NGSS Lesson Planning Template[AL1]

Grade/ Grade Band: 3-5th grade Topic: Straw Rocket Lesson # __7__ in a series of
_7___ lessons

Brief Lesson Description: The mission is complete and we will need to get the crew back to Earth.

Performance Expectation(s):
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object.
3-PS2-2 Make observations and/or measure of an objects motion to provide evidence that a pattern can be
used to predict future motion.

Specific Learning Outcomes: By investigating the best model design for a straw rocket, students will be
able to build and test a straw rocket and then test the rocket to determine the best construction. Students
will finish up the storyline and complete the unit.

Lesson Level Narrative

Our mission is to get our crew launched into orbit from the surface of Mars[AL2] . You will build the rocket on the
surface of the planet to send the mission crew back to Earth when they are done with their mission.

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Planning and carrying out PS2.A Forces and Motion
investigations to answer questions
or test solutions to problems:
Plan and conduct
and investigation
collaboratively to produce
data to serve as the basis
of evidence, using fair
tests in which variables
are controlled and the
number of trails
considered
Make
observations and/or
measurements to produce
data to serve as the basis
for evidence for an
explanation of a
phenomenon or test a
design solution.
Patterns
Each force acts on Patterns of change
one particular object and can be used to make
has both strength and a predictions
direction. An object at rest Cause and effect
typically has multiple forces Cause and effect
acting on it, but they add to relationships are routinely
give zero net force on the identified
objects speed or direction
of motion.
Patterns of an
objects motion in various
situations can be observed
and measured; when that
past motion exhibits a
regular pattern, future
motion can be predicted
from it.
Possible Preconceptions/Misconceptions:
Students tend to call the active actions force but do not consider passive actions as forces Gunstone, R., Watts,
M. (1985). Force and motion. In Driver, R. (Ed.), Children's ideas in science (pp. 85-104). Many students know that a
force can cause an object to move. A typical example of students sharing their understanding of forces is that the
source of motion comes from outside the object (for example, the soccer ball moves because someone has kicked
it). Students need activities to engage in that will help them uncover the four sources of change in motion. Force
can change an objects speed and make an object move. Force can stop an object and change Its direction.

LESSON PLAN 5-E Model

ENGAGE: Recap the previous lessons and ask the students what we might be doing today. Then get them excited
to come back to earth! Lastly lead students to explore.

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?

Are wing/flaps necessary for Flying?

Explain the activity to the students and show how to start the first trial of the model.
Explain the task after their model is done

EXPLAIN: Concepts Explained and Vocabulary Defined:

The Propulsion system is the body of the rocket which contains what we need in order to get off the ground. The
fuel in our rocket will be our lungs, we have to blow air in order for our rocket to fly.

Vocabulary:
Fuel- Material such as coal, gas, or oil that us burned to produce heat or power.
Fins/Wings- number of things attached to help planes or animals fly.
Propulsion system - it is the body of the rocket, it contains the fuel, and everything else that gets the
rocket off the ground.

ELABORATE: Applications and Extensions:

Ask students: 1. Who made an improvement?
2. Did your rocket go further than the first blow?
3. How did you improve your rocket?
4. Why did you make this improvement?

EVALUATE:

Formative Monitoring (Questioning / Discussion):

What were your struggles in building the rockets? What are some thing that needed improvement?
If we look at the rockets that worked best (flew the farthest), what strategies have these students used for their
models?

Summative Assessment (Quiz / Project / Report):

Have students draw a sketch of their best straw rocket and label it.
Students will define what alive is and will make sure that this is represented in their model.