NGSS Lesson Planning Template

Lesson # __4__ in a series of _7___

Grade/ Grade Band: 3-5 grade
th
Topic: Touchdown
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 on 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 Asking questions and defining Asking questions and defining
problems problems problems
Define simple problem that Define simple problem that Define simple problem that
can be solved through the can be solved through the can be solved through the
development of a new or development of a new or development of a new or
improved object or tool. improved object or tool. improved object or tool.

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

Using scientific and mathematical Using scientific and mathematical Using scientific and mathematical
reasoning reasoning 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 determine which design is best for determine which design is best for
landing on the surface of Mars landing on the surface of Mars landing on the surface of Mars

Constructing Explanations and Constructing Explanations and Constructing Explanations and

designing solutions
Constructing explanations
and designing solutions in 3-5
builds on K-2 experiences
and progresses to the use of
evidence in constructing
explanations that specify
variables that describe and
predict phenomena and in
designing multiple solutions
to design problems.
designing solutions
Constructing explanations
and designing solutions in 3-5
builds on K-2 experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe and
predict phenomena and in
designing multiple solutions
to design problems.
designing solutions
Constructing explanations
and designing solutions in 3-5
builds on K-2 experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe and
predict phenomena and in
designing multiple solutions
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:
Opening question: what's next after the rocket launch?
How do we get our capsule down to mars safely? We also need to land safely as well.

1.build and test

2. Refine and retest
,3. reflection
Leader Notes: Touchdown
Look at #2-Introducing the challenge, the first bullet point should help with the opening
activity on why landing gently is important.
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?

-Explain todays activities, what materials are for, split up the kids into groups, DONT EAT THESE MARSHMALLOWS

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary:

ELABORATE (Michelle)
What worked better, using all the marshmallows or some?
Did anybody use more than one marshmallow?
Does anybody have any techniques that they would like to share with the class that worked for
them?
How do you think that this applies to an actual rover?

EVALUATE: (Luisaray)

Formative Monitoring (Questioning / Discussion):

What is something new that you guys have learned about rovers?
Are there any problems that occurred during the experiment?
How would you fix the problems
Summative Assessment (Quiz / Project / Report):
Write down what it is that you learned about today's experiment and I will take volunteers to share
with the group
Elaborate Further / Reflect: Enrichment: