​NGSS Lesson Planning Template

Grade/ Grade Band​: 3-5​th​ grade Topic:​ Heavy Lifting Lesson #​ ​__1__​ in a series of
_5__​ 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 Disciplinary Core Ideas: Crosscutting Concepts:

Practices:
..​ ​Developing and Using Models to
understand what it takes to get a
rocket out of Earth’s orbit.
Analyzing data from the rocket
trials to determine which design is
best for modeling leaving Earth’s
orbit.
Developing and Using Models to
understand what it takes to get a
rocket out of Earth’s orbit.
Analyzing data from the rocket
trials to determine which design is
best for modeling leaving Earth’s
orbit.
Developing and Using Models to
understand what it takes to get a
rocket out of Earth’s orbit.
Analyzing data from the rocket
trials to determine which design is
best for modeling leaving Earth’s
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:
Show student video:. ​ ​http://www.space.com/12946-nasa-heavy-lift-rocket-animated.html

Students are asked a number of questions based on the knowledge of what they already know about
rockets.
● How many of you here have seen a rocket?
● What do you know about them?
● How do you think these rockets are working?
● What kind of things would you need to have in your rocket?
Share with them about current mission that have occurred or about to occur to get them to ask
questions and become interested in the topic.
Such as:
Curiosity- Rover launched to Mar (​Nov. 26, 2011, Landed Aug. 6, 2012)​, its mission was to ​determine if
Mars was ever able to support microbial life as well to find other evidence that would lead to perhaps
an opportunity of finding water and to test the climate and geology of Mars.

http://www.space.com/30955-orbital-atk-rocket-explosion-year-later.html
Now that we have observed how much knowledge the students have on rockets we will introduce
them to their mission. 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. Reviewing safety with materials use for activity.

EXPLORE: Lesson Description – What should the teachers ask and do? What will the students do?-
Students will:
-Break into groups and collect supplies needed for project.
-Have each group elect one person to grab supplies.
-Have groups pick a person to demonstrate final rocket when complete.
-Break groups up evenly.
-Be Safe. Be Responsible. Be Kind

Teachers will:
-Provide Guidelines around how supplies should be used.
-Listen to vocabulary used and provide connection between concepts.
-Observe students progress, ask helping questions if needed to help students.

Safety Hazards:
-Teach students how to properly handle/carry scissors.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary:
1. Mass: a measure of how much matter is in an object, commonly measured by how much something
weighs, consider everything from the balloon to the supplies (paper clips) that are on or attached to your
rocket
2. Lift: the force that directly opposes the weight and holds the rocket in the air
3. Acceleration: change from slower speeds to faster speeds
4. Force: push or pull on an object, for example the force your rocket is actively pushing against

We will ask students:

● Why did they build their rocket the way they did?
● Why did or didn’t their rocket work?
● What possible adjustments could they make to their rocket?
● How much mass will/did your rocket lift?

How will students co-construct explanations as to why something worked or didn't work:
● We will give them enough time to build their rocket and enough time to test it at least twice to see
what modifications can be done or how they can make their successful rocket even better
● either we will walk around and answer questions or as discussed as a group depending on the
amount of students we have we may break off into smaller groups to teach and to ensure the students have
their questions answered and for us to ask some questions to see if they grasp the concept of the activity

When will students have the opportunity to restate what a peer has said to check for understanding:
● When each group presents their rocket we would want to ask them questions on the vocabulary and
see if they can apply it to their rocket before and after lift off

Possible Analogies & Examples to help the students understand the phenomenon:
- An Airplane, or a Jet since they are cooler and faster
- Iron-Man, too soon????

ELABORATE: Applications and Extensions:

Real world applications for them to think about:
● What happens when you have too much force to lift your rocket
● What happens if your supplies isn't safe for take-off?
● Can you possibly take more supplies up in your rocket?

A new problem & a new task:

● Not sure it is applicable the way it is for the second JPL activity
EVALUATE:
Formative Monitoring (Questioning / Discussion):
● Which prototype was able to lift the most supplies to the space station in a safe & effective
manner?
● Ask for personal opinions & why they believed SO & SO’s rocket was the best
● End with “Even though BLANK Group was able to carry the most supplies there is no wrong
way to do this project”

Elaborate Further / Reflect: Enrichment:

Possible Questions that will lead to the next activity:
● Questions to keep in mind: “How do we land?”
Possibly explain at the beginning of our lesson how all 6 lessons connect with “Mission to Mars” & why it is
important they are learning these things, or why it is important for space exploration both for curiosity and to
learn more about our own planet