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:
Developing and Using Models to
understand what it takes to produce a
vehicle to help the astronauts do work.
Using scientific reasoning[AL2]
Analyzing data from system trials to
determine which design is best for
landing on the surface of Mars
Engaging in Argument from Evidence
Student will
complete a number of trials
with their rover and make
connections between three
components (wheels, how
the rubber bands are set up,
and how far individual rovers
move). They will use these
factors to describe the
observable features of the
rover and how this is related
to kinetic energy of the
object.
Disciplinary Core Ideas: Crosscutting Concepts:
PS3.B: Conservation of Energy Energy and Matter
and Energy Transfer Energy may take different
When the motion forms, in this case this is energy of
energy of the rover motion.
changes, there is
inevitably some other
change in energy at
the same time
ETS1.A: Defining and
Delimiting Engineering
Problems
The more precisely a
design tasks criteria and
constraints can be defined, the
more likely it is that the
designed solution will be
successful. Specification of
constraints includes
consideration of scientific
principles and other relevant
knowledge that is likely to limit
possible solutions
ETS1.B: Developing Possible
Solutions
Research on a
problem should be 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

Teacher: Student

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?

How do the square wheels affect how the rover moves? What is the role of the sharp points?

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary: Texture, friction, potential energy, elastic potential energy (the tension in the string), kinetic energy
(the energy that occurs when moving).

ELABORATE: Applications and Extensions:

EVALUATE:

Formative Monitoring (Questioning / Discussion):

what did you do different?
How did you improve your design?
What were the struggles in your making of your rover?
Summative Assessment (Quiz / Project / Report):
answered 2 questions, one on the vocab and another on what they liked of this activity.

Elaborate Further / Reflect: Enrichment: