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.
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
Practices:
ETS1.B: Developing Possible Solutions
Concepts:
Developing and Using Models
Patterns of change
The test the students will conduct will identify points of
to understand what it takes to
can be used to make
strengths in the design of the rocket and refine of the
get a rocket out of Earths
predictions.
shortcomings.
orbit.
ETS1.C: the iterative process of testing the most promising
solutions and modifying what is proposed on the basis of the test
Analyzing data from the rocket results leads to greater refinement and ultimately to an optimal
solution. Basically to get out of earths orbit
trials to determine which
PS2.A: Forces and Motion
design is best for modeling
leaving Earths orbit.
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, 141150.) 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.
Grade/ Grade Band: 3-5
grade

th

Topic: Space Launch System

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Present a question:
What is Mars?
Who wants to go to Mars?
How can we get to Mars?
Show a video of a rocket taking off?
Ask them about the procedure of getting there.

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
We introduce the project that they will have to create their own rocket. Explain that the paper clips represent and/or
important materials theyll need while in space. Well show them the materials theyll be using. The teacher will split them
into groups (4 groups of 5 or 5 groups of 4) and let them plan in groups. Theyll design a rocket that seems reasonable to
their understanding of lift-off.
EXPLAIN: Concepts Explained and Vocabulary Defined:
The concept of payload and lift-off will be presented. The students will come together and implement their design. The
teachers will be walking around and asking questions to help guide the students during their practice.
Vocabulary:
Payload
Lift-off
force
ELABORATE: Applications and Extensions:
As a class the students will compare their results. After reviewing their results, the students will be able to go back and
modify their designs for re-testing. They will work on improving the payload.
EVALUATE:
The students will come together and go over their new results. We will ask about their struggles/success and if there is
anything they think they would change.
Elaborate Further / Reflect: Enrichment: