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 (Luisaray)

Teacher: Student
Go over expectations They will share what they have learned and
Ask them what experiments we've done the done the past weeks
past weeks They will share their knowledge on rovers
What do you think is going to be this weeks with the class
experiment?
What is a rover? What is a used for?
What is needed for a rover to work?

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Derrick
Cardboard will turn into the wheels and body of the rover.
The mints will be the small wheels.
The straw will be the axis for the cardboard wheels.
Rubber bands will create potential energy
Groups of 2 will work together
Start off showing how to assemble the rover.
Concept is how to improve the rover speed.
They may make the wheels in between square and circle.
Groups will be randomly picked

EXPLAIN: Concepts Explained and Vocabulary Defined:

Cassedy
What happened to your rover?
-wheels didnt turn freely
-rover didnt go in a straight line
-Rover didnt go very far
-the wheels spun out
What did you do to fix any problems?
What would you do differently?

Vocabulary
Kinetic energy
Potential energy
Prototype
Elasticity
ELABORATE: Applications and Extensions:
Serena:
Once initial tests has been discussed and addressed, students can add new modifications to their rover.
Have them retest their rover with those modifications. Students should then think about whether or not
those modifications improved their rover. Then you can tell students if they want they can change the
shape of their wheels. We should probably have them start with square wheels and see how far the
rover travels. Make sure that the wheels are wounded up the same number of turns. Then test the rover
with the new set of wheels .
Real world applications for students to think about.
-What does it need to move? Ex: (car) wheels, engine, passenger, breaks, glass, etc.
Any problems with building the rover? Ex: wheels too small, too square, straw not even, not steering
straight etc.
Answer any questions prior
What will be next lesson plan? Astrobiology
-What is Astrobiology? def: study of life on earth and in space

EVALUATE (Michelle)
Formative Monitoring (Questioning / Discussion): Students should tell you why some Rovers are better
than others.
What is something new that you have learned about rovers?
Are there any problems that occurred during the experiment?
Why are some rovers better than others?
How did starting with a prototype help you in building your own rover?
What are some earth vehicles that are similar to rovers?
Summative Assessment (Quiz / Project / Report):
Write down what it is that you learned about today's experiment and I will take volunteers
to share with the group

Elaborate Further / Reflect: Enrichment: