NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Roving the Moon Lesson # __5__ in a series of _7___ lessons
Brief Lesson Description: Now that the astronauts are on the surface of Mars it is important that they are able to move about the planet.
Astronauts will need to drive across the moons surface, carry supplies, travel to outpost, and explore the area.
Performance Expectation(s):
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy
is transferred to or from the object.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such
that an optimal design can be achieved.

Specific Learning Outcomes: To engage in this engineering challenge, which will have students studying how to design a rover that moves.
The testing is iterative. The students will articulate the aspects of the design that positions the rubber bands so that the rover moves the
further. Students will need to explain their model in terms of kinetic energy changes, transferring the energy from the rubber bands to the
wheels.
Lesson Level Narrative
The crew has landed on Mars and established a base camp. It is time to get to work on the planet and this requires a mode of
transportation. The crew will need to build and use a mars rover to drive across the planets surface, carry supplies, get to areas where they
will need to build their outpost, and explore the area. Your tasks as engineers is to engage in the engineering design process to: build a
rover out of cardboard; figure out how to use rubber bands to spin the wheels; and improve their design based on testing results.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Developing and Using Models to understand PS3.B: Conservation of Energy and Energy Energy and Matter
what it takes to produce a vehicle to help Transfer Energy may take different forms,
the astronauts do work. When the motion energy of the in this case this is energy of
rover changes, there is inevitably motion.
Using scientific reasoning some other change in energy at
the same time
Analyzing data from system trials to
determine which design is best for landing ETS1.A: Defining and Delimiting Engineering
on the surface of Mars Problems
The more precisely a design tasks
Engaging in Argument from Evidence criteria and constraints can be
Student will complete a number defined, the more likely it is that
of trials with their rover and make the designed solution will be
connections between three successful. Specification of
components (wheels, how the constraints includes consideration
rubber bands are set up, and how of scientific principles and other
far individual rovers move). They relevant knowledge that is likely
will use these factors to describe to limit possible solutions
the observable features of the ETS1.B: Developing Possible Solutions
rover and how this is related to Research on a problem should be
kinetic energy of the object. carried out before beginning to
design the system. Testing a
solution involves investigating
how well it performs under a
range of conditions

Possible Preconceptions/Misconceptions:
Research about forces and motion starts with middle-school age students and their ideas. Younger students will need a great deal of
guidance to connect to the content ideas that are embedded in this lesson. They will need guidance to begin understanding the ideas of
force needed to change motion (speeding up, slowing down or changing the direction of motion of an object). Make sure that you ask
students many questions to get a good understanding about what students think they know about what will make the rover move.
Students may think that the rover is moving because a force in the direction is causing the motion Champagne, A., Gunstone, R., Klopfer, L.
(1985). Effecting changes in cognitive structures among physics students. In West, L. (Ed.), Cognitive structure and conceptual change (pp.
61-90). Students will need to know that forces acting on the rover can occur in opposite directions, and that even when an object isnt
moving the object is not exerting any force. Teaching elementary and young middle schoolers that objects that are not moving can change
may lead them to understand that active and passive objects exert force Minstrell, J. (1982). Explaining the "at rest" condition of an object..
The Physics Teacher, 20, 10-14.
LESSON PLAN 5-E Model - How Will Students Build And Communicate New Knowledge?
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Demonstrations, Questions, Building Connections To Students Experiences.

Powerpoint:
https://docs.google.com/presentation/d/1yctZbKzZHu3yz4mWRRcJfXuprEvtUF3fGgCf6uWVqp0/edit#slide=id.g1e9a460064_0_0

How do Rovers Drive on Mars:

https://youtu.be/_hN4XdS7NMY

Rovers Point of view video:

https://youtu.be/6A3XGzkcDUA

Our point of view of the Rover:

https://youtu.be/otNT_Ncnvlg

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Hands-On Experience(s) With Concept.

Have them brainstorm their experiment

Mars Rover Activity Procedure

https://www.jpl.nasa.gov/edu/teach/activity/roving-on-the-moon

Mars Rover Challenge Sheet

https://www.jpl.nasa.gov/edu/pdfs/moonrover.pdf

EXPLAIN: Concepts Explained and Vocabulary Defined:

Discussions To Connect Activities To Ideas Or Correct Misunderstandings.

Gallery Walk
Students will showcase their group designs to the class. Here they will showcase:
Their design choices. What materials did you use to make the __________?
Reasoning behind their design choices. What did you decide to use ______________ instead of ____________?

Vocabulary

ELABORATE: Applications and Extensions:

Activities That Extend And Apply Ideas To Larger World -- Field Trips, Role Models, Real-Life Issues

Designs will be tested with a series of trials testing the distance of each rover depending on the number of spins.
4 Spins
6 Spins
8 Spins
10 Spins

with differing amounts of potential energy.

Students will wind up their designs the listed number of times, and will record the distance traveled on their worksheets.

EVALUATE:
How Will Students Share Their Knowledge?
I believe our students will share their knowledge when they have the option to give us a feedback of what they know and going from there
we will be able to guide them and give more information to them.
Formative Monitoring (Questioning / Discussion): How does the rubber work in this project?
Summative Assessment (Quiz / Project / Report): Report must be filled out before the lesson finishes.

Elaborate Further / Reflect: Enrichment: