NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Touchdown 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 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 that 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 Learning / Stimulate Interest / Generate Questions:
Re-announce our names for any new students
Briefly recap what happened in Heavy Lifting Lesson (the vocabulary, what the
problem(s)/solution(s) were)
connect Heavy Lifting Lesson to Touchdown Lesson

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
The teachers should ask the students if the spaceship can just crash on Mars, and then ask why or why not.
The students will answer no, and share reasons/thoughts with shoulder partners.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary:
Gravity
Shock
Shock bsorber
Space Capsule
ELABORATE: Applications and Extensions:
Remind students that we are looking at what the astronaut needs to land, not what he needs to wear/have on his body.
EVALUATE:
Did the students make models that formed/worked toward some sort of solution to the problem.
Formative Monitoring (Questioning / Discussion):
Ask students questions to see if they implement new vocabulary in the proper context and see what did/didnt work out in their
models.
Summative Assessment (Quiz / Project / Report):
Students will verbally report what worked for their model, and what didnt work.
Students will also verbally report what changes they made to their models and whether or not these changes improved them.
Elaborate Further / Reflect: Enrichment: