energy?
What vehicles on Earth are similar to a rover?
Elaborate Further / Reflect: Enrichment: