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 for 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 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 achieve the required distance while carrying the
greatest amount of payload.
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 launch. The engineers of the Mission to Mars exploration team need to come up with creative
ideas for launching heavy payloads into orbit. Payloads include parts and supplies for the spacecraft that will
carry humans to Mars and elements necessary for a Mars settlement. 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 a rocket that will
lift the greatest payload into space (the ceiling).
Science & Engineering
Science & Engineering
Science & Engineering
Practices:
Practices:
Practices:
Developing and Using Models to
Developing and Using Models to
Developing and Using Models to
understand what it takes to get a
understand what it takes to get a
understand what it takes to get a
rocket out of Earths orbit.
rocket out of Earths orbit.
rocket out of Earths orbit.
Analyzing data from the rocket
Analyzing data from the rocket
Analyzing data from the rocket
trials to determine which design is
trials to determine which design is
trials to determine which design is
best for modeling leaving Earths
best for modeling leaving Earths
best for modeling leaving Earths
orbit.
orbit.
orbit.
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:
Have kids draw rockets - When you think of a rocket, what do you think of?. Ask probing questions: WHat does
a rocket need to go? What odes a rocket need to go to space? Talk about force -- not an engine that is making it
go, but it is force. Air inside of the balloons is the force.
Give a demo of the activity. Balloon is the rocket, the air inside is the force, the string is the trajectory. Ensure
them that there is no one right way to do it -- NASA has different designs of rockets themselves.
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
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?
Have groups brainstorm their ideas of how to make a rocket in groups of 5 (?). Request them to make a blueprint
of their models and have one person do the role of the recorder (write down everybodys ideas). Once they have
at least two designs, they must show them to the teacher in order to get their supplies and move to their work
station. Have them test their designs. Set up goals for them: send up one astronaut before coming back for more
paper clips; send up 5 paperclips to come back for 10, etc.
Have them look to other groups to see what is working, what isnt working.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary: Lift,
Have them get back into groups and discuss what worked and what didnt work. Discuss with them as youre
walking around the room. Bring them together as a group as a whole class and discuss what worked and what
didn't work. Teacher adds to the web that we started in the beginning.

ELABORATE: Applications and Extensions:

Use what they learn to design to new rockets. Have them go back to their design and edit it according to what
they believe will work. Give them more time to build a new rocket.
EVALUATE:
Share designs with their classmates and what worked/didnt work. Ask them again: What is the air in the rocket?
What gets it off of the ground?
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: