NGSS Lesson Planning Template

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.
Grade/ Grade Band: 3-5th grade

Topic: Touchdown

Specific Learning Outcomes: To engage in this engineering challenge, which will have students
studying which design will get the most lift. The testing is iterative. The students will articulate the
aspects of the design allowed the rocket to have the greatest distance.
Lesson Level Narrative
Landing on the surface of Mars is a daunting tasks. 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 tasks 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 cardboard platform; and then improve the initial design based on test results.
Science & Engineering
Disciplinary Core Ideas:
Crosscutting Concepts:
Practices:
ETS1.A: Defining and Delimiting
Influence of science, engineering,
Asking questions and defining
Engineering Problems
and technology on Society and the
problems

The more precisely a design Natural World.

Define simple problem that

The uses of technologies

tasks criteria and
can be solved through the
constraints can be defined,
and any limitations on their
development of a new or
the more likely it is that the
use are driven by individual
improved object or tool.
designed solution will be
or societal needs, desires,
successful. Specification of
and values; by the findings
Developing and Using Models to
constraints includes
of scientific research; and
understand what it takes to land on
consideration of scientific
by differences in such
the surface of the moon.
principles and other
actors as climate, natural
relevant knowledge that is
resources and economic
Using scientific and mathematical
likely to limit possible
conditions
reasoning
solutions
ETS1.B: Developing Possible
Analyzing data from system trails to Solutions
determine which design is best

Research on a problem
landing on the surface of Mars
should be carried out
before beginning to design
Constructing Explanations and
the system. Testing a
designing solutions
solution involves

Constructing explanations
investigating how well it
and designing solutions in
performs under a range of
3-5 builds on K-2
conditions
experiences and progresses PS2.B: Types of Interactions
to the use of evidence in
The gravitational force of
constructing explanations
the planet acting on an
that specify variables that
object near the surface
describe and predict
pulls that object toward the
phenomena and in
planets center
designing multiple solutions
to design problems.
Possible Preconceptions/Misconceptions:
Elementary-school students typically do not understanding 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 persis 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:

Review previous lesson

The rocket is now in space on its way to Mars. Now what do we need to do?
How do we stop the rocket? We will find out today!

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Before landing an actual person on the Moon, there were many test rockets sent to the Moon (Rangers). 6 were
sent, some failed and some missed the Moon completely.

Why do we send test runs before we actually send people? We want to make sure that not only do we
land a rocket successfully but, also safely land with an astronaut.

Airbag landing video/picture

Comet landing/ Living on a comet video

7 Minutes of Terror video

EXPLAIN: Concepts Explained and Vocabulary Defined:

Introduce activity (Dont lose your astronauts) Marshmallows

Supplies
You are making a landing system!!
Jump illustration to show how knees bend as a shock absorber (same concept)
Draw a design of your landing system, that you think will make a successful landing
(Tip) When making your landing system, you will want to make sure it is not top heavy.
Test it with a drop from 1 foot above ground
If unsuccessful you will make changes to improve your landing

ELABORATE: Applications and Extensions:

Explain your design (Why did you make it that way?

What changes did you make?

Always ask what you can do to make it better and ask what your partners would do in every scenario
when brainstorming or facing an issue.
EVALUATE:

Review activity and why we test our landing systems.

What do we need to know now that we have successfully landed on Mars? We will find out next week!!
Elaborate Further / Reflect: Enrichment: