NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Surface of Mars connection Lesson # __1__ in a series of _7___ lessons
Brief Lesson Description: The next step in the mission is to investigate the surface characteristics of Mars, evaluating potential science
research sites and associated landing regions. Research on Mars will tell us how that planet evolved over time and what physical processes
are at work both on Mars and Earth. Paramount to our research is locating current and past sources of water. Why water? The fundamental
requirements for life as we know it are liquid water, organic compounds and an energy source for synthesizing complex organic molecules
(https://mars.jpl.nasa.gov/msp98/why.html). So learning about water on Mars may give us clues about past or present Martian life. And
somewhere along the line Mars, which research tells us was much like Earth at its formation, lost all (or most) of its liquid water. This
lesson engages students in examining the surface features of rocky planets (Earth and Mars). Features will help students understand why a
mission to Mars is a viable endeavor (https://www.youtube.com/watch?v=5wiUU2RNvK0) .
Performance Expectation(s):
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by
water, ice, wind or vegetation.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earths features.
Specific Learning Outcomes: Students will be able to recognize common features of the surface of Mars. Volcanoes, hydrogen-rich polar
deposits that indicate large quantities of water ice close to the surface, and signatures of ancient water on the surface. Students will
construct a model of a volcano, produce lava flows, and observe, draw, record, and interpret the history of the volcano. Students will
need to make the connection between the life cycle of a volcano and why they see these features on Mars.
Lesson Level Narrative
Where is the safest place for the mission personnel to land? What weather features and hazards would the team face when they finally
arrived? These are the types of questions that the team will need to answer in preparation for the landing. Your task is to map the possible
landing areas for the mission. Your team will describe the topography of volcanoes. Then, given certain surface features, will draw out a
map from the information gathered from Mars Global Surveyor and the Pathfinder missions.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Students will analyze and interpret data ESSD2.A: Earth Materials and Systems Patterns of change can be used to
about volcanoes on Mars and make a map Water systems help to shape the make predictions.
of their findings. land and affect the types of living Cause and effect relationships are
things found in a region. Water, routinely identified, tested, and
ice, wind, and gravity break rocks, used to explain change.
soils, and sediments into smaller
particles.
ESS2.B: Plate Tectonics and Large-Scale
Systems Interactions
The locations of mountain ranges,
deep ocean trenches, ocean floor
structures, earthquakes and
volcanoes occur in patterns. Most
earthquakes and volcanoes occur
in bands that are often along the
boundaries between continents
and oceans. Major mountain
chains form inside continents or
near their edges. Maps can help
locate the different land and
water features areas of Earth.
Possible Preconceptions/Misconceptions:
Students of all ages may hold the view that Earth and Mars are not dynamic, that they have always been like they are in the current era. Or,
that changes that have occurred must have been sudden and comprehensive (Freyberg, P. (1985). Implications across the curriculum. In
Osborne, R. (Ed.), Learning in science(pp. 125-135). Students can have different views of the dynamics of the earth with direct instruction
and investigation of the topic. Moreover, younger students who engage in modeling and map reading about Earth and Volcano topography
may lead students to construct coherent explanations about the causes of volcanoes(Duschl, R., Smith, M., Kesidou, S., Gitomer, D.,
Schauble, L. (1992). Assessing student explanations for criteria to format conceptual change learning environments .

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Demonstrations, Questions, Building Connections To Students Experiences.

Opening questions:
What can we expect to experience when we get to Mars? What is the weather like? What is the best place to land and what can
we tell about the conditions of Mars from the observations that have been made from the unmanned missions?
What do you think we need to know about Mars before we land?

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

EXPLAIN: Concepts Explained and Vocabulary Defined:

Discussions To Connect Activities To Ideas Or Correct Misunderstandings.

Vocabulary:

ELABORATE: Applications and Extensions:

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

EVALUATE:
How Will Students Share Their Knowledge?

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: