Annika Anderson

Teaching Science K-8 Spring 2015

Grade 5
Exploring Rockets
Learning Targets:
I can..describe what an independent and dependent variable is.
I can.ask questions to help develop my understanding of force & motion
I can.interpret data from conducting an experiment.
Next Generation Science/ Engineering Practices:
`

Practice 2 Developing and Using Models

Practice 3 Planning and Carrying Out Investigations
Practice 4 Analyzing and Interpreting Data
Practice 6 Constructing Explanations and Designing Solutions

Next Generation Disciplinary Concepts Ideas:

5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is
directed down.
Essential Science Question:
Which launch angle optimizes the horizontal distance the rocket travels?
OR
Which air pressure exerted optimizes the horizontal distance the rocket travels?
(NOTE: students in pairs will be given the choice to choose which essential science
question they wish to explore)
Materials/ Resources/ Digital Media Needed
Keeley, P., & Harrington, R. (2010). Section 2: Forces and Newton's Laws. In
Uncovering Student Ideas in Physical Science, Volume 1 45 New Force and Motion Assessment
Probes. Arlington: National Science Teachers Association (NSTA).
Straws
Clay
Index Cards
Tape Measurer

Rocket Launcher
Data Collection Table (Rocket Notebooks)

Learning Sequence: Design Cycle

Ask:
To assess what the students previously know a force and motion probe will be
given. The title of this probe is called, Talking About Forces, after completing the probe
we will then have a group discussion about rocket launches. This will be a discussion
with the whole class to talk about the parts of a rocket and how force is exerted against
earths gravitational pull.
Explore:
For this area of the lesson students will then be introduced to the straw rockets we
are going to build in class and how they relate to a real rocket.
Engage:
The explore area of the lesson will be broken into two parts: building the rockets and
launching them.
Building the rockets will be done in a step by step modeling process.
Launching the rockets will be done the following science class. The students will
conduct three trials either manipulating air pressure or launch angle; each student and
his/her partner will decide which variable they wish to change.
Evaluate:
At this time the class was split into two groups based on which variable they decided to
change. Once divided my co-teacher and I modeled and guided the students through graphing the
groups data.
Explain:
During this time, the pairs of students will explain the essential science question chosen
to explore based on their data collected and force concepts: Which launch angle optimizes the
horizontal distance the rocket travels or which air pressure exerted optimizes the horizontal
distance the rocket travels?
Students will then be asked the same probe questions they were given at the beginning of
the lesson to check for understanding.

Rubric
Below target

Approaching Target

At Target

Student does not have

the basic understanding
of what a force is.

Student is aware that a

force is either a push or
pull, however student
believes there is a
holding force or
unaware that both (push
& pull) are forces.

Student is able to
explain why he/she
believes that Yolanda is
correct. Saying that a
force is either a push or
pull

I can..describe what
an independent and
dependent variable is.

Student does not have a

basic understanding of
what an independent
and dependent variable
is.

Student grasps basic

understanding yet has
not achieved mastery.

Student has basic

understanding and is
capable of
distinguishing between
an independent and
dependent variable.

I can.ask questions to
help develop my
understanding of force
& motion

Student engagement
and participation is is
unsatisfactory.

Engagement during
activity is moderate and
partially active during
discussion.

Actively participating in
experiment and class
discussion regarding
force and motion.

I can.interpret data
from conducting an
experiment.

Student is unaware of
how to interpret and
explain experimental
data.

Student is able to read

experimental data
however, has difficulty
interpreting and
explaining what it
means.

Student is able to read,

interpret, and explain
experimental data.

Probe
Based on what your
friend said, explain
your thinking. Describe
what you think a force
is.

Lesson Objectives

NAME__________________________________________DATE__________________

My Rocket Notebook
Focus Question:

Planning Board:
We will change:

We will measure:

What will we keep the same to make it fair?

Predictions:
I think_____________

Hypothesis:
I think___________________,
because___________________________.

Data Collected
Constant Variable
Trial 1
Trial 2

Variable Changed

Horizontal Distance

Trial 3

Conclusion:
To obtain maximum horizontal distance what launch angle and air pressure
exerted need to be used on the rocket launch stimulator?

What surprised me?

Part III.

Student

Female

Pre-Assessment

Post-Assessment

0/2

1/2

0/2

Absent

1/2

Absent

1/2

2/2

1/2

1/2

Male

0/2

2/2

1/2

1/2

0/2

1/2

2/2

1/2

10

0/2

2/2

11

1/2

2/2

12

1/2

2/2

13

0/2

Absent

14

2/2

2/2

15

2/2

2/2

16

2/2

2/2

17

1/2

1/2

2/2

2/2

18

Part IV.
After observing the students assessment my co-teacher and I saw that many students
wanted to relate force to gravity and the gravitational pull on Earth. Knowing that the students
had recently learned about Newtons law, they consistently related what a force is to the laws.
This is extremely positive, however for the purposes of this assessment was for students to define
what a force is. The students ideas were consistent with understanding that a push and a pull are
forces however they believed it was one or the other. By reviewing the data it shows that the
students believe that a push and pull are opposite motions and can not both be forces.
Below are two examples of a students pre and post test:
Student 1:
Pre-Assessment-For every action,there is an opposite and equal reaction.
Post-Assessment- For a given force an object with more mass will accelerate slower than an
object with less mass. For every action,there is an opposite and equal rea.(you can't push on
something without it pushing on you.

Student 2:
Pre-Assessment: "I think a force is a thing that moves when you push it."
Post-Assessment: I think a force is a push or a pull. If something is put down and does not
move, it has no force.

For student 1 his/her answers for the assessment reflect on his/her previous knowledge
concerning Newtons laws. During the post assessment he/she applied both prior
knowledge and the knowledge obtained from the lesson.

Student 2 his/her knowledge advanced from pre to post assessment, explaining that a
force is both a push or a pull and not just the gravitational pull.

This class is considered to be the at risk group, however my co-teacher and myself held
them to high expectations and standards in order to challenge their capabilities. Throughout the
lesson there were times of struggle and misunderstanding, however with multiple repetitions and
patience we achieved lesson completion. Our cooperation teacher allowed this lesson to extend
from one day to three in order for students to attempt to comprehend the lesson objectives.
During our lesson students were able to use scientific inquiry to question their thinking and
previous knowledge.

Part V.
Prior to this lesson and experiment, this particular class of students had not learn what an
independent and dependent variable is. This concept applies to any scientific experiment, which
provides ample reinforcement and practice for mastery. This particular class also needs
continuous repetition, which fits nicely with any future scientific experiment; the process
repetition sets the students up for success as well as continuous use of scientific language used in
experiments.
Our lesson is part of a larger force and aviation unit. Before the rocket lesson, our
cooperating teacher conducted an experiment involving kites. Like stated before, this lesson
introduced unfamiliar concepts, however necessary to continue in the unit. My co-teacher and
myself have both agreed that students will need more lessons involving teacher modeling.
Students will need step-by-step processes in order to fully absorb and comprehend lesson
objectives.
For the next lesson, my co-teacher and I would conduct an experiment involving a flying
apparatus. The experiment would include multiple trials conducted by the students and the
collection of data centered on a scientific question. Students are presented the opportunity to
practice reading, interpreting, and explaining data. Although our lesson presented challenges,
ample practice and reinforcement can only lead to further understanding and comprehension by
students.