​NGSS Lesson Planning Template

Grade/ Grade Band​: 3-5​th​ 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 object’s 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. 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 investigations to PS2.A Forces and Motion Patterns
answer questions or test solutions to ● Each force acts on one particular ● Patterns of change can be used to
problems: object and has both strength and make predictions
● Plan and conduct and a direction. An object at rest Cause and effect
investigation collaboratively to typically has multiple forces acting ● Cause and effect relationships are
produce data to serve as the basis on it, but they add to give zero net routinely identified
of evidence, using fair tests in force on the object’s speed or ●
which variables are controlled and direction of motion.
the number of trails considered ● Patterns of an object’s motion in
● Make observations and/or various situations can be observed
measurements to produce data to and measured; when that past
serve as the basis for evidence for motion exhibits a regular pattern,
an explanation of a phenomenon future motion can be predicted
or test a design solution. 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 object’s speed and make an object move. Force can stop an object and change It’s direction.

LESSON PLAN – 5-E Model

Teacher: Student

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

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary
ELABORATE: Applications and Extensions:

EVALUATE:

Formative Monitoring (Questioning / Discussion):

.

Summative Assessment (Quiz / Project / Report):

is needed.
Students will define what “alive” is and will make sure that this is represented in their model.
Elaborate Further / Reflect: Enrichment: