Lesson 1 Heavy Lifting

Grade/ Grade Band: 3-5th grade Topic: Space Launch System Lesson # __1__ in a series of _5___ 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:
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

1. INTRODUCTION: All teachers will give a short introduction about themselves. Next students will all be given name badges to write
on and decorate
2. Students are asked a number of questions about the factors that allow the rockets to get the spacecraft out of Earths orbit.
a. BEFORE WATCHING: Students will be asked How do you think a rocket launch can happen? What important things are
happening? -- any student responses will be followed up by elaborations by an instructor
b. *SHOW VIDEO
c. AFTER WATCHING: Students will be asked So what did you see? What did you notice? and other guiding questions
d. If these questions do not lead to all topics being covered, teachers will elaborate on any other important topics students
missed
3. Begin model lesson! We will show students all of the supplies and tell them which supplies reflect which real life rocket part and
write rules on the board
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
The teachers will begin by introducing the activity and the goal that the students should achieve . First explaining that the students get into
groups of 5 and are told about the supplies that they will soon be given and the rules that are to be enforced by all the students. Then the
teachers will ask if the students have any additional questions now or during the activity or need help/guidence to ask one of the
instructors. After that once the students are divided into groups they will be given the supplies they need in order to design and build their
balloon rocket . From there the students will have a certain amount of time to launch their rockets.
EXPLAIN: Concepts Explained and Vocabulary Defined:
1. Concept: Rocket Building: In groups students are to construct a spaceship and try to have it launched. This fun project goal is to
see which model rocket is able to be successful in launching into space safely without losing any of its astronauts.
2. Vocabulary:
Astronaut: The person traveling into space.
Gravity: The force that allows people to stay on the ground.
Matter: Anything that takes up space, and anything that has mass.
Mass: The way you figure out the amount of matter in an object.
Rocket:Is a spaceship that is launched in the sky at a high speed.
Space capsule: The place inside the rocket where the astronauts live in.
Lift: Raise to higher position
Thrust: Push something or someone suddenly in the specified direction
Payload: The aircrafts load, all of the passengers and cargo it carries

ELABORATE: Applications and Extensions:

1. Students will work together as a class to build a super rocket. We will allow each group to contribute what worked best from their
specific rocket, and allow them to add that part to the class rocket. We will then build the rocket and launch it.
a. Discuss successes and failures -- what worked and what didnt
b. We will use this as an example of the fact that there are many ways to do this experiment and that none of them are
right or wrong, just different.

EVALUATE:

1. Formative Monitoring (Questioning / Discussion): Teachers will explain why this super rocket worked worked or why it didnt
work.
2. Summative Assessment (Quiz / Project / Report): What is the reason for this experiment ? NASA is trying to create rockets with
enough fuel to carry more supplies into the space station. As of right now, we cannot carry a lot of supplies, thus we have to make
multiple trips to Space.
Elaborate Further / Reflect: Enrichment:
NASA conducts the same experiment in order to determine the safest way possible for the astronauts to travel. Teachers will also ask their
students questions that will lead us into the next lesson, Touchdown.