C Lesson3heavylifting

NGSS Lesson Planning Template
Grade/ Grade Band: 3-5th grade Topic: Space Launch System Lesson # __3__ 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:
Gaby: Im, going to ask you a few questions, raise your hand if you know the answer.
Do you know where space is?
Do you know what is in space?
Can you get to space? How?
Show video: Im going to show you a video and then Ill ask you a few more questions.
https://www.youtube.com/watch?v=xIoRWIgzvbM Start at 1:23 end 1:46
How do you think the rocket launch? Once it is establish that we need energy to move an object I will do a demonstration with a balloon.
Show the balloon without air and drop it, then with air and let it go.
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Gaby: We are now getting in groups of 4. Start counting

Students will each have a number. All the ones in one group and so on.
Gaby: Now that we are in groups. I am going to show you a few cool materials that I have for you because.we are building our own
rocketship.
Students will get instructions on what materials they are getting and safety rules. They will ask if they have any questions about safety.
EXPLAIN: Concepts Explained and Vocabulary Defined: (Edelia)
Vocabulary:
Edelia: There are many reasons why rockets have the ability to launch. There was once a scientist by the name of Newton who created
three laws. The first law has to down with an object in motion stays in motion (example: unless you move rock, it will move). Second law
the change of mass (example: the ability of carrying someone in a pool and not being able to the same outside the pool.)
- Edelia: Do you know what mass is? mass is the amount of matter in an object.
- depending of where you stand in this world the weight will always change but the mass of something will always remain the
same why? because once something has its mass it cant be changed on either adding more or deducting
Third law to every action there is an equal and opposite reaction, (example: as you will see in your experiment, I want you to pay
attention towards the air of the balloon pushing back and the balloon pushing forward)
- Explain why are we trying to go to space?
After i am done with my explaining i will introduce the activity.
ELABORATE: Applications and Extensions: (Karina)
- Now that we have ran through our first model , let's discuss how it went
- Ask students what worked for them, what didn't work and what can they do to improve their model
- Do this by making a list/chart on the board (make knowledge public)
- Now that the ideas are on the board go ahead and try to improve your model
EVALUATE: (Judith)
Formative Monitoring (Questioning / Discussion):

Ask the same questions from the beginning to see what theyve learned
Judith: Now that were in space how are we going to land there?
Judith: What was your challenge while doing this project?
Judith: What did you do well?
Summative Assessment (Quiz / Project / Report):

Demonstrations of their model
Elaborate Further / Reflect: Enrichment:

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NGSS Lesson Planning Template

LESSON PLAN 5-E Model

Gaby: We are now getting in groups of 4. Start counting

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment:

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