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 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 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 on designing solutions in 3-5 builds designing solutions in 3-5 builds
K-2 experiences and progresses to on K-2 experiences and progresses on K-2 experiences and progresses
the use of evidence in constructing to the use of evidence in to the use of evidence in
explanations that specify variables constructing explanations that constructing explanations that
that describe and predict specify variables that describe and specify variables that describe and
phenomena and in designing predict phenomena and in predict phenomena and in
multiple solutions to design designing multiple solutions to designing multiple solutions to
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 - How Will Students Build And Communicate New Knowledge?
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions: 1 hour, 25 minutes
Demonstrations, Questions, Building Connections To Students Experiences.

WE will show a video of how NASA lands rovers on Mars. This will give students an idea of the limitations placed on landing and inspire ideas
to build their landing mechanism. Students can ask questions about why different landing ideas may or may not work.

Video / Image Slideshow: 5 Minutes

1:15 - 1:20

Curiosity Rover Landing

https://youtu.be/gwinFP8_qIM

Orion Landing (Multiple Parachute Deployment) - 2:07

https://www.youtube.com/watch?v=2g94BKi4X_0

Mars Exploration Rover (Bouncing Rover Landing)

https://www.youtube.com/watch?v=tijyybrmfsM&feature=youtu.be&t=2m19s

Soyuz Landing (Controlled Explosion)

https://www.youtube.com/watch?v=Sm17T4MDv3I&feature=youtu.be&t=8m55s

Surface Of Mars (Wide Angle)

Olympus Mons Mars

Surface Image
http://imgur.com/MaX9CbN

In order to land safely on mars, what are some parts/components should we consider? (Think about the safety of the astronauts.)

Engineering Design Illustration: 10 Minutes

The teacher will explain that before we begin building, students will need to illustrate their designs first. This will give the teacher an
opportunity to showcase the materials listed and press students for ways we might be able to use them.

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Hands-On Experience(s) With Concept.
We will explain the restrictions of the landing project and distribute the project materials to the students without suggesting design ideas or
interfering with the creative/experimental process.

JPL Lesson Plan

Students will be given 20-25 minutes to construct their initial lander. Here they can test out their lander as many times as they want. After
be satisfied with the results, we will come together and share some of our ideas.

Vocabulary Defined:
EXPLAIN: Concepts Explained
Discussions To Connect Activities To Ideas Or Correct Misunderstandings.

Students will come back together as a class and discuss their design ideas.

Facilitative Questioning:
What forces affected your lander as it fell?
How does testing your ideas help improve the design?
What were some of the design choices you used in your lander?
Did any of them work?
What were some challenges about constructing the lander?
How can we improve our initial designs?

Vocabulary:
ELABORATE: Applications and Extensions:
Activities That Extend And Apply Ideas To Larger World -- Field Trips, Role Models, Real-Life Issues
Students will make any changes to their initial lander design and compete to see who can safely land their astronauts from various heights
.

EVALUATE:
How Will Students Share Their Knowledge?

Formative Monitoring (Questioning / Discussion):

Discuss any problems they had while doing the experiment.
What did you learn from this experiment?
Summative Assessment (Quiz / Project / Report):
Write a reflection of what they did. Then I will take volunteers to share what they wrote.
Elaborate Further / Reflect: Enrichment: