NGSS Lesson Planning Template

Lesson # __3__ in a series of _6___

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 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 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 Knowledge/Stimulate Student Interest/Slight Overview of Topic (AMY)
Powerpoint - todays objective for our mission to mars.
gravity: Mars vs. Earth vs. the Moon & what that means.
shock absorbers: cars, airplanes, rockets. / what does that mean? test with knees. two volunteers (not students but group
leaders).
friction: making fire with sticks, pressing hands together and feeling the heat, rubbing hands together.
atmosphere: Mars is thinner.
How to Land on Mars - Youtube video series Mars in a Minute.
EXPLORE: Lesson Description How the Lesson Goes/ Safety Rules/ How The Groups Are Made/ (Santiago)
In this activity we are going to explore the ways we come back to Earth once out in space. In our previous activity we were
trying to leave the force of Gravity but now we will explore how Gravity will pulls us down once we enter the Earths
atmosphere and how we can design a space capsule that wont kill our astronauts. NASA Engineers work on multiple
prototypes and test the ability to bring back the astronauts safe before they actually have astronauts in a space capsule. This
is essentially what we will be doing to day. Building a space capsule that will keep our astronauts safe.

Safety Rules:
1. Do not eat the marshmallows, they have germs and bacteria from peoples hands during packing. We dont want
you to get sick
2. If you need scissor please contact an adult for assistance, we would like to avoid accidents like accidentally cutting
off your fingers or peoples hair
3. Do not climb on the desk to drop you astronauts from a taller height. We want to avoid you guys getting hurt.

Once again we will assign groups based of 4-5 students which we will be numbering off (1,2,3,4,5) and we will be forming 4
to 5 groups
For this lesson you will receiving the following materials. 2 large Marshmallows (which you should not eat) which will serve
as your astronauts , a few smaller marshmallows to be used as shock absorber or as you wish, you will also receive other
materials 3- 3x5 cards, 2-3 straws a cardboard piece and a paper cut. Each team will try to create a space capsule that will
safely bring the astronauts back to Earth. You guys will have about 25 minutes to complete this activity. All teams will come
up at the end of the time and we will do test drops at different heights (1ft, 2ft, 4 ft and finally 5ft)
(Gina) EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary:
-when landing, gravity is an important factor
Gravity- force that keeps us down
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 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):

 What do the materials represent?
What might affect the landing?
Last week we made rockets to successfully launch our astronauts out to mars, this week we created a safe
landing for our astronauts, what do you think we will be doing next week?

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: