NGSS Lesson Planning Template

Lesson # __3__ in a series of

_7___ lessons
Brief Lesson Description: Students up until this point have thought about the spacecraft that will get the
mission to mars and the topography of the planet for a safe landing. Now it is time to plan the launch that will
get the mission off of the planet Earth (http://www.space.com/18596-mars-colony-spacex-elon-musk.html)
Students will grapple with the issues of getting Astronauts off the planet and then to mars.
Performance Expectation(s):
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.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design
solutions to identify the best characteristics of each that can be combined into a new solution to
better meet the criteria for success.
Grade/ Grade Band: 3-5th grade

Topic: Space Launch System

Specific Learning Outcomes: To engage in this engineering challenge, which will have students
studying which design will get the most lift. The testing is iterative. The students will articulate the
aspects of the design allowed the rocket to have the greatest distance.
Lesson Level Narrative
Now that you have study the topography of the planet and designed a spacecraft that can get from Earth to
Mars, it is time for take-off. The engineers of the Mission to Mars exploration need to come up with creative
ideas for launching heavy payloads into orbit. Payloads include parts and supplied for the International Space
Station and spacecraft that will carry humans to Mars. NASA is also interested in rockets that can transport large
fuel tanks that will be used to power deep space rockets. You are challenged to build the most efficient heavy-lift
rocket from the same set of materials. You and your team will try to create the greatest payload into space (the
ceiling) is the winner.
Science & Engineering
Disciplinary Core Ideas:
Crosscutting Concepts:
Practices:
ETS1.B: Developing Possible
Patterns of change can be used to
Developing and Using Models to
Solutions
make predictions.
understand what it takes to get a
The test the
rocket out of Earths orbit.
students will conduct will
identify points of strengths
in the design of the rocket
Analyzing data from the rocket
and refine of the
trials to determine which design is
shortcomings.
best for modeling leaving Earths
ETS1.C: the iterative process of
orbit.
testing the most promising
solutions and modifying what is
proposed on the basis of the test
results leads to greater refinement
and ultimately to an optimal
solution. Basically to get out of
earths orbit
PS2.A: Forces and Motion
The patterns of the
rockets motion due to
different structural changes
to the design can be
observed and measured;
when that past motion
exhibits a regular pattern,
future motion can be
predicted from it.
Possible Preconceptions/Misconceptions:
Elementary-school students typically do not understanding gravity as a force. They see the phenomenon of a
falling body as natural with no need for further explanation or they ascribe to it an internal effort of the object
that is falling (Obgborn, J. (1985). Understanding students understanding: An example from dynamics.
European Journal of Science Education, 7, 141-150.) If students do not view weight as a force, they usually think
it is the air that exerts this force. Misconceptions about the causes of gravity persis after traditional high-school
physics instruction. Misconceptions about the causes of gravity can be overcome by specially designed
instruction.
LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
If you can you might want to show students a video that shows how rockets get the space shuttle off the ground.
http://www.space.com/12946-nasa-heavy-lift-rocket-animated.html
Ask the students if they know what a rocket is?
have one student come up to the board and draw what they think a rocket looks like and then
have the student explain what they drew to the rest of class
go over the basics as to where the fuel, crew, boosters, supplies are located.
Ask the students if they know what is needed to make the rocket go up ?
ask a follow up question, what if the rocket didnt have any sort of fuel or force acting on it, will it
still move?
Students are asked a number of questions about the factors that allow the rockets to get the spacecraft out of
Earths orbit.
How do you think these rockets are working?
What do you think happened here when this incident happened? http://www.space.com/30955orbital-atk-rocket-explosion-year-later.html
Today you will be engaged in designing a rocket that will be safe and complete the mission. Provide all the
materials for the students and help guide them with the initial model of their rocket.
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
split students into groups of possibly 4 or 5 to get instructions across more effectively.
before anything is passed out, briefly go over the supplies they will be using to give the students a better
understanding of what they will be working with before they brainstrom thier ideas on paper
before any brainstorming occurs have the groups talk about their ideas and then have them officially draw it
out on paper
we will be walking around making sure the students are drawing something along the lines with materials they
will be using and if not just go over the materials and let them know that that is how they will be building it.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Once they are done with their drawings and have their brainstorms then allow them to work together as a group
and design their rocket. Ask them to rethink what they think might work, after you introduce the concepts of
force and weight. Assign the roles of the students, if one pumps the balloon or tapes, etc. then pass out the
materials to them.
Vocabulary:
Weight, force, fuel
ELABORATE: Applications and Extensions:
Have the students share with their peers on what they observered about their rocket. What was
different between their rockets? Did their design help the paperclips reach the top or did it fail?
When their rocket was a success, why was it a success? Was it because they took out the cup
and had less weight? More balloons so it could be more force?
Recap on what was learned and how their can be different factors involved in designing a rocket.
EVALUATE:
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: