I.

Demographics
A. Lindsay Sherwin
B. 3rd grade
C. Force and Motion- Balloon Rocket
D. Becker Elementary
E. Dearborn
F. Balloon Rockets
G. 45 minutes- 1 hour

II.

Student will be able to follow the scientific method as assessed by the rubric
Student will be able to explain that force causes motion and that the magnitude of the force will
impact the distance traveled as assessed by the rubric
III.
Grade Level Content Expectations
S.IP.E.1 Inquiry involves generating questions, conducting
investigations, and developing solutions to problems through
reasoning and observation.
S.IP.03.14 Manipulate simple tools that aid observation and data collection
(for example: hand lens, balance, ruler, meter stick,)
P.FM.E.3 Force- A force is either a push or a pull. The
motion of objects can be changed by forces. The size of the change is related to the size of the force.
The change is
also related to the weight (mass) of the object on
which the force is being exerted. When an object does not
move in response to a force, it is because another force is
being applied by the environment.

IV.
Learning resources and materials
a. materials: 7 long pieces of string, 7 balloons of 3 different sizes (21 total), straws cut in thirds,
tape, data table, scientific methods worksheet
b. Resources: Promethian Smart Board
C. technology: Promethian Smart Board
B. No bibliography needed. Worksheet from cooperative teacher
V.
Teacher Procedure/Lesson Development
a.
Introduction
1. Anticipatory SetStart by showing students an example of the balloon on a string experiment. Seven strings for each of
the groups will be set up around the room (students will be working in groups of three). To save space,
the teacher may use four strings and have two groups sharing the string. The teacher will set this up
prior to the lesson. The teacher will create a balloon rocket using one type of balloon and record the
distance the balloon to traveled across the string. The strings will be about the length of the classroom
and each string will be roughly the same length. (To make the rocket, attach a straw to the balloon with
tape put the string through the balloon. Blow the balloon full of air but do not tie it. Release the balloon
as one student holds one end of the string and another either ties the strong or holds it.)The teacher will
start by asking students, What would happen if I pushed something really hard and then really softly?
Which one would move farther? Teacher will allow for student responses by raising their hands. The
teacher will then have 2 students come hold the rope. The teacher will demonstrate how the balloon
rocket is build by modeling the rocket about to be launched. He or she will remind students it is

important to hold the string tightly . The teacher will blow up the balloon and release the rocket. He or
she will then measure the distance traveled with the meter stick. Students will be in their seats for
demonstration.
2. How you will link the lesson to the students prior knowledge
After students see the balloon rocket as demonstrated by the teacher the teacher will prompt what
caused the balloon to move? The students have been studying force and motion and should respond
with the type of force. The students should be able to respond to prompt with pushes and pulls. The
teacher will ask, If I use a lot of force to push an object compared to a little bit of force which object
would move father? Students will respond to prompt by raising their hand. The teacher will allow for
discussion between students and act as the facilitator. Teacher will say Today we are going to look at
how the different amounts of force can move an object different distances. To do that, we are going to
create a balloon rocket experiment. We are going to have groups of three. We will see which one will
travel the farthest by pacing our balloon rockets on string and blowing the balloons up the then
releasing it. We will see which balloon travels the farthest. We will also see if the amount of air inside
the balloon, which is the force, will change the distance the balloon travels. Teacher will then model
the experiment one time with one size of the balloons.
b. Methods/Procedures (Lesson Development)
1. Essential Question: What causes and effects motion?
2. Lesson Described in Detail Step-by-Step (This will be lengthy)
The teacher will set up the experiment in seven different
stations for groups of three to four students. There will be
seven strings of equal length in seven stations around the
classroom. Each station will have one pre-made balloon
rockets of varying balloon sizes. The students will blow them
up but the straw. Students will need to make the other five by
using the first pre-made rocket as an example. The supplies
will be at each launching area. The balloons will be labeled A
(the smallest) B (the medium balloon), and C (the largest
balloon) Each sized balloon will be launched twice to allow
each student to launch their own balloon.

Teacher will say Today we are going to look at how the

different amounts of force can move an object different
distances. To do that, we are going to create a balloon rocket
experiment. We are going to have four groups, the table
groups we already have, and you will be testing three balloons
of different sizes. We will see which one will travel the farthest
by placing our balloon rockets on string and blowing the
balloons up the then releasing it. We will see which balloon
travels the farthest. We will also see if the amount of air inside
the balloon, which is the force, will change the distance the
balloon travels. Teacher will then model the experiment one
time with one size of the balloons.
The teacher will demonstrate how to make the rocket move.
The teacher will blow the balloon full of air and place the
string through the straw. The teacher will have two students
holding each side of the string tightly. The teacher will have a
third student with a meter stick ready to measure how far the

Students will

rocket traveled. The student will mark on the rope the

distance by holding it and another student will measure the
distance traveled.
The teacher will ask What type of force caused the balloon to
move positions? Students will respond to prompt by raising
their hand.
Teacher will prompt, What do you think would happen if I
used a big, round balloon? Students will respond by raising
their hand.
The teacher will ask Do you think the size and shape of the
balloon
will effect the distance the balloon can travel of the balloon?
respond to prompt by raising their hand.
Teacher will prompt If there is more air in the balloon when
I release it, will it travel faster? Students will respond.
The teacher will explain that the class with be conducting
their own experiment to see how the size and shape of the
balloon will effect the distance the balloon travels. Your job
is to see whether the size of the balloon will effect the distance
it is able to travel. At each station there are balloons marked
A B and C. A is the smallest and C is the largest. Each person
will be able to launch their own rocket but make sure that
each size is released once so we get good results. On your
table you make in your science notebook, you must include
the distances for each balloon even if it is not the one you
released.(Hold up worksheet to show where to record
numbers). There are a few rules before we start, we cannot
yell, we can only release our rocket one time, and our rockets
cannot be launched if they are not on the string. Go back to
your seats and finish the worksheet when you are done. We
will be working in groups of three today. Any questions?
The teacher will hand out the scientific method worksheet as
attached.
The teacher will work with students to come up with an
question and procedure on the smart board. The teacher will
write the responses using the smart board at the teacher's
desk. Each student will fill out their worksheet with the class
responses. The question should be similar to How does the
amount of air in a balloon rocket effect the distance that it
goes? The procedure should be similar to :
Build the rockets using the model
Have 2 people hold the string tightly with the balloon's
straw through the string
Fill the balloon with air and hold at one end. Release the
rocket

 Measure the distance the balloon traveled

Repeat until balloon A B and C have all been tested and
each group member launched their rocket one time.
Record results
Discuss results
(Procedure can be simplified for worksheet but needs to be
explained)

Students will open their science notebook and copy the data table
attached
Students will be asked to put their hands on their heads when ready to
move on.
The teacher will assign groups by placing students who work well
together in the same group.
When ready, the teacher will release one group at a time to start their
experiment. Students will show they are ready by putting their hands on
their heads.
The students will work together to complete the experiment as
explained. The teacher will walk around the room assisting students.
Students will be asked to return to their seats when they are finished. If
some are still working, the students who are done will be asked to fill in
the rest of the worksheet which they have done before.
The worksheet includes drawing a picture and writing about what you
would change differently.
Once all students are back to their seats discuss the results. Which
balloon traveled the farthest.... the shortest...... why did that happened?
Students will participate by raising their hands.
So we answered the question by experimenting with
different amounts of air in the balloons. The largest
balloon had more air inside of it which means that it
released more air. The more air being released created a
larger amount of force which caused the balloon to move
farther. This means that larger forces cause a larger
change in positions.
Students will be given time to finish the rest of the worksheet.
When they are done, they will read a book until everyone is ready to
move on.

3. Type(s) of Teaching Described

a. Direct Teaching: Teacher will directly engage students about the
scientific method. This is a review activity so responses will be
student led. In the conclusion of the experiment the teacher will say,
So we answered the question by experimenting with different
amounts of air in the balloons. The largest balloon had more air inside
of it which means that it released more air. The more air being
released created a larger amount of force which caused the balloon to
move farther. This means that larger forces cause a larger change in
positions.

b. Inductive/Inquiry Teaching: Students are given the question Will

the size of the balloon rocket effect how far it travels? Students then
conduct their experiment to answer the question. The results will be
discussed as a class after the experiment has taken place.
c. Cooperative Group Teaching: Students will be working in groups of
three to conduct the experiment and to answer the inquiry question.
Students will discuss their result together. Throughout the lesson,
there are multiple times to include cooperative group teaching.
4. Strategy/ies Listed and Explained (Best Practices)
Direct Teaching- students will be directly taught
that the experiment proved that for every action
there is an equal and opposite reaction
Discussion- Students will be able to discuss their
results from the experiment and share them with
other groups. I think that this is an important step
because this allows students to make connections
with other findings and talk about what they
learned.
Collaborative learning- Students work well in
groups for experiments to support each other in the
learning process. This can be used as an
accommodation. Students can help one another.
Accommodations- Students who need extra help
will be guided more by the teacher and working
with higher level students. Higher level students
will be able to test more balloons if time permits.
5. Method of Practice
a. Guided PracticeStudents will practice the scientific method while
the teacher monitors progress. Students discuss and evaluate results
as a class while the teacher facilitates the discussion.
b. Independent PracticeStudents will use what they learned to fill out
the scientific method worksheet on their own. Students will take what
they learned to the next science unit. This experiment is at the end of
the force and motion unit and should be used to reinforce concepts.
6. Your RoleDescribe your role.
a. Modeling: I will model how to build a balloon rocket in the
anticipatory set. I will model how to come up the the scientific
method question and procedure.
b. Facilitating: The teacher will first model how the experiment then
model the scientific method worksheet. The teacher will monitor
student progress during the experiment being sure to help each group
and maintain the noise level and management in the classroom.
During the closure, the teacher will facilitate the discussion by
prompting students with questions. Teacher will assist students with
filling out the worksheet.
7. How Will You Implement Varying Perspectives?
Each student will be conducting their own experiment within the group. Students will be asked to
discuss their findings which may differ from student to student. Students will work together to answer

the key questions.

8. How Will You Integrate Across the Curriculum?
I will integrate math into the lesson by having students measure distance. I will also integrate art into
the lesson by asking students to draw the experiment on their scientific method worksheet.
9. Closure
a. How you will help students summarize what they have learned
Students will fill out their scientific method worksheet on their own after the experiment. Students will
answer questions on their own. Teacher will facilitate a discussion by prompting students to answer the
essential question. Student will be able to identify that the air coming out is a force and it pushes the
balloon in the opposite direction. Students will be able to identify that the balloon with the larger air
volume will travel farther.
b. What are you doing to help students summarize/synthesize what
they have learned and prepare them for the next learning activity.
Students will participate in a discussion of their findings. Students will use their knowledge as a unit
closure and will be ready to move on to the next unit.
C. 1. Accommodations:Some of the students in the classroom are English Language Learners, I
plan on pairing them with higher level students. I will migrate more towards those groups.
CI. Technology:I will use the smart board to model how to create a scientific method question and
experiment. This was an accommodation made for ESL students who have trouble seeing and
copying words quickly. This engaged them in the lesson. They were able to follow along easily
with the lesson and follow the scientific method.
2. While working in groups, I will be able to monitor students who need extra help more easily. By
using the smart board, the ELLs will be able to copy the writing and use the smart board as a resource.
D. 1. Outcomes: I will assess students based on their performance and participation as seen in the
rubric.
2. The objectives were shown throughout the lesson. Students were engaged in a discussion and
science experiment based on the objectives.
3. The criteria fits the learning objective. Through the experiment, students will be able to meet the
GLCEs as well as the student objectives.
VI. Methods of assessment
a. I will monitor students by walking around the classroom and engaging students in discussion.
b. The students learned that the magnitude of the force will influence the distance an objects
travels. I know this because students were engaged in discussion and they worked through an
experiment set up for this learning idea.
c. I will assess the students throughout the experiment and discussions. I will use the the
rubric attached.
d. I will give students feedback verbally throughout the lesson. Students will get group and
individual verbal feedback. I will give them written feedback on their scientific lesson
worksheet as a conclusive activity
e. This is the end of the unit. Students will use their knowledge to participate in their
experiment. This is a capstone activity for the unit.
f.
My evaluation matches my objectives. I used the rubric to create my objectives. The
objectives fit with the rubric.
VII.

Reflection

A. I really liked how the experiment turned out. I was very nervous about classroom
management but the children responded well to the experiment. I loved that it got them up and moving.
They were able to work through an authentic experience. The objectives were met in the experiment.
Students saw that the amount of force determines how far an object would move. Students also
successfully followed the scientific method. I modeled the experiment and we talked through their
result which really helped with the students meeting the objectives.
B. I think the experiment in total worked really well. Students loved the experiment and looked
like they were having a good time while doing it. These students are used to a lot of book work in
science and the experiment really broke that up for them. The groups of seven worked as well. Each
student was able to test their own balloon. I was contemplating not allowing each student to test their
balloon but I did not want to leave students out.
C. I think the project would have worked a lot better in a bigger space. The room was really
cramped and students were running into one another some of the times. I could have
fixed this by either doing half the class at a time or going to a larger space. Preferably, I
would go to a larger space like the gym next time.
D. To make the lesson more successful I would have allowed more time. I did not think that it
would take as long as it did. It took over an hour when I had only allotted forty minutes for
the experiment. At the end, I was rushing students to finish. I would also go to a larger space
next time which could also help with time management.
E. I demonstrated many teacher throughout the lesson. I showed standard four: content
knowledge, which states that teachers use tools of inquiry. The entire experiment was a tool of inquiry.
I also questioned students with open ended questions throughout the lesson which led to higher levels
of thinking. I also demonstrated standard five which states that teacher use collaborative problem
solving. Students worked in groups in order to answer the question posed by the scientific method.
Students worked well together to accomplish their given task.
F. As a teacher, many things happen that you do not expect. The biggest unexpected thing that
happened in the lesson is the amount of time it took to complete the experiment. I did not realize how
long the first section of the lesson would take, We were really behind my time frame. Towards the end
of the lesson, students had to leave to go to the media center to check out books for the week. To
remedy this, I sent half of the class at a time. This took away from their time in the media center which
was unfortunate but many students needed the extra time to test their balloons. If some students were
done, they had the task to complete their worksheet.
G. Three things that went well were the groupings, the experiment rather than the lecture, and
having students put their hands on their head when they were ready to move on.
The groups of three worked well because students were able to test each of their balloons individually
which allowed a hands on experiment for all students. The experiment worked well. These students do
not do many experiments so they were excited for the experiment which was really great to see. This
helped with classroom management as well as more collaborative learning. They interacted well with
the other students. The last thing that worked well was having students put their hands on their heads
when they were finished writing the worksheet. This allowed me as a teacher to monitor student
progress without having to check each paper. It also allowed me to pace myself to allow students to
finish copying. This helped set students up for success.

Balloon Rocket Experiment

Balloo Balloo Balloo

nA
nB
nC
Distan
ce
Travel
ed

Participation

Student participated
Student participated in
throughout all aspects of most of the experiment
the experiment

Student did not

participate throughout
experiment

Cooperation/ team
work

Student showed
cooperation and team
work to work through
the experiment .
Students worked
through disagreements
without teacher
intervention
Student followed the
scientific method
discussed in class.

Student somewhat
showed teamwork and
cooperation. Student
may have disagreed and
needed teacher
intervention

Student did not help

team members.

The results from the

experiment were
accurate according to
the third law of motion
Student results were
supported by clear
reasoning that made
sense whether or not
the results were what
the experiment intended

1-2 of the results were

accurate

0 of the results were

accurate

Student results were

supported by somewhat
clear reasoning that
made sense whether or
not the results were
what the experiment
intended
Worksheet is completed
and student followed
most direction

Student results were not

supported by clear
reasoning that made
sense whether or not
the results were what
the experiment intended

Scientific method

Correctness

Result discussion

Comprehensive
Worksheet

Worksheet is completed
and student followed all
direction

Student mostly followed Student did not follow

scientific method in
he scientific method
class

Worksheet is incorrect
or students did not
follow directions