EDUC 2220- Educational Technology Lesson Plan

Earth and Space Science

Jessica Funk
3rd grade/ Science

Common Core Standards:

This theme focuses on helping students recognize the components of various systems and then investigate
dynamic and sustainable relationships within systems using scientific inquiry.
During the years of PreK-4, all students must become proficient in the use of the following scientific
processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all
science content areas:
Observe and ask questions about the natural environment;
Plan and conduct simple investigations;
Employ simple equipment and tools to gather data and extend the senses;
Use appropriate mathematics with data to construct reasonable explanations;
Communicate about observations, investigations and explanations; and
Review and ask questions about the observations and explanations of others.
( Pg 76 http://education.ohio.gov/getattachment/Topics/Ohios-LearningStandards/Science/ScienceStandards.pdf.aspx)
Lesson Summary:
An introduction to our solar systemthe planets, our Sun and Moon. To begin, students learn about the
history and engineering of space travel. They make simple rockets to acquire a basic understanding Newton's
third law of motion. While studying about the International Space Station, they will investigate the realities of
living in space. Finally, students learn about the context of our solar system and our universe.
Estimated Duration:
3- 50 min class periods
Commentary:
Ask students what is our solar system, and why is it important for us to learn about our solar system? To get
my students really invested into the lesson plan Im going to instruct students to close their eyes and tell them I
want you to think about being in space. Don't yell out any answers or ideas; just keep these thoughts in your
head. While they are doing this Im going to dim the lights in the classroom, and play some space-age music
that is, sounds of flying through space, etc.

Instructional Procedures:

Day 1:
First 30 minutes: Teacher will begin a refresher lesson where students will acquire a basic understanding of the
science and engineering of space travel as well as a brief history of space exploration. They learn about the
scientists and engineers who made space travel possible and briefly examine some famous space missions.
Finally, they learn the basics of rocket science (Newton's third law of motion), the main components of rockets
and the U.S. space shuttle, and how engineers are involved in creating and launching spacecraft. Teacher will
be using Emaze to present this information.
20 minutes: Teacher will play a 20 min video Space Basics, for an introduction to human space travel and
information about spaceflight: During the video I will have these questions written on the board so that we can
talk about them after. How do spacecraft travel into space? How do spacecraft remain in orbit? Why do
astronauts float in space?
Day 2: By making and testing simple balloon rockets, students acquire a basic understanding of Newton's third
law of motion as it applies to rockets. Using balloons, string, straws and tape, they see how rockets are
propelled by expelling gases, and test their rockets in horizontal and incline conditions. They also learn about
the many types of engineers who design rockets and spacecraft.
40 min activity:

Set up several rocket courses. Move desks, chairs and tables to create a clear area in the classroom. Tie
(or attach using duct tape) each piece of fishing line or string to a classroom wall about one meter
above the floor. Space apart the lines evenly, about a meter apart.

Divide the class into teams of two students each. Pass out supplies

Have students cut the straw in half, making two shorter straws to share with other teams.

Place an equal number of teams at each rocket course. The teams take turns using the course.

Have one student from each team inflate the balloon. Twist the open end of the balloon and secure it
closed temporarily using a paperclip.

Next, have the other teammate tape the straw to the balloon so that it is in the center of the balloon with
one end facing the balloon top and the other end facing the balloon opening (nozzle).

an inflated long balloon taped to a drinking straw that hangs from a taut string attached to the back of a
chair.

A balloon rocket ready for launch.

Next, have students thread the string at the unattached end of the course through the straw so that the
twisted end of the balloon faces away from the end of the line that is attached to the wall

Instruct one team member to hold the end of the line so that it is taut and level. The other team member
makes sure the balloon hangs below the line.

With the class counting aloud down from 10, have students release the twisted ends of the balloons at
zero.

Give the students a minute to determine how far their rocket flew by measuring how far it went on the
fishing line.

Record the distance traveled on a piece of paper or worksheet

Have the teams take turns using the course until each team has launched their rocket three times, and
recorded the distances traveled on their worksheets.

Detach the lines from the far end of each rocket course (from the wall or a chair), and move them up
higher, so that each is between 6 and 10 feet (2 or 3 meters) above the floor (as high as you can reach).

Next, with the lines positioned at an incline and taut, have each group launch their rocket three more
times and record the length traveled on their worksheets. Have the students hold the line at the starting
end near the ground so the balloons must travel up equal inclines.

Have students finish their rocket trials and complete their worksheets.

Conclude by holding a class discussion, comparing results. If students understand Newton's third law of
motion. Talk about test results in both horizontal and incline conditions and how the expelled air
created thrust.

Day 3: Have students create a google sketchup on classroom ipads to teach other students about Newton's
third law of motion. The google sketchup should identify the rocket, thrust, the action, and the reaction.
Students might also add other components to their spacecraft drawing, such as fins, fuel tanks, landing gear,
heat shielding, life support and any other elements necessary to create a successful space mission.
40 min
Day 4: Have children present their google sketchups to the class
40 mins

Pre-Assessment:
Brainstorming: As a class, have students engage in open discussion. Remind them that in brainstorming, no
idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild
ideas and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board.
Ask the students: How do rockets work?
Scoring Guidelines:
Teacher will use judgment on how well each child is grasping each activity.
Students will be graded on final presentation like a quiz. Teacher will be able to comprehension of
Earth and space science.
Post-Assessment:
The group presentations as a whole will give the teacher an idea of how the class as a whole understands the
concepts. In addition to the group presentations students will have 3 short worksheets to take home and
complete as homework.
Scoring Guidelines:
If student receives an 80% average on all assignments turned in or higher, student will be assessed to
have mastered the concept. If students get 60- 79% average the teacher will take students in small
groups to discuss further lessons. Students scoring 60% or below will be assessed to not have mastered

the concept and will receive individual follow up to gain a better understanding of the material.

Differentiated Instructional Support

For the gifted students in the class, I would ask them to think beyond the spaceship they created in google
sketchup, and the balloon activity. For instance during the google sketchup I get them to think about the
purpose of the craft. Is it to transport satellites into orbit? Will it carry people or be operated remotely from the
Earth? Can it send humans to another planet? What do you wear in space? Ask students to brainstorm,
investigate, describe and design clothing that would be suitable for people to wear in space. What are the
requirements? (Ideas: Life support; protection from the space environment, ability to eat, drink, walk or move;
etc.) How would it work? What would your space gear look like? Draw detailed designs with your spaceship
and present to the class.
For students struggling with this lesson I will work with them in a small groups for more individualized
learning.

Extension
http://www.nasa.gov/audience/forstudents/k-4/index.html
Nasa Kids is a great resource to let students explore and learn different things about space that we may have
not covered in class. This website allows them fun learning tools to use such as games, videos, they can use.

Homework Options and Home Connections

Students will take home 1 short homework assignments to be turned in for assessment.
Work sheet will be a Rocket match up work sheet- match the word with the part of the rocket

Interdisciplinary Connections
The lesson can be integrated with math, during the balloon experiment. Using all different kind of
measurements and math skills can build onto the experiment. Also language and literacy can be integrated, a
list of new vocabulary and spelling words are given to the students for each lesson plan.
Materials and Resources:

For teachers

Ipad/ Computer
Movie: Space Basics
Rocket ship balloon material:
Each group needs:
1 balloon (long shape works best)
1 plastic drinking straw (cut in half)
1 paperclip
Masking tape
Measuring tape (or a yard- or meter-stick)
Rocket Flight Worksheet, one per perso
For the entire class to share:
Scissors
Several pieces of fishing line (or fine, smooth string), cut into 30-foot (9-meter) lengths
Duct tape

For students

Ipads, Or laptops

Key Vocabulary
Chemical reaction: A process in which one type of substance is chemically converted to another substance
involving an exchange of energy.
Engineer: A person who applies his/her understanding of science and math to creating things for the benefit of
humanity and our world.
Gas: Tiny particles with enough energy to remain isolated and free floating (as opposed to liquids and solids in
which particles group together).
Newton's third law of motion: For every action there is an equal and opposite reaction. (This is why rockets
work!)
Pressure: The exertion of force upon a surface by an object, fluid, gas, in contact with it.
Rocket: A vehicle that moves by ejecting fuel.
Thrust: The forward-directed force on a rocket in reaction to the ejection of fuel.