NGSS Lesson Plan

Grade/ Grade Band: 3-5th grade Topic: Space Launch System Lesson # __1_ in a series of _6_ lessons
Brief Lesson Description: Students up until this point have thought about the spacecraft that will get 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 the 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 have the greatest distance.
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 take-off. The
engineers of the Mission to Mars exploration need to come up with creative ideas for launching heavy payloads into orbit. Payloads include
parts and supplied for the International Space Station and spacecraft that will carry humans to Mars. 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 the greatest payload into space (the ceiling) is the winner.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Developing and Using Models to understand ETS1.B: Developing Possible Solutions Patterns of change can be used to make
what it takes to get a rocket out of Earths The test the students will conduct predictions.
orbit. will identify points of strengths in
the design of the rocket and refine
Analyzing data from the rocket trials to of the shortcomings.
determine which design is best for modeling ETS1.C: the iterative process of testing the
leaving Earths orbit. most promising solutions and modifying
what is proposed on the basis of the test
results leads to greater refinement and
ultimately to an optimal solution. Basically
to get out of earths orbit
PS2.A: Forces and Motion
The patterns of the rockets
motion due to different structural
changes to the design can be
observed and measured; when
that past motion exhibits a regular
pattern, future motion can be
predicted from it.
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:
(Agustina)
Say: We are going to play a stand up/ sit down game. I will show you different statements about the solar system. If you think it is true
stand up. If you think it is false sit down.

Note: I will take note of how many kids agree with a certain statement and how many disagree. (this will help me know what are some of
the misconceptions they have before starting the lesson)

Mars is a one of the 4 gas planets T/F ?

Earth is one of the biggest planets in the solar system T/F?
the sun orbits or goes around the planets T/F?
the gas planets are the largest planets in the solar system T/F?
we are exploring mars right now T/F?

say: I am going to show you a video about the solar system. Try to find figure out if these statements are true or not. I will also ask you
some questions after as well.
http://sni.scholastic.com/SN3/Video-Archive

Questions: what did you learn about the solar system?

why do you think we are exploring the solar system?

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
- Groups of 4 or less
- Can only use 3 ballons
- Cant tape the cups together or the paper clips onto the balloons
- Let students explore there models
- Students make a model of what they will do and show first before working on the rocket model
- Check if students are paying attention or have any questions
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary: (focus in during engage)
- mass:
- which one is heavier?
- the one that is heavier has more stuff inside the
- no matter where you go the stuff inside the is still the same
- but the force of gravity is different on each planet
- (then explain weight)
- gravity: a force that pulls us down on earth (will bring your rocket down)
- weight: the measure of the force of gravity on an object
- depends on where you are..earth, mars, moon?

- acceleration: measurement of change in an objects velocity

- (how fast an object moves)
- (will affect how fast your rocket goes or takes off. ! ballon, 2 ballons, 3?))
- force: push or pull of an object
ELABORATE: Applications and Extensions:
Compare balloon rocket to real life
Which design was more efficient?
How can we learn and use in real life?

EVALUATE:

Formative Monitoring (Questioning / Discussion):

- How do mass and weight differ?
- If you weigh 100 pounds on Earth, does that mean you weigh the same on Mars?
- How easy to do you think that it is for people to get off of Earth?
- What is the closest matter near you?
- What changes did you make to your project to help get your rocket launch better?
- How did you ensure that your astronauts get to Mars safely?
- Did they return home safely? How were you able to protect them from outside forces?
- What did you have to consider when you were blowing up the balloons?
- What happened when the balloons air was exhausted? Which one of Newtons laws is demonstrated here?
Summative Assessment (Quiz / Project / Report):
- Balloon Rocket Project
- What is one new thing you learned today or changed your perspective on today?

(Agustina)
Optional Closure: (students will play the same game from the beginning of the class to see if the misconceptions were cleared up and the
teacher will tell them the correct answer) Game: stand up/sit down

Mars is a one of the 4 gas planets (F it is one of the terrestrial planets, so it is like earth because it has land)
Earth is one of the biggest planets in the solar system (F, it is not big, it is one of the smallest)
the sun orbits or goes around the planets (F, the planets orbit around the sun. this means they go around it)
the gas planets are the largest planets in the solar system (T, this includes four of the planets: Jupiter, Saturn, Uranus, Neptune)
we are exploring mars right now (T, the curiosity rover is taking pictures and showing us samples to that we can study them)

Elaborate Further / Reflect: Enrichment: