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 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

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: