Heavy Lifting Lesson

NGSS Lesson Planning Template
Grade/ Grade Band: 3-5th grade Topic: Space Launch System Lesson # __3__ in a series of
Heavy Lifting _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 Science & Engineering Science & Engineering
Practices: Practices: Practices:
Developing and Using Models to Developing and Using Models to Developing and Using Models to
understand what it takes to get understand what it takes to get understand what it takes to get
a rocket out of Earths orbit. a rocket out of Earths orbit. a rocket out of Earths orbit.
Analyzing data from the rocket Analyzing data from the rocket Analyzing data from the rocket
trials to determine which design trials to determine which design trials to determine which design
is best for modeling leaving is best for modeling leaving is best for modeling leaving
Earths orbit. Earths orbit. 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.
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
I would start talking what project you all going do today, you all going to team up and make a
Rocket project, and i would provide all the material to all the team member, I would gave materials
to the student team, which they construct their rockets, drinking straws guide balloon rocket up
strings launch the rockets,need tape and paper clip sand balloon . And let the teams complete the
project, while teams doing the project, go round see what they doing, see each other sharing, look
all doing work at the project. After finish the project.
I would you asked success fully did lunch your team rocket, you did it first time.
I would asked after you landing your space rocket, there any safety issue.
I would asked them, what kind of tackle did face any time during the rocket launch?
what kind of lesson you learn? Any kind of information your team think it is important to share
with other team.
EXPLAIN: Concepts Explained and Vocabulary Defined

- I would ask the students after the launch, what made the launch successful or
If there would be anything they could improve.
Possible Questions: ( listen to students comments, ideas)
- How far would you estimate the rocket lifted? ( How far did it go?)
- How did you figure out what to do to avoid the paper clips from falling out?
- What improvements will you make?
- What made you decide on only 1 balloon? 2 balloons, etc?
- What would you do if the balloon starts to curve?
Vocabulary: (defined)
Launch: to release, catapult, send off
Estimate: to roughly determine, approximate
Capsule: pressurized compartment or vehicle.
Pressure:maintain near-normal atmospheric pressure during high-altitude or spaceflight.
Atmosphere : the whole mass of air surrounding Earth.
Catapult: device for launching an airplane for high-speed flight.
ELABORATE (Kabir): Applications and Extensions:
EVALUATE:
Formative Monitoring (Questioning / Discussion -> during the lab):
-I would be asking the students how the project is taking shape, what changes they could make to fix
their rockets.
Possible Questions (can walk around for this):
-What do you think will successfully send your rocket through the atmosphere to mars??
-What are you seeing that isnt helping your rocket to launch?
- Where do you think you should place the passengers?? How many passengers do you want to
send?? How do you want to safely send your passengers to mars??
Summative Assessment (Verbal Questioning -> finished product):
Here, I can be discussing the final product (the rockets) with the students.
Possible Questions (class discussion):
-What did/didnt work for your rockets??
-How did your group come together to fix the problems with the rocket?
-Did you notice what was successful and did you use it in the other tests?
Elaborate Further / Reflect (kabir): Enrichment:

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Heavy Lifting Lesson

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NGSS Lesson Planning Template

Lesson Level Narrative

LESSON PLAN 5-E Model

EXPLAIN: Concepts Explained and Vocabulary Defined

ELABORATE (Kabir): Applications and Extensions:

Elaborate Further / Reflect (kabir): Enrichment:

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