NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Roving in Mars Lesson # __3__ in a series of _5_ lessons
Brief Lesson Description: Now that the astronauts are on the surface of Mars it is important that they are able to move about the planet.
Astronauts will need to drive across the moons surface, carry supplies, travel to outpost, and explore the area.
Performance Expectation(s):
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is
transferred to or from the object.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an
optimal design can be achieved.

Specific Learning Outcomes: To engage in this engineering challenge, which will have students studying how to design a rover that
moves. The testing is iterative. The students will articulate the aspects of the design that positions the rubber bands so that the rover
moves the further. Students will need to explain their model in terms of kinetic energy changes, transferring the energy from the rubber
bands to the wheels.
Lesson Level Narrative
The crew has landed on Mars and established a base camp. It is time to get to work on the planet and this requires a mode of
transportation. The crew will need to build and use a mars rover to drive across the planets surface, carry supplies, get to areas where they
will need to build their outpost, and explore the area. Your tasks as engineers is to engage in the engineering design process to: build a
rover out of cardboard; figure out how to use rubber bands to spin the wheels; and improve their design based on testing results.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Developing and Using Models to understand PS3.B: Conservation of Energy and Energy Energy and Matter
what it takes to produce a vehicle to help Transfer Energy may take different forms,
the astronauts do work. When the motion energy of the in this case this is energy of
rover changes, there is inevitably motion.
Using scientific reasoning some other change in energy at
the same time
Analyzing data from system trials to ETS1.A: Defining and Delimiting Engineering
determine which design is best for landing Problems
on the surface of Mars The more precisely a design tasks
criteria and constraints can be
Engaging in Argument from Evidence defined, the more likely it is that
Student will complete a number the designed solution will be
of trials with their rover and make
connections between three successful. Specification of
components (wheels, how the constraints includes consideration
rubber bands are set up, and how of scientific principles and other
far individual rovers move). They relevant knowledge that is likely
will use these factors to describe
to limit possible solutions
the observable features of the
rover and how this is related to ETS1.B: Developing Possible Solutions
kinetic energy of the object. Research on a problem should be
carried out before beginning to
design the system. Testing a
solution involves investigating
how well it performs under a
range of conditions
Possible Preconceptions/Misconceptions:
Research about forces and motion starts with middle-school age students and their ideas. Younger students will need a great deal of
guidance to connect to the content ideas that are embedded in this lesson. They will need guidance to begin understanding the ideas of
force needed to change motion (speeding up, slowing down or changing the direction of motion of an object). Make sure that you ask
students many questions to get a good understanding about what students think they know about what will make the rover move.
Students may think that the rover is moving because a force in the direction is causing the motion Champagne, A., Gunstone, R., Klopfer, L.
(1985). Effecting changes in cognitive structures among physics students. In West, L. (Ed.), Cognitive structure and conceptual change (pp.
61-90). Students will need to know that forces acting on the rover can occur in opposite directions, and that even when an object isnt
moving the object is not exerting any force. Teaching elementary and young middle schoolers that objects that are not moving can change
may lead them to understand that active and passive objects exert force Minstrell, J. (1982). Explaining the "at rest" condition of an object..
The Physics Teacher, 20, 10-14.

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
- (Adolfo)
access prior learning-
touchdown activity- shock absorbption

stimulate interest- What do we need to make it drive around?

engine, wheels, battery
say cool stuff
expand

generate questions-
Why cant it be driven by us? lag, videogame example

talk about the wheels and the importance of their design

thin bike road bike, mountain bike PICTURES
rover wheels (elaborate will do this)

What would the rover be used for?

bubble map-paper-

Students will create a Bubble Map, with thier own individual ideas.

show our rover-

example-

turn it over to MS krstal

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
1. (Krystal)
2. (Show cardboard) You will first cut the big cardboard in half. (Demonstrate) Next, cut one side of your cardboard in again.
Next, fold your other of cardboard into sections, hotdog style (Ask what they think we are forming) Use a ruler to draw
side to side on both of your wheels, creating a point in the middle. Use your pencil in your bag to poke a hole in both center
point. (Check for understanding) This will be the back axle of your rover. Now, use a straw man to create the front axle and
secure it on to the front of your rover. Use your two minutes to make tires for the front of your rover. You will only be given 2
mints for your group, so if you eat them you will not be given anymore. Next, you will secure the ends of the straw on to your
rover. Use your rubber band and connect it to the pencil. Use your other rubber band to attach it to the first rubber band. Last
step, you will cut two small notches in the front of your car and secure the rubber and with tape.
Rules:
You cannot have completely round tires.
Hint- think of how we can relate the vocabulary we learned today to this rule!

EXPLAIN: Concepts Explained and Vocabulary Defined:

(Agustina)

say: The treads on each of Curiosity's six wheels, called grousers, are designed for climbing rocks. But the spaces between them are more
at risk.The climbing wheel can end up experiencing higher forces, leading to cracks and punctures.

https://www.jpl.nasa.gov/video/details.php?id=1436 (1 min) optional

say: The 2020 rover will have a different wheel design to make it last longer.

You will need to build and use a mars rover to drive across the planets surface, carry supplies, get to areas where they will explore. Your
tasks as engineers is to engage in the engineering design process to: build a rover out of cardboard; figure out how to use rubber bands
to spin the wheels; and improve their design based on testing results.

When you create your rover, have in mind these key words that will help you understand how you are using STEM in todays activity.

Vocabulary:
Friction: the resistance that one surface or object encounters when moving over another. To move, rovers need friction between the
wheels and ground. They need minimal friction

Newtons 2nd law (Force = Mass X acceleration) : Acceleration is produced when a force acts on a mass. The greater the mass, the greater
the amount of force needed. SIMPLY: Pushing or pulling an object produces acceleration, a change in the speed of motion.The more force
the rubber band applies to the wheels and the less mass there is to move, the faster the rover will accelerate.

Potential energy: This is energy that is stored. when you wind up the rovers wheels, the rubber band stores energy as potential energy.
(the more you wind up the rubber band, the farther it will go. The bigger the wheels, the faster it will move)

Kinetic energy: Energy in motion. As the wheel spins, the potential energy is changed to motion.

Grousers: Tred or pattern on the wheel The treds of Curiosity rover are designed for climbing rocks.

ELABORATE: Applications and Extensions: Daisy

How does this activity relate to the real world (ex. The way NASA makes the rovers to be able to function and travel in mars)
Sticky note activity, students will respond to the above question using a sticky note.
Compare the way the wheels of a car, bicycle, and motorcycle and the difference of surface
show the different types of wheels of the rovers

EVALUATE: (Meggan)
Formative Monitoring (Questioning / Discussion): (on the board)
- Would a ball roll further on a smooth table or on the dirt?
- How do you get an object to move on a rough surface?
- How does mass affect how fast the rover moves?
- What is the difference between kinetic and potential energy?
Summative Assessment (Quiz / Project / Report):
- go over the question and answers
- what is one thing your group wanted to share that was great about your rover?

Elaborate Further / Reflect: Enrichment:

Schedule for the day
1:15 1:30 Engage Adolfo
Bubble Map Actvity 5-7 minuets
1:30 1:45 Explain Agustina
Vocabulary Activity 5-7 Minutes
1:45 2:00 Explore Krystal
Present parameters for activity
2:00-2:25 Students complete project
Meggan completes Evaluate as groups finish
2:25 2:35 Elaborate Daisy
Sticky note activtiy
2:35 2:40 Clean up and extra time if needed for Daisy