pa3 grades 4-6 solar system: day 1
DESCRIPTION
PA3 Grades 4-6 Solar System: Day 1. Rachelle Oblack [email protected]. Schedule. Schedule. Using the Manual. Groups: 2 students Alter as needed, these are here for your convenience. Goal: Program introduction and intended goal of the activity. Activity Number indicated here. - PowerPoint PPT PresentationTRANSCRIPT
Imagine It! Explore It! Do It!
Schedule
Imagine It! Explore It! Do It!
Schedule
Imagine It! Explore It! Do It!
Using the Manual
15 min
Goal:Program introduction and intended goal of the activity
Reflection Questions:• Post these questions
Supplies:• Everything students need per group
Groups: 2 studentsAlter as needed, these are here for your convenience
Directions:1. Shortened for you2. Some are like a script
Teaching Tips:• Record PD information here
Activity Number indicated
here
Images are included as reminders of what the activity pages look like.
Day and theme
indicated here
Imagine It! Explore It! Do It!
Building a Scale Model of the Solar System
30 min
1 hr
Goal:Make several models of the solar system to learn the positions of the planets in the solar system as well as relative distances and sizes
Day 1: Solar
System
Reflection Questions:
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies • Yellow construction paper • Piece of clothesline 10 feet long • Nine 1" X 6" strips of heavy paper • 10 clothespins
Building a Scale Model of the Solar System
Day 1: Solar
System
Prepare• Put up clothesline across blackboard or bulletin board• Draw sun with 6" diameter on yellow paper. Label and cut out.• Write names of planets on strips.
Model #1 – Relative Distance Clothesline Model
Directions1. Put sun on one end of clothesline. 2. Put up the planets with the children's help3. Discuss sun, stars, planets, distances
Mercury 1"Venus 1½"Earth 2"Mars 3"Jupiter 11½"Saturn 19"Uranus 38"Neptune 60"Pluto 79”
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies • 12" X 18" black construction paper • Clear tape, scissors, glue, pencils• Yellow construction paper for sun • Copies of planets on copy
Building a Scale Model of the Solar System
Day 1: Solar
System
Prepare• Make a sample ahead of time. • Cut black paper in half lengthwise and tape together• Make semicircular pattern for the sun with 6” diameter
Model #2 – Take-Home Picture for Refrigerator Door (Position of Planets)
Directions1. Color the planets with accurate colors. Refer to books with color photos. 2. Trace and cut out semicircular sun. Sun should be the full width of long black
paper. Glue sun to left side of paper.3. Cut out planets, glue to paper, and add labels.4. My Very Excited Mother Just Served Us Nine Pizzas (Noodles, without Pluto)
Sun 6” diameterMercury ¾” Venus 1¼”Earth 1 3/8”Mars 1”Jupiter 4¾”Saturn 3 5/8", with
rings 7¾”Uranus 1 3/4", with
rings 2¾”Neptune: 1½", with rings 2¾”Pluto ½”
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies • Tempera paints and brushes, old newspapers • Tracing patterns for smaller planets • String cut to the radius of the larger planets • Masking tape
Building a Scale Model of the Solar System
Day 1: Solar
System
Prepare• Trace the larger planets on paper. Use string to make circles• Mix a few of the colors ahead of time.
Model #3 - Relative-Size Model for Hallway or Gym
Directions1. Students trace smaller planets onto butcher paper.
Teacher helps sketch larger planets.2. Paint and cut out.3. Put up in hallway.
Mercury 1½” diameterVenus 3¾”Earth 3 7/8”Mars 2”Jupiter 44¼” Saturn 37 1/8”Uranus 16”Neptune 15¼”Pluto ¾”
Imagine It! Explore It! Do It!
30 min
1 hr
Directions:1. Cut dark construction paper to cover container #1.
Repeat with light paper on container #2.2. Cut foam disc to fit inside each cup. Cut slot to fit
thermometer through the cap. 3. Insert thermometers and tape in place. Record
initial temperatures.4. Place containers side by side and turn on lamp (6
inches away from containers).5. Record temperature at _______ minute intervals.
Teaching Tips:
Building a Scale Model of the Solar System
Day 1: Solar
System
Imagine It! Explore It! Do It!
