NGSS Lesson Planning Template

Lesson # __5__ in a
Grade/ Grade Band: 3-5 grade
th
Topic: Roving the Moon
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
what it takes to produce a vehicle to help the Transfer Energy and Matter
astronauts do work. When the motion energy of the Energy may
rover changes, there is inevitably take different
Using scientific reasoning some other change in energy at the forms, in this
same time case this is
energy of
Analyzing data from system trials to determine
ETS1.A: Defining and Delimiting Engineering motion.
which design is best for landing on the surface of
Mars Problems
The more precisely a design tasks
criteria and constraints can be
Engaging in Argument from Evidence
defined, the more likely it is that the
Student will complete a number of
designed solution will be successful.
trials with their rover and make
Specification of constraints includes
connections between three
consideration of scientific principles
components (wheels, how the rubber
and other relevant knowledge that
bands are set up, and how far
is likely to limit possible solutions
individual rovers move). They will use
ETS1.B: Developing Possible Solutions
these factors to describe the
Research on a problem should be
observable features of the rover and
carried out before beginning to
how this is related to kinetic energy of
design the system. Testing a solution
the object.
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
Ask them what experiments we've done the have learned and done the
past weeks past weeks
What do you think is going to be this weeks They will share their
experiment? knowledge on rovers with
What is a rover? What is a used for? the class
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: