NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Touchdown Lesson # 2 in a series of _6__ lessons
Brief Lesson Description: Landing on Mars is very complicated and students will be brainstorming a design to build a system that absorbs
the shock of landing on the surface. The purpose of this system is to protect the two astronauts when they land.
Performance Expectation(s):
MS-ETS1-2 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into
account relevant scientific principles and prudential impacts on people and the natural environment that may limit possible solutions.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and
constraints of the problem.

Specific Learning Outcomes: To engage in this engineering challenge, which will have students studying which design will get the most
lift. The testing is iterative. The students will articulate the aspects of the design allowed the rocket to have the greatest distance.
Lesson Level Narrative
Landing on the surface of Mars is a daunting tasks. The mission crew has been in space for 300 days and are now close enough to attempt a
landing. The new problem that you engineers need to solve is how to enter, descend and land on the surface of the planet. Your tasks is to
use engineering design process to design and build a shock-absorbing system out of paper, straws, and mini-marshmallows; then, attach
your shock absorber to a cardboard platform; and then improve the initial design based on test results.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Asking questions and defining problems ETS1.A: Defining and Delimiting Engineering Influence of science, engineering, and
Define simple problem that can be Problems technology on Society and the Natural
solved through the development The more precisely a design tasks World.
of a new or improved object or criteria and constraints can be The uses of technologies and any
tool. defined, the more likely it is that limitations on their use are driven
the designed solution will be by individual or societal needs,
Developing and Using Models to understand successful. Specification of desires, and values; by the
what it takes to land on the surface of the constraints includes consideration findings of scientific research; and
moon. of scientific principles and other by differences in such actors as
relevant knowledge that is likely climate, natural resources and
Using scientific and mathematical reasoning to limit possible solutions economic conditions
ETS1.B: Developing Possible Solutions
Analyzing data from system trails to Research on a problem should be
determine which design is best landing on carried out before beginning to
the surface of Mars design the system. Testing a
solution involves investigating
Constructing Explanations and designing how well it performs under a
solutions range of conditions
Constructing explanations and PS2.B: Types of Interactions
designing solutions in 3-5 builds on The gravitational force of the
K-2 experiences and progresses to planet acting on an object near
the use of evidence in constructing the surface pulls that object
explanations that specify variables toward the planets center
that describe and predict
phenomena and in designing
multiple solutions to
design problems.
Possible Preconceptions/Misconceptions:
Elementary-school students typically do not understanding gravity as a force. They see the phenomenon of a falling body as natural with
no need for further explanation or they ascribe to it an internal effort of the object that is falling (Obgborn, J. (1985). Understanding
students understanding: An example from dynamics. European Journal of Science Education, 7, 141-150.) If students do not view weight as
a force, they usually think it is the air that exerts this force. Misconceptions about the causes of gravity persis after traditional high-school
physics instruction. Misconceptions about the causes of gravity can be overcome by specially designed instruction.

LESSON PLAN 5-E Model

BIG IDEA Shock Absorption
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions: (Krystal)
Whole Group
Recap what we learned last week about gravity
Talk about the issues involving life on mars:
-why do you think we haven't put humans on mars?
-what problems might occur if we didn't know the area before we sent people there?
Talk about landing on mars:
-when we shoot our rocket with great force off of earth, do you think it lands easily on Mars?
-do you think mars has gravity too?
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do? (Tina)
Small Group
We are going to make a spacecraft and use these materials:
paper cup
cardboard
marshmallows (astronauts)
index cards
tape
bag
straws
say: Remember that a shock absorber absorbs or takes in the energy of impact. Lets think about how to build a spacecraft that can absorb
the shock of a landing. In other words, how can we make a safe landing. We need to make sure that the people land safely.

What kind of shock absorbers can you make from these materials to help soften the landing?
possible ideas (the teacher will tell the students some of these possible ideas if they cannot come up with them):
soft things like marshmallows cran absorb shock
you can use paper, like this index card made into a spring by folding it like an accordion.
you can use the straws to support your spacecraft and to provide a flexible structure
mini marshmallows can serve as soft footpads
rubber bands can flex and hold things together

How will you make sure the lander doesnt tip over as it falls through the air?
Possible ideas:
making the parts below the platform weight more than the parts on the top helps the lander fall straight down. It evenly
distributes the weight on top of the platform.
place the cup on the middle of the cardboard
place equal amount of materials in opposite sides of the cardboard
Build, test, evaluate, and redisign
Possible Issues:
tips over when it drops Why do you think it tips in that direction? Solution: move the cup slightly away from the side thats tipping
or reposition the parts of the shock absorbing system to balance

bounces instead of landing softly is the material strong to absorb most of the shock? Solution: change the size, position, or number of
shock absorbing parts. Use mini marshmallows for
landing pat feet.

EXPLAIN: Concepts Explained and Vocabulary Defined: (Daisy)

Small Group

Vocabulary:
Potential energy-stored energy in an object or system
Kinetic energy -when the object is in motion.
Potential and kinetic energy- When the lander hits the surface, its motion (kinetic) energy is changed into stored (potential)
energy, which gets stored in the shocked absorbers.
Gravity is a force which tries to pull two objects toward each other.
Acceleration due to gravity- the lander accelerates (speeds up) as it falls due to Earths gravitational pull.
ELABORATE: Applications and Extensions: (Meggan)
Whole Group
- What problems were faced?
- How did you solve these?
- How would NASA engineers maybe solve these problems?
EVALUATE: (Adolfo)
Whole Group

Can you think of any shock absorbers we use today?

car springs
football helmets
mattress-

What was your first design and why did it work or not work?

What did you change for your next try?

Did it work better?

Engineering design process- Improving a design based on testing

13,000 miles per hour to go to mars. Landing is IMPORTANT!!!

would you rather fall on a matress or on the floor?

Astronauts would like to land smoothly, we must thinkf of ideas!
Shock absorbtion is important!!!

Elaborate Further / Reflect: Enrichment: