You are on page 1of 5

Social Studies Lesson Plan Template

Group Members/Group Name: _____Sandrine Ackey, David Albani, Katie Frame, Anita Jitta_______________________________
Thematic Unit Theme/Title/Grade Level: ___Space Program/3rd grade_____________
Group Wiki/Weebly space address: ____jrspaceexplorers.weebly.com___________________________________________________
Daily Lesson Plan Day/Title: __ How does the Space Shuttle rockets work___________
Lesson Length (ie. 30 minutes): __50 minutes__________________

Rationale for Instruction Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
A rationale is an essential part of should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
thoughtful planning of classroom assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
instruction. This is a brief written both their rights and responsibilities.]
statement of the purpose for instruction Students design and build paper rockets around film canisters, which serve as engines. An antacid tablet and water are put
and the connection of the purpose to into each canister, reacting to form carbon dioxide gas, and acting as the pop rocket's propellant. With the lid snapped on, the
instruction that has come before and will continuous creation of gas causes pressure to build up until the lid pops off, sending the rocket into the air. The pop rockets
follow.
demonstrate Newton's third law of motion: for every action, there is an equal and opposite reaction. An instructions handout,
worksheets and quiz are provided.
NCSS Theme/Next Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
Generation Sunshine State technology) do you address in this lesson?
Standards/Common Core NCSS Theme:
Standards (LAFS/MAFS)
List each standard that will be addressed SS.4.A.8.3 Describe the effect of the United States space program on Florida's economy and growth.
during the lesson. Cutting and pasting SC.4.P10.2 Investigate and describe that energy has the ability to cause motion or create Change.
from the website is allowed. You must
SC.35.CS-CS.1.4 Create a simple model of a system and explain what the model shows and does not show.
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

These can be downloaded from the


Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember a
What will students know and be able to learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
do at the end of this lesson? Be sure to set as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
significant (related to NGSS Themes, should begin with: The student will
CCSS, and NGSSS), challenging, After this activity, students should be able to:
measurable and appropriate learning
goals! Explain that energy needed for a rocket launch is related to the size of the rocket.
Collect and analyze data on model rocket launch height, comparing to size or weight of the rocket.
Describe what factors an engineer must consider when designing a rocket.

Modified 5/15 Van De Mark from document created by L. Spaulding


Social Studies Lesson Plan Template
Student Activities & This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
Procedures and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
Design for Instruction
What best practice strategies will be
Anticipatory Set:
implemented?
Students design and build paper rockets around film canisters, which serve as engines. An antacid tablet and water are put
How will you communicate student
into each canister, reacting to form carbon dioxide gas, and acting as the pop rocket's propellant. With the lid snapped on, the
expectation?
continuous creation of gas causes pressure to build up until the lid pops off, sending the rocket into the air. The pop rockets
What products will be developed and
created by students?
demonstrate Newton's third law of motion: for every action, there is an equal and opposite reaction. An instructions handout,
Consider Contextual Factors (learning worksheets and quiz are provided
differences/learning environment) that
may be in place in your classroom. Instructional Input and Procedures:
Procedures:
Before the Activity

Gather materials and make copies of the Pop Goes the Rocket Quiz, Rocket Build Instructions, and Rocket
Size/Height Worksheet (or Rocket Weight/Height Worksheet; refer to the Activity Scaling section).

Find an inside or outside wall suitable for students to launch next to, and use tape or chalk to mark off 10 feet at 1-
foot intervals.

Remove antacid tablets from packaging and break them into halves. A half-tablet is sufficient to pop off a film
canister lid; too much antacid makes the lid pop off sooner, which is not desirable for this activity.

With the Students

1. Divide the class into groups of three or four students each. Give each student a film canister and sheet of paper.
Hand out the various attachments, as needed, throughout the activity. (Note: Give out the antacid tablets only as needed so
that you know that all tablets are accounted for and used only in the experiment.)

2. Direct students to use scissors and tape to follow the instructions to build a rocket. Encourage groups to experiment
with different sizes. Tips: Make sure students put the lids of their canisters at the bottom of the rocket (that is, so the canister
is inverted.) Also, make sure the canister lid sticks out from the paper a little so that the paper surrounding the rocket does
not interfere with the lid snapping on or popping off.

3. Have students put their names and any designs on the rocket paper surface.
4. One group at a time, have students move to the launch area to prepare to launch.
5. Note: Require students to wear safety glasses/goggles during their launches and put them on BEFORE the launch
begins. Have all other students watch from a safe distance away from the launch area, ready to record the results on their
worksheets.

6. To launch, have a student hold his/her rocket upside down, and carefully fill the canister 1/3 full of water.
NOTE: The next steps must be done quickly:

Modified 5/15 Van De Mark from document created by L. Spaulding


Social Studies Lesson Plan Template
7. One at a time, have a student drop the half-tablet of antacid into his/her film canister.

