Grade/ Grade Band: 3-5th grade Topic: Touchdown Lesson # __4__ in a series of

_7___ 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 o 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 land most safely. The testing is iterative. The students will articulate the
aspects of the design allowed the lander to land softly here on Earth and how this might differ on
Mars.

Lesson Level Narrative

Landing on the surface of Mars is a daunting task. 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 task 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 space capsule; and then improve the initial design based on test results.
Science & Engineering
Practices:
Asking questions and defining
problems
Define simple
problem that can be
solved through the
development of a new or
improved object or tool.
Science & Engineering
Practices:
Asking questions and defining
problems
Define simple
problem that can be
solved through the
development of a new or
improved object or tool.
Science & Engineering
Practices:
Asking questions and defining
problems
Define simple
problem that can be
solved through the
development of a new or
improved object or tool.

Developing and Using Models to Developing and Using Models to Developing and Using Models to
understand what it takes to land understand what it takes to land understand what it takes to land
on the surface of the moon. on the surface of the moon. on the surface of the moon.

Using scientific and mathematical Using scientific and mathematical Using scientific and mathematical
reasoning reasoning reasoning

Analyzing data from system trials Analyzing data from system trials Analyzing data from system trials
to determine which design is best to determine which design is best to determine which design is best
for landing on the surface of Mars for landing on the surface of Mars for landing on the surface of Mars

Constructing Explanations and Constructing Explanations and Constructing Explanations and

designing solutions
Constructing
explanations and
designing solutions in
3-5 builds on K-2
experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe
and predict phenomena
and in designing multiple
solutions to design
problems.
designing solutions
Constructing
explanations and
designing solutions in 3-5
builds on K-2
experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe
and predict phenomena
and in designing multiple
solutions to design
problems.
designing solutions
Constructing
explanations and
designing solutions in 3-5
builds on K-2
experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe
and predict phenomena
and in designing multiple
solutions to design
problems.

Possible Preconceptions/Misconceptions:
Elementary-school students typically do not understand 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 persist after traditional
high-school physics instruction. Misconceptions about the causes of gravity can be overcome by specially
designed instruction.

LESSON PLAN 5-E Model

 ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Find a video, with lander. What is going on in this video? What is allowing the capsule to
land smoothly? What does Wonder Woman use to protect herself? Have two students
come up and do the jump activating. After the activity explain the idea of the spring

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

Present the challenge, these are your supplies. Explain the rules, and what not to do. Astronauts have to be
in the capsules and can not cover the top. However, the capsules can be til but can not fall out. Tell them
them it is a computation. The winner gets an award. At the end of the challenge have the groups come up
and have a class competition. (what is the best way, to land them safely by taking notes)

EXPLAIN: Concepts Explained and Vocabulary Defined:

ELABORATE: Applications and Extensions:

EVALUATE:

Summative Assessment (Quiz / Project / Report): Have the students draw their rocket, then labeled using
vocab. Collect then discuss as a group As a ticket out the door.
Formative Monitoring (Questioning / Discussion): Ask students if they want to share their picture to other
classmates.

Elaborate Further / Reflect: Enrichment:

Move the desks and make 6 group of 4. Then have the supplies at the tables ready to go on the
desk. Figure out timing and keep track of time