​NGSS Lesson Planning Template

Grade/ Grade Band​: 3-5​th​ grade Topic:​ Touchdown Lesson #​ ​__2__​ in a series of
_5__​ 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 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 safely without any accidents. The testing is iterative. The students will
articulate the aspects of the design allowed the astronauts to land from a higher altitude while dealing
with outside forces.

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 Science & Engineering Science & Engineering

Practices:
Asking questions and defining
problems
● Define simple problems
that can be solved
through the development
of a new or improved
object or tool.
Practices:
Asking questions and defining
problems
● Define simple problems
that can be solved
through the development
of a new or improved
object or tool.
Practices:
Asking questions and defining
problems
● Define simple problems
that can be solved
through the development
of a new or 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 understand what it takes to land understand what it takes to land
on the surface of the moon. on the surface of the moon. on the surface of the moon.

Using scientific and mathematical Using scientific and mathematical Using scientific and mathematical
reasoning reasoning reasoning
Analyzing data from system trials Analyzing data from system trials Analyzing data from system trials
to determine which design is best to determine which design is best to determine which design is best
for landing on the surface of Mars for landing on the surface of Mars for 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.) I​ f 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 instructions. 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:
-Collective Group typing

Students are asked a number of questions about the factors that allow the rovers to land safely with no
casualties on a different environment in space
· How do you think the objects we send into space are landing safely on a foreign surface?
· What possible backup mechanisms are there incase a rover cannot land safely
https://www.youtube.com/watch?v=33zw4yYNGAs
Today you will be engaged in designing a landing mechanism that will aid your astronauts in arriving on mars
safety. Provide all the materials for the students and help guide them with the initial model of their landing
design. Reviewing safety with materials use for activity.
EXPLORE: Lesson Description – What should the teachers ask and do? What will the students do?​-
Students will:
● As soon as they get in class they will sit in groups with an even number of people (4), they choose to
sit where they like. (If we are having trouble with sitting down we can number students and have
them sit based on their number.)
● Give a description of their goal and show them what materials they will be receiving in order to land
in an orderly manner.
● Explain the importance of teamwork when working on the project and how they can try everyone's
ideas and then choose the best fit to test. Let them know that they can always go back and modify
their model.
We will observe the following:
● The way the students utilise their materials and how they use the vocabulary to describe what is
happening
● How they communicate as a group and what challenges they are facing when working together.
● The critical thinking they will come up with in order to solve the problem.
● Ask helping questions as a guide for them when having a hard time.
Safety issues that are present:
● Student will want to eat the marshmallows
● Inappropriate use of materials, especial scissors
● Any running or horseplaying
We will address the following:
● Go over the agenda so they know what is expected of them.
● The activity is a group project that is why it's important that everyone has a role when working on it.
Example: one person will pick up the material.
One can make sure they have all the materials.
One can focus on building it as the others share ideas or direction in which way to assemble it.
One can be the test person who will be testing if their spacecraft can land safely
● Rules: BE SAFE, BE RESPONSIBLE, BE KIND.
● State that they will have 20 minutes to complete their model and test their success.

EXPLAIN: Concepts Explained and Vocabulary Define

Vocabulary:
1. Force - the push or pull on an object
2. Gravity - a force which tries to pull two objects toward each other
3. Mass - the actual amount of matter that is contained in an object. Anything that has mass also has a
gravitational pull. The more massive an object is, the stronger its gravitational pull is.
4. Acceleration - the act of increasing the speed
5. Atmosphere - the layer of gas that surrounds a plant or larger moon
6. Air resistance - a force that acts in the opposite direction of moving object. Air resistance is the
reason a crumpled piece of paper hits the ground faster than a flat piece of paper with the same
mass.

We will ask students:

● Why is it important for our rockets to land safely on Mars?
● What are some tools that will assist our rocket on its mission?
● What possible adjustments could you make if your rocket did not land safely?
● If your rocket was able to land safely, how could you make it better?

How will students co-construct explanations as to why something did work or didn't work:
● We will give them enough time to develop a plan and construct their rockets with attached landing
 devices
● The students will progressively test their inventions for various heights ensure safe landing
● Individually we will walk around and ask the questions and in return we expect explanations on their
beliefs

When will students have the opportunity to restate what a peer has said to check for understanding:
● Each group will send up a representative to explain their process of thinking when the land device
was constructed using the appropriate vocabulary, then test their devices collectively

Possible Analogies & Examples to help the students understand the phenomenon:
● Sky divers
● Car demonstration commercials

ELABORATE: Applications and Extensions: - Brianna Alarcon

Real world applications for them to think about:

● We on Earth are lucky to have gravity, for once we drop we land without any outside factors keeping
us from moving around unless you are a ball, but what keeps a ball from falling once and staying in
place? (the air in the balls allows it to continue to use the energy to move around until it no longer
has energy to use)
● The reason why space travel is not as common in the 21st century is that materials to get us into
space are expensive, however with the falcon heavy launch SpaceX made it possible to reuse
boosters for future space expeditions ​https://www.youtube.com/watch?v=u0-pfzKbh2k

A new problem & a new task:

● Your astronauts arrived safely on Mars from what we measured as a foot off the ground, now we will
continue to rise every foot until the safest design has survived 4 ft above ground level

EVA
Formative Monitoring (Questioning / Discussion):

● Monitor group activity by allowing students to voice their ideas, concerns, and thoughts

● Allow students to critically evaluate their group’s prototype by answering questions such as:
○ What was successful about your prototype?
○ What features of your prototype did not perform well?
○ How or what would you do to improve the effectiveness of your prototype?
○ Which prototype was able to land on Mars safely & effectivity?
○ Ask for personal opinions about why the students thought one prototype was more
successful than the other?
○ Ask what the students would have done differently?

● Assist the students with vocabulary connection when they’re responding to the questions

Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: -Brianna Alarcon
Possible Questions that will lead to the next activity:
● Questions to keep in mind: “We landed, now how will we get around?”
● Tie back to “Mission to Mars” & why it is important they are learning these things