NGSSLessonPlanningTemplate

th
Grade/GradeBand
:35
grade

Topic:
RovingtheMoon

Lesson#

__5__
inaseriesof
_7___
lessons

BriefLessonDescription
:NowthattheastronautsareonthesurfaceofMarsitisimportantthattheyareabletomoveabouttheplanet.
Astronautswillneedtodriveacrossthemoonssurface,carrysupplies,traveltooutpost,andexplorethearea.
PerformanceExpectation(s):
MSPS35Construct,use,andpresentargumentstosupporttheclaimthatwhenthekineticenergyofanobjectchanges,energyis
transferredtoorfromtheobject.
MSETS14Developamodeltogeneratedataforiterativetestingandmodificationofaproposedobject,tool,orprocesssuchthatan
optimaldesigncanbeachieved.

SpecificLearningOutcomes:Toengageinthisengineeringchallenge,whichwillhavestudentsstudyinghowtodesignaroverthat
moves.Thetestingisiterative.Thestudentswillarticulatetheaspectsofthedesignthatpositionstherubberbandssothattherover
movesthefurther.Studentswillneedtoexplaintheirmodelintermsofkineticenergychanges,transferringtheenergyfromtherubber
bandstothewheels.
LessonLevelNarrative
ThecrewhaslandedonMarsandestablishedabasecamp.Itistimetogettoworkontheplanetandthisrequiresamodeof
transportation.Thecrewwillneedtobuildanduseamarsrovertodriveacrosstheplanetssurface,carrysupplies,gettoareaswherethey
willneedtobuildtheiroutpost,andexplorethearea.Yourtasksasengineersistoengageintheengineeringdesignprocessto:builda
roveroutofcardboard;figureouthowtouserubberbandstospinthewheels;andimprovetheirdesignbasedontestingresults.
Science&EngineeringPractices:
DisciplinaryCoreIdeas:
CrosscuttingConcepts:
DevelopingandUsingModelstounderstand PS3.B:ConservationofEnergyandEnergy
EnergyandMatter
whatittakestoproduceavehicletohelp
Transfer
Energymaytakedifferentforms,
theastronautsdowork.
Whenthemotionenergyofthe
inthiscasethisisenergyof

roverchanges,thereisinevitably
motion.
Usingscientificreasoning
someotherchangeinenergyat

thesametime
Analyzingdatafromsystemtrialsto

determinewhichdesignisbestforlanding
ETS1.A:DefiningandDelimitingEngineering
onthesurfaceofMars
Problems

Themorepreciselyadesigntasks
EngaginginArgumentfromEvidence
criteriaandconstraintscanbe
Studentwillcompleteanumber
defined,themorelikelyitisthat
oftrialswiththeirroverandmake
thedesignedsolutionwillbe
connectionsbetweenthree
successful.Specificationof
components(wheels,howthe
constraintsincludesconsideration
rubberbandsaresetup,andhow
ofscientificprinciplesandother
farindividualroversmove).They
relevantknowledgethatislikely
willusethesefactorstodescribe
tolimitpossiblesolutions
theobservablefeaturesofthe
ETS1.B:DevelopingPossibleSolutions
roverandhowthisisrelatedto
Researchonaproblemshouldbe
kineticenergyoftheobject.
carriedoutbeforebeginningto
designthesystem.Testinga
solutioninvolvesinvestigating
howwellitperformsundera
rangeofconditions

PossiblePreconceptions/Misconceptions:
Researchaboutforcesandmotionstartswithmiddleschoolagestudentsandtheirideas.Youngerstudentswillneedagreatdealof
guidancetoconnecttothecontentideasthatareembeddedinthislesson.Theywillneedguidancetobeginunderstandingtheideasof
forceneededtochangemotion(speedingup,slowingdownorchangingthedirectionofmotionofanobject).Makesurethatyouask
studentsmanyquestionstogetagoodunderstandingaboutwhatstudentsthinktheyknowaboutwhatwillmaketherovermove.
StudentsmaythinkthattheroverismovingbecauseaforceinthedirectioniscausingthemotionChampagne,A.,Gunstone,R.,Klopfer,L.
(1985).Effectingchangesincognitivestructuresamongphysicsstudents.InWest,L.(Ed.),
Cognitivestructureandconceptualchange
(pp.
6190).Studentswillneedtoknowthatforcesactingontherovercanoccurinoppositedirections,andthatevenwhenanobjectisnt
movingtheobjectisnotexertinganyforce.Teachingelementaryandyoungmiddleschoolersthatobjectsthatarenotmovingcanchange
mayleadthemtounderstandthatactiveandpassiveobjectsexertforceMinstrell,J.(1982).Explainingthe"atrest"conditionofanobject..
ThePhysicsTeacher
,20,1014.

LESSONPLAN5EModel

Teacher:

Student

EXPLORE:LessonDescriptionWhatshouldtheteachersaskanddo?Whatwillthestudentsdo?

stepbystepofbuildingcars
makeconceptmapofwaystobetransported

EXPLAIN:ConceptsExplainedandVocabularyDefined:

whatmakesthecarmove?potnetialenergyofpencilwindingupstring
Vocabulary
terrain:
durability:
howlongsomethingcanlastwithoutbreakingdown
prototype
:earlyversionofaproduct
axle
:makesthewheelsrotate
potentialenergy
:energythatisbuiltup
friction:
whenonematerialrubsonanother
ELABORATE:ApplicationsandExtensions:
studentelaborationonchanges
havethemtesttheirchanges
EVALUATE:

FormativeMonitoring(Questioning/Discussion):
probestudentstoexplainpiecesofroverandadaptionsusingpropervocabulary
SummativeAssessment(Quiz/Project/Report):
havestudentsexplainfinaladaptionsandfinaltest,includevocabulary

ElaborateFurther/Reflect:Enrichment:

Ourmainmissioniscomplete,howwillwegethomenow?