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 getfor the
mission to Mmars 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 Mmars.
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 achieve the greatest 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 take-offlaunch. 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 suppliesd for the International
Space Station and 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) 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

rocket out of Earths orbit.
conduct will identify points
of strengths in the design of
Analyzing data from the rocket
the rocket and refine of the
trials to determine which design is
shortcomings.
best for modeling leaving Earths
ETS1.C: Tthe iterative process of
orbit.
testing the most promising
solutions and modifying what is
proposed on the basis of the test
results leads to greater refinement
and ultimately to an optimal
solution. Basically which is to get
out of Eearths 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:
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/30955-orbitalatk-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?
Laws of gravity, Explain the weight changes, maybe types of rockets.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Providing the materials and giving them instruction on the goal of activity. Draw out design before starting.
Asking questions about their designs, models and plan.
Vocabulary:

Gravity

Rocket

Force

Fuel

Crew
ELABORATE: Applications and Extensions:
Discuss as a class after they had a change to adjust their rockets on how they made it. Why did some succeed in
lifting off and others did not? What variable did they change in their rocket? Using the information given what
was their reasoning for changing and modifying that specific variable. Share with peers how they designed their
rocket. Within their small groups knowing the information they know from the discussion what would they
modify? And do they think it would succeed or fail?
EVALUATE:
Formative Monitoring (Questioning / Discussion):
Ask students what they have learned. Ask them questions about their trial and errors. Make notes for ourselves
on what we can change. Have some type of conversation with the kids to see what they thought about the
activity.
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: