NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th grade Topic: Space Launch System Lesson # __2__ in a series of _7___ lessons
Brief Lesson Description: Students up until this point have thought about the spacecraft for 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 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 achieve the 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 launch. 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 supplies for the 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).
Science & Engineering Practices: Science & Engineering Practices: Science & Engineering Practices:
Developing and Using Models to understand Developing and Using Models to understand Developing and Using Models to understand
what it takes to get a rocket out of Earths what it takes to get a rocket out of Earths what it takes to get a rocket out of Earths
orbit. orbit. orbit.

Analyzing data from the rocket trials to Analyzing data from the rocket trials to Analyzing data from the rocket trials to
determine which design is best for modeling determine which design is best for modeling determine which design is best for modeling
leaving Earths orbit. leaving Earths orbit. leaving Earths orbit.
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-orbital-atk-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.
Ice breaker of who we are. We are going to be teaching science during the summer. We are going to break into groups and
introduce ourselves and about what science is to us.
Students will answer what they think science is and introduce the different sciences we are learning and our ultimate goal, to get
to mars.
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
We will be talking about our story that we are heading to Mars. We need to design our rocket so it can go straight to Mars.

Introduce key terms:

thrust
mass
payload
lift
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary

To get our rocket moving we need fuel or force which lead to the following three laws.
Newton's three laws: an example for each law.
Law one: silly hand and fidget spinners , ball
Law two: cannon ball
Law three: car crash

Introduce materials in small groups setting. Each student teacher will have their own small group and introduce the materials and their
purpose. Then student will be able to work hands-on with the materials to create their rocket. Student teachers will be giving guided
questions to the students to help them understand the idea of force, flight direction, capsule, etc.
ELABORATE: Applications and Extensions:
Come back as a whole class and talk about their rockets so far. Make comments about what is working and what isn't working. Give
comments to each other's group about what they can do to help their friends make progress. Allow them to return to their groups to make
modifications.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Questions about terminology. Must comprehend and be able to use the words properly.
Summative Assessment (Quiz / Project / Report):
What problems did you encounter? Why? What did you do to better your model?
What was effective and why?

Elaborate Further / Reflect: Enrichment: