Title: Type: Subject: Grade Range: Duration: Author(s):

Circle of Knowledge Lesson Plan Science 8 Discussion 1.5 days; Synthesis 5 days Whitney Beem and Ann-Margaret Somers

Instructional Unit Content Standard(s)/Element(s) Content Area Standard

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8P3. Students will investigate relationship between force, mass, and the motion of objects. a. Determine the relationship between velocity and acceleration. b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction. c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.

TAG Standard
Creative Thinking and Creative Problem Solving Skills

Summary/Overview The focus of this lesson is to introduce the modern definition of space exploration and its current political and economic ramifications in the United States. The lesson will culminate with students designing, modifying, building, and testing their own model rocket using newly acquired knowledge of the space program in conjunction with previously learned knowledge of forces, acceleration, gravity, and Newtons three laws of motion.

Enduring Understanding(s) At the end of this lesson the student will understand that a. Scientific research is often governed based upon political and economic climates. b. Scientists create models to generate interest and knowledge about a specific idea or

hypothesis before fully investing all resources in a scientific investigation. c. Newtons Three Laws of Motion affect vertical motion. Essential Question(s) Why are models important in science? How does motion affect rockets? Evidence of Learning What students should know: a. The United States no longer partakes in space shuttle missions. b. The current debate about NASA space exploration centers on government versus private sector funding. c. Newtons First Law of Motion states an object in motion will stay in motion and an object at rest will stay at rest unless acted upon by an unbalanced force. d. Newtons Second Law of Motion states acceleration depends upon the mass of an object and the amount of force applied. e. Newtons Third Law of Motion states whenever one objects exerts a force on a second object, the second object exerts an equal and opposite force on the first. What students should be able to do: a. Analyze the current state of the NASA program. b. Examine an issue from more than one point of view. c. Create a persuasive argument to support a decided upon point of view. d. Design and build a model rocket using scientific concepts to make valid design choices.

Procedure(s) Phase 1: Sparking the Discussion (Hook)

1.

Watch clips from the movie October Sky having students analyze the historical context of the space race and space program of the 1950s. Possible discussion questions include: Why did Homer and his friends want to build a model rocket? What was the perception of NASA and the space race among the people of rural West Virginia in the mid 1950s? Why were there mixed feelings among the townspeople about the Rocket Boys project?

Phase 2: Acquiring Content Needed to Participate in Discussion

2.

Watch 2011 press conference of NASA Administrator Bolden as he discusses the future of NASA. Pose the question What future planning and rationale does NASA have for future space exploration and the NASA program as a whole? and answer as a whole group.

Phase 3: Kindling the Discussion 3. Create a House Divided each student will retreat to one side of the classroom, depending on whether they feel space exploration in the United States should be government funded or privately funded. Students will then break into research groups of 3 or 4 and defend their position, based upon research of reliable sources on the internet. Modification: For students who struggle with research, the teacher may provide a portfolio of preapproved articles for the student to use. 4. The teacher will facilitate a debate between both sides of the issue. Upon hearing both sides, students my change their point of view before proceeding to the synthesis activity. This may require the teacher to regroup students before moving on. Phase 4: Synthesis Activity
5.

Students will build a model rocket using common household materials. Within the directions to build, students will have options and choice to personalize and specialize their rocket, aiming for the rocket that flies the highest and/ or furthest.

Summarizing Activity Students will complete a construction log on a daily basis, communicating with the teacher all work done, tasks for the following day of construction, notation of mistakes with explanation of how mistakes were resolved, and noted contribution of each scientist to the daily work accomplished.

Resource(s) October Sky You Tube NASA

Technology:
http://www.youtube.com/watch?v=xR0004YvK2s http://www.nasa.gov/pdf/566100main_566100main_11%200701%20Final%20Bolden%20NPC%20.pdf

Handouts: Space Race: Rocket Mission Packet

Space Race Rocket Mission Mission: Based on your perspective of funding type (government vs. private sector), you will create a proposal and model rocket demonstration to defend your position on why you should be given money to go to space and why your design is the most effective.

Proposal Criteria: Your persuasive typed proposal must include: Why you chose your funding type (government vs. private sector) Why your mission should be funded (what will the agency funding your mission get out of you going to space) Why your design is the most effective (discuss how Newtons 3 laws of motion and all changes made to the general rocket building procedures)

Rocket Model Criteria: Below are the GENERAL building procedures for the rockets. Your group may make any changes to the design, but make sure you discuss them in your proposal, stating why those changes are going to make your rocket more effective than the other rockets. Every class period, you will turn in your construction log, which will include: o o o o Detailed account of all work done Tasks for the following day of construction Notation of mistakes with explanation of how mistakes were resolved Noted contribution of each scientist to the daily work accomplished

Rocket Building Procedures: Day 1 Build Engine Mount 1. Cut eight strips out of manila folder. Measure with ruler and draw lines to guide cutting. Be sure to cut from one end because the folder will be used for two other rocket parts. 2. Glue one strip around used sample engine for size. BE SURE NOT TO GLUE TO THE ENGINE as you will remove after about two minutes. 3. Keep gluing on strips until mount is the size of the opening in the paper towel roll. 4. Place mount in one end of the paper towel roll about in. 5. Glue mount in very securely. Do not allow glue to drip through engine opening in the mount. Reapply glue two more times allowing time for drying in between. Day 2 Build Nose Cone and Nose Cone Mount 1. Cut a section of manila folder 3 times the width and then fringe about the width. This is the nose cone mount. 2. Roll up the nose cone mount and size to the end of the paper towel roll, hold in place and take out to glue. 3. Using the unused of the manila folder, roll up to make a nose cone. Glue in place. 4. Place nose cone in paper towel roll and mark size. Cut off excess where marked. 5. Fold in fringe slightly on nose cone mount (trim if too bulky) and place fringed end of nose cone mount in nose cone (make sure you place plenty of glue on fringe first). Push fringe against inside wall of nose cone so the mount will adhere to the nose cone. 6. At the end of the class period, coat engine mount with another layer of glue. Day 3 Make Parachute and Design Fins 1. Parachute: cut off bottom and down one side of trash bag and spread open. Cut a circle with a diameter of approximately 11. 2. Cut eight pieces of string about 22 long.

3. Arrange string around the parachute about 2 in from the edge. Tape to the parachute with small pieces of tape. 4. Pull strings together, making sure parachute edges are even. Tie a knot near the end of the strings. 5. Fins: Design fins and get approved by teacher. 6. Use the pattern made in step #5 to trace the fin design on cardboard and cut out. Some examples are: Day 4 Fins and Finish Work on Parachute 1. Cut a piece of string 36 long and tie above knot in parachute strings. 2. Cut two strips of manila folder x width of the folder. 3. Wrap and glue one manila strip to knot in parachute. 4. Knot the other end of 36 long string, then wrap and glue strip around knot. You will need to knot the end several times. 5. Glue parachute knot in nose cone (push far up in cone). 6. Glue knot at end of 36 string to inside of body tube (push down far in tube). 7. Mark four places on body tube and draw guide line for fin placement. 8. Begin gluing on fins. Place 1 below end of body tube. Reinforce fins with glue along previously glued edges. Day 5 Finish Work 1. Finish any additional body work, including gluing on fins, testing any stability issues, and decorating the body of the rocket. 2. Gather parachute, fold in half, and loosely wrap strings around it. Stuff parachute assembly in body tube.