8. Quickly, snap the lid on tightly.

9. Very quickly, turn the rocket upright (which means that the film canister lid is down) into the empty pitcher or onto
the flat launch site and stand back!

Expect the rocket to pop within 1-5 seconds.

10. Ask students to note the maximum height reached by the rockets and have them record this information on their
worksheets.

11. Give the popped lid back to the student launcher and repeat steps 6-9 for each student in each group.

Assessment Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
How will student learning be assessed? individual, daily lesson plans!
Authentic/Alternative assessments? Unit Pre-Assessment:
Does your assessment align with your Concept Inventory: Have students attempt the Pop Goes the Rocket Quiz. Have students answer the first two quiz questions
objectives, standards and procedures? and then it put aside to complete after the activity.
Informal assessment (multiple modes): Activity Embedded Assessment
participation rubrics, journal entries, Data Recording: As directed in the Procedure section, have students decide if the rocket is small (S), medium (M) or large
collaborative planning/presentation (L) before it is launched. Then, after each rocket is launched, have students measure the maximum height reached by the
notes rocket and record it on the appropriate box in their Rocket Size/Height Worksheets. Discuss any patterns in rocket size or
weight versus launch height.

Unit Post-Assessment:
Pairs Check/Concept Inventory Continued: Have students complete question 3 of the Pop Goes the Rocket Quiz (begun
during pre-assessment). After students finish working individually on the quiz, have them compare answers with a peer,
giving all students time to finish. Finally, go over the answers as a class.
Survey: Ask the following questions (verbal or written) to survey students about the activity:
What makes one rocket perform better than another? (Answer: Many factors such as weight, drag, thrust [rate of gas build
up], canister symmetry, canister seal tightness, and wind can affect rocket performance.)
What is creating the thrust in our pop-rockets? (Answer: The high pressure built up from the chemical reaction of the antacid
tablet and water in the canister forces the cap off and downward as the rocket moves upwardan illustration of Newton's
third law of motion.)
If students previously performed a strawket activity from Lesson 2 of this unit, ask them to compare how these rockets are
more "rocket-like" than those launched by a straw? (Answer: Like real rockets, these pop rockets carry their own fuel.)
How are pop rockets related to real rockets? (Answer: Real rockets behave according to Newton's laws of motion just like
pop rockets do. Also, solid propellant rockets have a similar process by releasing energy through a chemical reaction to
generate thrust.)
Sales Pitch! Have students pretend to be inventors selling their rockets to a manufacturers or consumers. Have student teams
create persuasive posters or flyers, as well as 10-minute sales pitches of their rocket designs for presentation at the next class.
Have them include in their advertising a description of where the energy comes from to launch the rocket.

Modified 5/15 Van De Mark from document created by L. Spaulding


Social Studies Lesson Plan Template
***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.

Resources/Materials ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
1 35-mm film canister with an internal snapping lid; see Figure 1 and the note below
one-half of an antacid tablet, such as Alka-Seltzer brand
1 sheet of paper
scissors
cellophane tape
markers or crayons
Pop Goes the Rocket Quiz
Rocket Build Instructions
Rocket Size/Height Worksheet (or Rocket Weight/Height Worksheet)
For the entire class to share
access to a sink, to obtain and dispose of tap water
tape or chalk, to mark off the launch area
safety glasses/goggles, enough pairs for the largest group and instructor
paper towels, for clean-up
(if launching inside) pitcher, from which to launch the rockets

References:
https://www.teachengineering.org/activities/view/cub_rockets_lesson04_activity3

Fisher, Diane. National Aeronautics and Space Administration. Space Place, "Build a Bubble-Powered Rocket," September
8, 2005. http://spaceplace.nasa.gov/pop-rocket/

The Society for International Space Cooperation. Space Xpress, International Space Station Curriculum and Activities,
"Film Canister Rockets." http://www.spacesociety.org/spaceexpress/Curriculum/film_canisters.html

Exceptionalities ESOL; Students with Learning Differences: SLIDE (Show, Look, Investigate, Demonstrate, Experience) and TREAD (Tell,
What accommodations or modifications Read, Explain, Ask/Answer, Discuss) http://education.ucf.edu/stll/edg4410New.cfm (appropriate for students based on need),
do you make for ESOL, Gifted/Talented graphic organizers, cooperative learning, flexible grouping, printed materials for group tasks
students, Learning/Reading disabilities,
etc. Gifted/Talented: Multi-level and multi-dimensional aspects of the lesson, interactive nature of the lesson, opportunity to
explore many points of view and opportunity to analyze and evaluate material, opportunity for independent projects (student
These accommodations and/or suggested/identified), flexible grouping
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Modified 5/15 Van De Mark from document created by L. Spaulding


Social Studies Lesson Plan Template
Additional Comments and Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Notes Students will have practice worksheets to take home and see how NASA uses certain materials to use for rocket fuel.

Modified 5/15 Van De Mark from document created by L. Spaulding