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    Lesson Plan 7

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    1) The lesson involves having students build and test straw rockets to determine the best design for launching a crew back to Earth from Mars. 2) Students will plan investigations to test how balanced and unbalanced forces affect an object's motion and observe patterns in motion to predict future movement. 3) By testing different rocket models, students will understand how design improvements can increase distance traveled and apply their knowledge of forces and motion patterns.

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    Lesson Plan 7

    Uploaded by

    api-361769829
    118 views3 pages
    1) The lesson involves having students build and test straw rockets to determine the best design for launching a crew back to Earth from Mars. 2) Students will plan investigations to test how balanced and unbalanced forces affect an object's motion and observe patterns in motion to predict future movement. 3) By testing different rocket models, students will understand how design improvements can increase distance traveled and apply their knowledge of forces and motion patterns.

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    1) The lesson involves having students build and test straw rockets to determine the best design for launching a crew back to Earth from Mars. 2) Students will plan investigations to test how balanced and unbalanced forces affect an object's motion and observe patterns in motion to predict future movement. 3) By testing different rocket models, students will understand how design improvements can increase distance traveled and apply their knowledge of forces and motion patterns.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    118 views3 pages

    Lesson Plan 7

    Uploaded by

    api-361769829
    1) The lesson involves having students build and test straw rockets to determine the best design for launching a crew back to Earth from Mars. 2) Students will plan investigations to test how balanced and unbalanced forces affect an object's motion and observe patterns in motion to predict future movement. 3) By testing different rocket models, students will understand how design improvements can increase distance traveled and apply their knowledge of forces and motion patterns.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3
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    The lesson teaches students about forces and motion through building and testing straw rockets. Students will learn about propulsion systems and how to improve their rocket designs.

    The goal of the lesson is for students to build and test straw rockets to determine the best construction for returning the mission crew back to Earth.

    Some of the key vocabulary words introduced are fuel, fins/wings, and propulsion system.

    NGSS Lesson Planning Template[AL1]

    Grade/ Grade Band: 3-5th grade Topic: Straw Rocket Lesson # __7__ in a series of
    _7___ lessons

    Brief Lesson Description: The mission is complete and we will need to get the crew back to Earth.

    Performance Expectation(s):
    3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced
    forces on the motion of an object.
    3-PS2-2 Make observations and/or measure of an objects motion to provide evidence that a pattern can be
    used to predict future motion.

    Specific Learning Outcomes: By investigating the best model design for a straw rocket, students will be
    able to build and test a straw rocket and then test the rocket to determine the best construction. Students
    will finish up the storyline and complete the unit.

    Lesson Level Narrative

    Our mission is to get our crew launched into orbit from the surface of Mars[AL2] . You will build the rocket on the
    surface of the planet to send the mission crew back to Earth when they are done with their mission.

    Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:


    Planning and carrying out PS2.A Forces and Motion Patterns
    investigations to answer questions Each force acts on Patterns of change
    or test solutions to problems: one particular object and can be used to make
    Plan and conduct has both strength and a predictions
    and investigation direction. An object at rest Cause and effect
    collaboratively to produce typically has multiple forces Cause and effect
    data to serve as the basis acting on it, but they add to relationships are routinely
    of evidence, using fair give zero net force on the identified
    tests in which variables objects speed or direction
    are controlled and the of motion.
    number of trails Patterns of an
    considered objects motion in various
    Make situations can be observed
    observations and/or and measured; when that
    measurements to produce past motion exhibits a
    data to serve as the basis regular pattern, future
    for evidence for an motion can be predicted
    explanation of a from it.
    phenomenon or test a
    design solution.
    Possible Preconceptions/Misconceptions:
    Students tend to call the active actions force but do not consider passive actions as forces Gunstone, R., Watts,
    M. (1985). Force and motion. In Driver, R. (Ed.), Children's ideas in science (pp. 85-104). Many students know that a
    force can cause an object to move. A typical example of students sharing their understanding of forces is that the
    source of motion comes from outside the object (for example, the soccer ball moves because someone has kicked
    it). Students need activities to engage in that will help them uncover the four sources of change in motion. Force
    can change an objects speed and make an object move. Force can stop an object and change Its direction.

    LESSON PLAN 5-E Model

    ENGAGE: Recap the previous lessons and ask the students what we might be doing today. Then get them excited
    to come back to earth! Lastly lead students to explore.

    EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?

    Are wing/flaps necessary for Flying?


    Explain the activity to the students and show how to start the first trial of the model.
    Explain the task after their model is done

    EXPLAIN: Concepts Explained and Vocabulary Defined:


    The Propulsion system is the body of the rocket which contains what we need in order to get off the ground. The
    fuel in our rocket will be our lungs, we have to blow air in order for our rocket to fly.

    Vocabulary:
    Fuel- Material such as coal, gas, or oil that us burned to produce heat or power.
    Fins/Wings- number of things attached to help planes or animals fly.
    Propulsion system - it is the body of the rocket, it contains the fuel, and everything else that gets the
    rocket off the ground.

    ELABORATE: Applications and Extensions:


    Ask students: 1. Who made an improvement?
    2. Did your rocket go further than the first blow?
    3. How did you improve your rocket?
    4. Why did you make this improvement?

    EVALUATE:

    Formative Monitoring (Questioning / Discussion):


    What were your struggles in building the rockets? What are some thing that needed improvement?
    If we look at the rockets that worked best (flew the farthest), what strategies have these students used for their
    models?

    Summative Assessment (Quiz / Project / Report):


    Have students draw a sketch of their best straw rocket and label it.
    Students will define what alive is and will make sure that this is represented in their model.

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