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NGSS Lesson Planning Template
|Grade/ Grade Band: 3-5th grade |Topic: Space Launch System |Lesson # __3__ in a series of _7___ 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 |
|() 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 what it |ETS1.B: Developing Possible Solutions |Patterns of change can be used to make predictions.|
|takes to get a rocket out of Earth’s orbit. |The test the students will conduct will identify | |
| |points of strengths in the design of the rocket and| |
|Analyzing data from the rocket trials to determine |refine of the shortcomings. | |
|which design is best for modeling leaving Earth’s |ETS1.C: the iterative process of testing the most | |
|orbit. |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 earth’s orbit | |
| |PS2.A: Forces and Motion | |
| |The patterns of the rocket’s 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: |
|If you can you might want to show students a video that shows how rockets get the space shuttle off the ground. |
| |
| |
|Students are asked a number of questions about the factors that allow the rockets to get the spacecraft out of Earth’s orbit. |
|How do you think these rockets are working? |
|What do you think happened here when this incident happened? |
|Today you will be engaged in designing a rocket that will be safe and complete the mission. Provide all the materials for the students and help guide them |
|with the initial model of their rocket. |
|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): |
| |
|Elaborate Further / Reflect: Enrichment: |
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