National Aeronautics and Space Administration
Mars Rover Celebration
Curriculum Module
Week 4: Understanding Rovers
Lesson 9: Spacecraft Structure and Design
Educational Product
Educators & Students
Grades 3-5
www.marsrover.org
Week 4: Understanding Rovers
LESSON 9:
GRADE LEVEL:
MATERIALS:
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SPACECRAFT STRUCTURE AND DESIGN
3-5
Chart Paper
Chart Paper Markers- one per team
Station #1- Research and Investigation
o Research and Investigation handout- one per student (Appendix)
o Computers with Internet access
Station #2- Spacecraft Design
o Spacecraft Design handout – one per student (Appendix)
o The NASA Engineers’ Design article- one per student (Appendix)
o Index cards or card stock
o Notebook paper
o Tape
o Paper clips
o Scissors
o Ruler
Station #3- Rover Communication
o Rover Communication handout- one per student (Appendix)
o Balloon (one per team)
o Flashlight
o Mirrors (4)
o Roll of Aluminum Foil (25 sq ft)
o Scissors
o Ruler
TEKS/SES:
Science
Grade 3
3.1.A
3.2.C
3.2.F
3.3.D
3.4.A
3.6.A
3.6.C
Grade 4
4.1.A
4.2.C
4.2.F
4.3.D
4.4.A
4.6.A
4.6.D
Grade 5
5.1.A
5.2.C
5.2.F
5.3.D
5.4.A
5.6.A
5.6.C
5.8.C
Full text versions of these TEKS are available at http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Math
Grade 3
3.14.A 3.14.B
3.14.C
3.15.A
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Mars Rover Model Celebration – Lesson Plan; Week 4; Lesson9 – Grades 3-5
Grade 4
4.14.A 4.14.B
4.14.C
4.15.A
Grade 5
5.14.A 5.14.B
5.14.C
5.15.A
Full text versions of these TEKS are available at http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html
Language Arts
Grade 3
3.2.C
3.3
3.4 B
3.11
Grade 4
4.1
4.4 B
4.9
4.24.A.ii 4.24.B
Grade 5
5.1
5.2.B
5.9
5.24.A
3.26.A.iii
3.26.B
3.26.C
4.24.C
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
Physical Science
 Motions and forces
 Transfer of energy
Earth and Space Science
 Earth in the solar system
Science and Technology
 Abilities of technological design
 Understanding about science and technology
Personal and Social Perspectives
 Science and technology in society
History and Nature of Science
 Science as human endeavor
 Nature of science
Math
Problem Solving
 Build new mathematical knowledge through problem solving
 Solve problems that arise in mathematics and in other contexts
 Apply and adapt a variety of appropriate strategies to solve problems
 Monitor and reflect on the process of mathematical problem solving
Representation
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Mars Rover Model Celebration – Lesson Plan; Week 4; Lesson9 – Grades 3-5
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Create and use representations to organize, record, and communicate mathematical ideas
Select, apply, and translate among mathematical representations to solve problems
Use representations to model and interpret physical, social, and mathematical phenomena
Language Arts
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NL-ENG.K-12.1 READING FOR PERSPECTIVE Students read a wide range of print and non-print texts to
build an understanding of texts, of themselves, and of the cultures of the United States and the world; to
acquire new information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
NL-ENG.K-12.3 EVALUATION STRATEGIES Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts, their word identification
strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics).
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-12.8 DEVELOPING RESEARCH SKILLS Students use a variety of technological and information
resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and
to create and communicate knowledge.
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:
What attributes will my Mars Rover need to: get to Mars, carry out its mission and, send the data back to Earth?
LESSON OBJECTIVE(S):
Students will be able to:
 Investigate probes and rovers to learn how they are built.
 Learn about the propulsion, navigation, controls and daily handling of spacecraft
 Gather, and analyze data from multiple sources on the internet
 Understand how rovers communicate with Earth
ENGAGEMENT
1.
2.
3.
Using the attached documents (Appendix), present the Key Vocabulary and the Essential Question for
students to consider during the lesson.
On their pieces of chart paper, each team will write three facts they have learned so far, two questions
that they still have, and one opinion about something they have learned thus far.
Once students have had time to complete this activity, teams will share with the class. While students are
sharing, the teacher should be paying particular attention to the chart paper responses answering their
questions when possible and clarifying any misunderstandings.
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Mars Rover Model Celebration – Lesson Plan; Week 4; Lesson9 – Grades 3-5
EXPLORATION
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During this lesson, teams will rotate to three different stations to learn how spacecraft are built, how
rovers communicate with Earth, and how aspects of spacecraft work.
