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Lesson 5 Rovingmarscandidate

The lesson plans for students to build and test model rovers. Students will construct rovers out of cardboard, figure out how to use rubber bands to power the wheels, and improve their design through iterative testing. As they test their rovers, students will analyze data to determine which designs move the furthest. They will also develop and present arguments linking the placement of rubber bands and movement of wheels to changes in the rover's kinetic energy. The lesson aims to engage students in engineering practices like developing models, analyzing data, and argumentation to solve the problem of designing effective transportation for astronauts on Mars.

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62 views3 pages

Lesson 5 Rovingmarscandidate

The lesson plans for students to build and test model rovers. Students will construct rovers out of cardboard, figure out how to use rubber bands to power the wheels, and improve their design through iterative testing. As they test their rovers, students will analyze data to determine which designs move the furthest. They will also develop and present arguments linking the placement of rubber bands and movement of wheels to changes in the rover's kinetic energy. The lesson aims to engage students in engineering practices like developing models, analyzing data, and argumentation to solve the problem of designing effective transportation for astronauts on Mars.

Uploaded by

api-322160452
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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NGSS Lesson Planning Template

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.
Grade/ Grade Band: 3-5th grade

Topic: Roving the Moon

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
Disciplinary Core Ideas:
Crosscutting Concepts:
Practices:
PS3.B: Conservation of Energy and
Energy and Matter
Developing and Using Models to
Energy Transfer
Energy may take
understand what it takes to
When the motion
different forms, in this case
produce a vehicle to help the
energy of the rover
this is energy of motion.
astronauts do work.
changes, there is inevitably
some other change in
energy at the same time
Using scientific reasoning
Analyzing data from system trials to
determine which design is best for
landing on the surface of Mars
Engaging in Argument from
Evidence
Student will
complete a number of trials
with their rover and make
connections between three
components (wheels, how
the rubber bands are set
up, and how far individual
rovers move). They will use
these factors to describe
the observable features of
the rover and how this is
related to kinetic energy of
the object.

ETS1.A: Defining and Delimiting


Engineering Problems
The more precisely
a design tasks criteria and
constraints can be defined,
the more likely it is that the
designed solution will be
successful. Specification of
constraints includes
consideration of scientific
principles and other
relevant knowledge that is
likely to limit possible
solutions
ETS1.B: Developing Possible
Solutions
Research on a
problem should be 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

Teacher:
Engage

Student

Ask them about how they get to places:


walking, running, driving, etc (write
answers on board -- make web).
Think about things that have wheels -circle answers that have wheels on board
Talk about being on Mars & getting
around Mars -- ask them how they think
astronauts get around
Walking on Mars is too hard we need a
faster way AKA rover
Show them rovers -- what do you see on
rovers that you don't see on cars?
We have to make something to drive
around on Mars. What do you think we
need on our transportation device?
(Wheels, camera, etc)
Talk about force being a charging motion
-- speed
All students can push something in their
desk -- applying force piece on paper is a
good idea
"Show me a force that changes it
(crumple paper)", "Show me a force that
makes it speed up (push paper across
desk)", etc
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?

Take them through making the model. Explain vocab as we go through building it.
EXPLAIN: Concepts Explained and Vocabulary Defined:

Kids talking about how to improve their model.


Kids can only have more rubber bands and straws.
Vocabulary

Tread
Axel
Force
Terrain (on Mars)
ELABORATE: Applications and Extensions:

Students making changes to the rover


EVALUATE:

Students showing the class the changes they made what they did and testing how it
moves in front of the class.
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

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