NGSS Lesson Planning Rovers

Grade/ Grade Band: 3-5th grade Topic: Roving the Moon Lesson # __3_ in a series of _ 5 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

Teacher: Student
Ask questions about rover
Talk about the rover talk about the past models
and how it's related to mars

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Supplies you will need for this project:
- Cardboard
- sissors
- tape
- two mints
- rubberbands
- pencil
- straw
Before starting the project:
- Have the kids get into groups of two.
- Ask the kids what do you think might be some problems that might happen. Ground? Rocks? Wheels not rolling or breaking?
- Ask kids how they think they can fit these problems or make their rover better.
Explain the project and how to constrict it:
1. cut cardboard in half to make two rectangles
2. cut one rectangle in half again to make two squares and fold the other rectangle into a tri-fold
3. find the middle of the square and make a hole in the center of the squares and make holes in the back of the tri-fold to hold the
pencil.
4. attach the paper wheels and rover to the pencil to make the back section
5. make the front wheels by taping the straw to the rover and attach the mints
6. for the middle make two slits on one side of the rover and hook two bands together then strap one to the side with the two slits
and the other to the pencil
7. Rules: no bigger than the square and no perfect circle

EXPLAIN: Concepts Explained and Vocabulary Defined:

1. How is the rover moving ?
2. What is the most important piece when making the rover ?
3. Ask the students how well did they succeed with their rover.
4. Discuss the challenges and advantages when making the rover.
5. Make solutions to their challenges.
6. Discuss ways they could improve their rovers.
What are changes you could do ; Ex: shape of the wheels.
Vocabulary
Roving
Rover
Potential/Kinetic Energy
Friction
Speed
Mass
ELABORATE: Applications and Extensions:
1. With the new given information let the kids make changes to the rovers.
2. Test the new rovers.
3. After the final test bring back the kids together.
4. Ask again if anyone succeed with the new improvements.
5. Have them share there changes to their rovers.
Connecting it to the real world.
1. What kind of vehicles on earth are similar to rovers ? (Snowmobiles, tanks)
2. What do astronauts used in order for the rovers to work in mars ?
EVALUATE: what happened to the rover? Why did it go fast or slow? Did it go far or not and, why? Bring the vocab back and how it is b
connected to the rover? How they did the wheel and why they did it that way?

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report): mini quiz bring stickers

Elaborate Further / Reflect: Enrichment: