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 students will conduct
rocket out of Earths orbit.
will identify points of strengths in
the design of the rocket and refine
Analyzing data from the rocket
of the shortcomings.
trials to determine which design is
ETS1.C: the iterative process of
best for modeling leaving Earths
testing the most promising
orbit.
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: C

The teacher will ask 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 need to think about to get the rockets off the ground?
What forces will be acting against the rocket?
What do you think happened here when this incident happened? http://www.space.com/30955orbital-atk-rocket-explosion-year-later.html

EXPLORE: What should the teachers ask and do? What will the students do? Y
Who has seen a rocket before? Who knows what is rocket? What is a rocket use for?
Who usually uses a rocket?
How does rocket operates?
What famous facility work with rocket?
What comes in mind when you hear the following words rocket, gravity, or take off?
Show a rocket demo YouTube or drawing or an object

EXPLAIN: Concepts Explained and Vocabulary Defined: J

We were handed multiple objects to create our experiment. Without being taught or shown how
to interpret these objects it gave us a chance to work as a team and develop new ideas for the
rocket ship to shoot in the air. The purpose was to hit the ceiling with as many paper clips as we
could. When the experiments failed we tried again until we figured out what we needed to do
Vocabulary: Different marterials that were used, such as string, balloons, straw and cup.
Mass, weight, force, height, gravity

ELABORATE: Applications and Extensions: E

How many balloons would you use?
How did two work?
How did one work?
How can we create more energy (force)?
More balloons?
More air?
Would you use the spacecraft (Papercup) ?
If so how? Fill it up with paperclips? Cut in half?
Ask questions if weight of paperclips will effect travel
And how this can go back to how real spacecrafts only have a small cargo to carry 4 people tight
together
If not use papercup how else can we put our people on the spacecraft
How keeping our string straight or not straight can affect or blast off?
Main goal to get our people to MARS safely!
Compare groups balloons and see differences

EVALUATE: G
Formative Monitoring (Questioning / Discussion):
Have each team describe their desighn to the class ( number of balloons, numer of paper clips,
problem they might have encountered, solutions to those probelms etc.)
Reiterate vocabulary and key concepts by asking the students explain them.
Teacher should lead the students in a discussion about next weeks lesson by asking them what
they think happens next and having them make predictions about the next step in our mission to
mars.
Summative Assessment (Quiz / Project / Report):

 The teacher could have the students make a graph and graph their trials in comparision to the
rest of the group. Then have them write a paragraph debreifing their data.
The teacher could also create a short quiz on key concepts and vocabulary (Multiple choice and
fill in the blank with a word bank would work).
At the end of the mission to mars unit the teacher could also have the students create a portfolio
of all their notes, data, and assignments from all the lessons.