NGSS Lesson Planning Template

Lesson # __2__ in a series of

_7___ lessons
Brief Lesson Description: The next step in the mission is to map out whether or not the planet has water. Why
water? The fundamental requirements for life as we know it are liquid water, organic compounds and an energy
source for synthesizing complex organic molecules (https://mars.jpl.nasa.gov/msp98/why.html). This lesson
engages students in examining the surface features of rocky planets (Earth and Mars). Features will help
students understand why a mission to Mars is a viable endeavor (https://www.youtube.com/watch?
v=5wiUU2RNvK0) .
Performance Expectation(s):
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering
or the rate of erosion by water, ice, wind or vegetation.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earths features.
Specific Learning Outcomes: Students will be able to recognize common features of the surface of
Mars. Volcanoes, hydrogen-rich polar deposits that indicate large quantities of water ice close to
the surface, and signatures of ancient water on the surface. Students will construct a model of a
volcano, produce lava flows, and observe, draw, record, and interpret the history of the volcano.
Students will need to make the connection between the life cycle of a volcano and why they see
these features on Mars.
Lesson Level Narrative
Where is the safest place for the mission personnel to land? What weather features and hazards would the team
face when they finally arrived? These are the types of questions that the team will need to answer in preparation
for the landing. Your task is to map the possible landing areas for the mission. Your team will describe the
topography of volcanoes. Then, given certain surface features, will draw out a map from the information
gathered from Mars Global Surveyor and the Pathfinder missions.
Science & Engineering
Disciplinary Core Ideas:
Crosscutting Concepts:
Practices:
ESSD2.A: Earth Materials and
Patterns of change
Students will analyze and interpret
Systems
can be used to make
data about volcanoes on Mars and
Water systems help
predictions.
make a map of their findings.
to shape the land and
Cause and effect
affect the types of living
relationships are routinely
things found in a region.
identified, tested, and used
Water, ice, wind, and
to explain change.
gravity break rocks, soils,
and sediments into smaller
particles.
ESS2.B: Plate Tecnoics and LargeScale Systems Interactions
The locations of
mountain ranges, deep
ocean trenches, ocean floor
structures, earthquakes and
volcanoes occur in
patterns. Most earthquakes
and volcanoes occur in
bands that are often along
the boundaries between
continents and oceans.
Major mountain chains form
inside continents or near
their edges. Maps can help
locate the different land
and water features areas of
Earth.
Possible Preconceptions/Misconceptions:
Students of all ages may hold the view that Earth and Mars are not dynamic, that they have always been like
they are in the current era. Or, that changes that have occurred must have been sudden and comprehensive
(Freyberg, P. (1985). Implications across the curriculum. In Osborne, R. (Ed.), Learning in science(pp. 125-135).
Students can have different views of the dynamics of the earth with direct instruction and investigation of the
topic. Moreover, younger students who engage in modeling and map reading about Earth and Volcano
topography may lead students to construct coherent explanations about the causes of volcanoes(Duschl, R.,
Smith, M., Kesidou, S., Gitomer, D., Schauble, L. (1992). Assessing student explanations for criteria to format
conceptual change learning environments .
Grade/ Grade Band: 3-5th grade

LESSON PLAN 5-E Model

Topic: Surface of Mars connection

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Opening questions:
Ask them what they know about volcanos. Have them pair up and discuss what they know about
volcanos. Show them pictures and a video about volcanoes. Have pictures of the inside of volcanos and explain
the layers, talk about different types. Then make the connection to Mars, and map it out so you know where to
land.
What can we expect to experience when we get to Mars? What is the weather like? What is the
best place to land and what can we tell about the conditions of Mars from the observations that have
been made from the unmanned missions?
What do you think we need to know about Mars before we land?
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Think sbout grouping them-count them off one through five, the have each group get with the students with the
sa,e numbers. Or use colored index cards to match them with the same colors.
Have the students group up and assign them to a volcano building area, then assign each group to a
teacher to explain. Teachers each have the video to show the students what they are doing and handouts as
well. Each group will be doing the project in steps and once a step is completed, they have a reached a check
point in which they can ask the teacher for the supplies for the next step. Have the materials precut and
distributed. With each layer of PlayDough that they add, sketch a map onto a piece of graph paper.
EXPLAIN: Concepts Explained and Vocabulary Defined:
How the activity connects to the ideas of volcanos on Mars, using vocabulary words such as "Did you see
how the materials erupted from the volcano?". Have the teachers walk around the room to each group and ask
probing questions. Have students apply vocabulary words to what is going on before them. For example, "The
vinegar and baking soda is falling out around the plate" can turn into "The lava is flowing from my volcano". If
they're not talking amongst themselves ask them what I'd happening to start a conversation.
Vocabulary: Layers, crater, eruption, lava flow, stratigraphy, geological maps
ELABORATE: Applications and Extensions:
Have the student switch volcanos and create a new map.
EVALUATE:
Getting kids think about the mapping of the surface of Mars. Now that you know the mapping what do
you want to do next? Share the maps with the groups that they switched volcanos with to see their accuracy.
Exit Question: Now that you know about the surface of Mars and have a map, what do we need to do next?
Formative Monitoring (Questioning / Discussion): Will ask students questions as they are working
Summative Assessment (Quiz / Project / Report):
Students will build the volcano and draw the map of it
Elaborate Further / Reflect: Enrichment: