National Aeronautics and Space Administration
Mars Rover Celebration
Curriculum Module
Week 3: Designing the Mission
Lesson 6: Mission Measurements
Educational Product
Educators & Students
Grades 3-5
www.marsrover.org
Week 3: Designing the Mission
LESSON 6:
GRADE LEVEL:
MATERIALS:

MISSION MEASUREMENTS
3-5
Team Charts (from Lesson 5)
TEKS/SES:
Science
Grade 3
3.2.A
3.4.A
3.5.A
Grade 4
4.2.A
4.4.A
4.5.A
Grade 5
5.2.B
5.4.A
Full text versions of these TEKS are available at http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Language Arts
Grade 3
3.4
3.20
3.20.A.i 3.20.C
Grade 4
4.2.
4.2.A
Grade 5
5.2.
5.2.A
3.25.A
3.29.A
3.31
4.18
4.18.A.i 4.18.C
4.23.A
4.27.A
4.29
5.18
5.18.A.i 5.18.C
5.23.A
5.27.A
5.29
Full text versions of these TEKS are available at http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html
NATIONAL STANDARDS
Science
Science as Inquiry
 Abilities necessary to do scientific inquiry
 Understanding about scientific inquiry
Science and Technology
 Abilities of technological design
 Understanding about science and technology
History and Nature of Science
 Science as human endeavor
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Mars Rover Model Celebration – Lesson Plan; Week 3; Lesson6 – Grades 3-5


Nature of science
History of science
Math
Data Analysis and Probability
 Formulate questions that can be addressed with data and collect, organize, and display relevant data to
answer them
Language Arts




NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write
and use different writing process elements appropriately to communicate with different audiences for a
variety of purposes.
NL-ENG.K-12.7 EVALUATING DATA Students conduct research on issues and interests by generating ideas
and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
ESSENTIAL QUESTION:
Why is it important to write your scientific question so you can answer it using data?
LESSON OBJECTIVE(S):
Students will be able to:
 Refine their scientific question so that it can be answered by data and/or modeling
 Brainstorm possible solutions for the scientific question chosen
 Determine reasonableness of solutions
 Use concept maps to enhance meaningful learning
ENGAGEMENT
1.
2.
3.
4.
Use the attached documents (Appendix), present the Key Vocabulary and the Essential Question for
students to consider during the lesson.
Ask students to recall their scientific questions that they created in the last lesson. Today students will
brainstorm possible solutions to their questions.
To start, tell students that you have been wondering about Saturn and you developed a scientific question
to answer. Draw a concept map on the board. A sample concept map is located in the Appendix.
Walk students through the thought process of brainstorming possible solutions to the scientific question.
While progressing through the concept map, remember to continue an “internal dialogue” (Lesson 2)
modeling the process for students and asking questions:
 How might that happen?
 Does it make sense?
 Have I thought it through?
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Mars Rover Model Celebration – Lesson Plan; Week 3; Lesson6 – Grades 3-5


What else could happen?
Is this possible or reasonable?
EXPLORATION


Students will work with their teams to answer their own scientific question using the concept map in their
Science Notebooks.
The teacher should circulate as students work assisting when necessary. The teacher should also
challenge students to come up with reasonable plausible solutions. To further probe students’
understanding or guide students back on track if necessary, use the following question starters:
o Why….?
o How….?
o Have you considered….?
o Does that sound reasonable….?
o How did you conclude that….?
EXPLANATION

Once students have completed their concept maps, draw their attention back to the chart papers that
they began during Lesson 5. Have students complete their chart papers by transferring the information
from their concept maps to their chart paper. Teams may elect to simply copy the concept map or
display the same information in a different format.
ELABORATION


If time allows, students may share their concept maps with the class and allow their classmates to ask
questions about the solutions that each team brainstormed.
Students may also continue to brainstorm more possible solutions for their scientific questions.
EVALUATION

During this two day lesson, the teacher is encouraged to use formative assessments to determine and
deepen student understanding. Teachers may wish to use one or both of the included exit tickets (located
in the Appendix) after the conclusion of the first day or review and/or grade students’ Science Notebooks
to establish student understanding.
SUPPLEMENTAL RESOURCES
Mars Missions:
http://mars.jpl.nasa.gov/
http://mars.jpl.nasa.gov/mer/
http://mars.jpl.nasa.gov/MPF/index1.html
http://mars.jpl.nasa.gov/msl/
http://mars.jpl.nasa.gov/msp98/lander
http://mars.jpl.nasa.gov/programmissions/
http://marsrovers.jpl.nasa.gov/home/index.html
http://www.planetary.org/explore/space-topics/space-missions/missions-to-mars.html
KEY VOCABULARY FOR STUDENTS
measurement
plausible
solution
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Mars Rover Model Celebration – Lesson Plan; Week 3; Lesson6 – Grades 3-5
Additional Vocabulary for Students
falsify
prediction
validate
VOCABULARY FOR TEACHERS
infer
model
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Mars Rover Model Celebration – Lesson Plan; Week 3; Lesson6 – Grades 3-5
APPENDIX
TEKS Details
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_TEKS.docx
Essential Question
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_EssentialQuestion.docx
Exit Ticket
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_ExitTicket.docx
Science Notebook
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_SciNotebook.docx
Vocabulary Definitions for Students
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_Definitions.docx
Vocabulary Definitions for Teachers
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_Teacher_Definitions.docx
Vocabulary Cards
o Measurement
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_VocabCard_Measureme
nt.pdf
o Plausible
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_VocabCard_Plausible.pd
f
o Solution
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_35_VocabCard_Solution.pdf
Sample Concept Map
o Description
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_SampleConceptMap.pdf
o Sample
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_06/Lesson6_SampleConceptMap.pptx
Additional NASA Resources for Teachers
http://phoenix.lpl.arizona.edu/pdf/lesson_9.pdf
http://solar-center.stanford.edu/webcast/wcpdf/sun&stars5-8.pdf#page=15
http://stargazers.gsfc.nasa.gov/pdf/activities/in_a_different_light/lesson6_student.pdf
http://www.images-press.com/_files/lessonPlan_marsby.pdf
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Some photographs and graphics are used with the permission of the National Aeronautics and Space
Administration. The remaining photographs and illustrations were purchased through clipart.com. All
elements of the Site, including the Jupiterimages Content, are protected by copyright, trade dress, moral rights,
trademark and other laws relating to the protection of intellectual property.
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