Teams will work at each station for one class period. Before their station time begins, the teacher should
introduce each station, review the handout(s) and procedure for each station and identify the data that
will need to be recorded in student Science Notebooks during station work.
As students are working through the stations, the teacher should circulate the room helping teams and
guiding students as necessary. Students may need specific assistance reading the article at the conclusion
of the Spacecraft Design station and possibly reading the Research and Investigate station web sites.
EXPLANATION
Note: The teacher may choose whether to address the Explanation for at the end of each class period or once at
the end of the three day lesson. If the teacher decides to address this section at the end of each class period,
answers should not be revealed until the last day.
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Either at the end of each class period or at the end of the three-day lesson, the teacher will bring
students together to discuss a series of statements and decide whether they are true or false:
o Astrology and astronomy are basically the same thing. (False)
o Rovers communicate with Earth using radio waves. (True)
o Since we already went to the moon, it is easy to send people to Mars. (False)
o Space probes need to be made from durable materials that won’t crack when entering a planet’s
atmosphere. (False)
o All space probes are spacecraft but not all spacecraft are space probes. (True)
The teacher may elect to write these statements on the board or on chart paper, making a clear indication
that these are true/false statements for the class to consider, not facts they will learn.
ELABORATION
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If time allows, students should write a paragraph about what they have learned at their designated
station each day of the lesson. The writing may also be assessed for a grade.
Students may also elect to continue building their space probes.
EVALUATION
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During this lesson, the teacher is encouraged to use formative assessments to determine and deepen
student understanding. Teachers may wish to assess student team posters and/or grade students’ science
notebooks to establish student understanding. Students will also be informally assessed when discussing
the statements in the Explanation section of the lesson.
SUPPLEMENTAL RESOURCES
http://www.esa.int/esaKIDSen/Spacecraft.html
http://mars.jpl.nasa.gov/msl/mission/spacecraft/
http://saturn.jpl.nasa.gov/kids/fun-facts-spacecraft.cfm
http://mars.jpl.nasa.gov/msp98/ds2/kids/probe_design.pdf
http://kids.yahoo.com/science/space/article/spacecraft
http://education.nationalgeographic.com/education/activity/landing-a-space-probe-or-rover/?ar_a=1
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Mars Rover Model Celebration – Lesson Plan; Week 4; Lesson9 – Grades 3-5
KEY VOCABULARY FOR STUDENTS
aerodynamic
attribute
Additional Vocabulary for Students
See the Vocabulary Toolbox presentation and
associated documents (Appendix)
VOCABULARY FOR TEACHERS
avionics
telemetry
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Mars Rover Model Celebration – Lesson Plan; Week 4; Lesson9 – Grades 3-5
APPENDIX
TEKS Details
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_TEKS.docx
Essential Question
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_EssentialQuestion.docx
Science Notebook
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_SciNotebook.docx
Vocabulary Definitions for Students
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_Definitions.docx
Vocabulary Definitions for Teachers
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_Teacher_Definitions.docx
Vocabulary Cards
o Aerodynamic
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_VocabCard_Aerodynami
c.pdf
o Attribute
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_35_VocabCard_Attribute.pd
f
Vocabulary Toolbox
o Vocabulary Toolbox slide presentation
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_Learning_New_VocabularyL
OCKED.pptx
o Vocabulary Toolbox
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Vocabulary_Toolbox.docx
o Vocabulary Toolbox: Common Prefixes
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_Common_Prefixes.docx
o Vocabulary Toolbox: Common Suffixes
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Lesson9_Common_Suffixes.docx
Workstation Materials
o Research and Investigation handout
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Research_and_Investigation_handou
t.docx
o Rover Communication handout
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Rover_Communication_handout.doc
x
o Space Probe Design handout
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/Space_Probe_Design_handout.docx
o NASA Engineers Design process
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_09/NASA_Engineers_Design_article.pdf
Mars Rover Rubric
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_11/Mars Rover Rubric.pdf
Additional NASA Resources for Teachers
http://aura.gsfc.nasa.gov/outreach/engineerAsatellite.html
http://deepspace.jpl.nasa.gov/dsn/educ/poster.html
http://phoenix.lpl.arizona.edu/pdf/lesson_1.pdf
http://phoenix.lpl.arizona.edu/pdf/lesson_11.pdf
http://saturn.jpl.nasa.gov/files/RWR_grades_3-4_all_lessons_2007.pdf#page=92
http://saturn.jpl.nasa.gov/files/RWR_grades_3-4_all_lessons_2007.pdf#page=120
http://science.hq.nasa.gov/kids/imagers/teachersite/RS2.html
http://www.chabotspace.org/assets/teacher/touch-the-sun.pdf#page=137
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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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