Solar Beads: Exploring UV Light from the Sun
15 min
1 hr
Goal:Use various UV protection materials and solar beads to explore ultraviolet light from the sun.
Reflection Questions:
Day 1: Solar
System
Imagine It! Explore It! Do It!
Solar Beads: Exploring UV Light from the Sun
15 min
1 hr
Supplies: Per Student• Student handout• UV beads• Sealed container for UV
beads• Sunscreen• Cup of water• Zip-lock bag• Sunglasses• Pipe cleaners (optional)
Groups:_______students
Directions:1. Distribute materials, demonstrate how
UV beads work.2. Allow students to find locations for
conducting their experiments.3. Offer students a chance to conduct
other experiments combining some of the stations.
4. Record and discuss results.
Day 1: Solar
System
Imagine It! Explore It! Do It!
15 min
1 hr
Solar Beads: Exploring UV Light from the Sun
Teaching Tips:
Day 1: Solar
System
Imagine It! Explore It! Do It!
End Student Day 1
TotalTime
Notes:
Imagine It! Explore It! Do It!
Eclipsing the Sun
15 min
1 hr
Goal:Demonstrate solar eclipses and how the eclipses appear based on perspective
Reflection Questions:Day 2: The Sun
Imagine It! Explore It! Do It!
Eclipsing the Sun
15 min
1 hr
Supplies: Per group (each student gets only 1 of the following 4 items)• 1 -36” diameter inflatable ball• 1- 12 “ diameter inflatable ball• 1 – 8” diameter inflatable ball• flashlight
Groups: 4 students
Directions:1. Darken room2. Assign groups and roles (one
acts as earth, one as sun, one as moon, and one as light from sun, holding flashlight.)
3. Demo activity for students4. Students complete activity and
record in their journals
Tips and Hints:• Use inflatable balls to “call on”
students to engage them in conversations.
• Post their” Know and Want to Know” in a chart on the wall.
Notes:
Day 2: The Sun
Imagine It! Explore It! Do It!
Build Your Own Sundial
30 min
1 hr
Goal:Learn how the position of the sun in the sky, and its shadow, can help us to determine time.
Day 2: The SunReflection Questions:
Imagine It! Explore It! Do It!
Build Your Own Sundial
30 min
1 hr
Supplies: Per Student• 1- 9” paper plate• 1- 4” plastic straw• Pencil• Colored pencils• Ruler• Tape• Chalk• Scissors• Watch or clock• Worksheets
Groups:Individual
Directions:Make the sundial1. Distribute materials, find center of
plate and mark with a dot.2. Place 4 registration marks along the
edge of the plates. 3. Make 4 ½ in cuts in one end of the
straw section. Flare out the cut portion of straw and tape to the center of the plate, making straw perpendicular to the plate.
4. Measure and cut straw to two inch height.
Day 2: The Sun
Imagine It! Explore It! Do It!
30 min
1 hr
Build Your Own SundialDirections:Data Collection 1. Mark sunny area with chalk at each of the 4 registration points on the
sundials so students can find the same spot again.2. Trace the straw’s shadow with a pencil, darken the tracing and write the
time at the tip of the shadow. Note where the sun is in the sky.3. Measure the shadow length and fill in the data sheets4. After repeated measurements, ask students to predict where the shadow
will fall later in the day or the next day with a red pencil.
Day 2: The Sun
Imagine It! Explore It! Do It!
What Colors are in White Light? DEMO
30 min
1 hr
Goal:Discuss and observe light using a prism, make a spectroscope, and use the prism to observe white light
Reflection Questions:
Day 2: The Sun
Supplies: • 1 prism per group• flashlight, lamp, or
projector to use with prism
Groups:Whole group, as demo
Imagine It! Explore It! Do It!
30 min
1 hr
What Colors are in White Light? DEMODirections:1. Set up light source, and darken room
Ask: What color is light? Does light come in more than one color?
2. Shine light through prism.Ask: What do you observe? What colors do you see? In what order
are the colors?
3. Explain that white light is really made up of all of the colors of the rainbow. A prism separates the light into colors. Hold up a CD and move within beam of light.
Ask: What do you observe? How are the colors like the ones you observed when the light came through the prism?
4. Explain that everyone is going to make a spectroscope, which works like a prism so we can see colors that make up light.
Day 2: The Sun
Imagine It! Explore It! Do It!
What Colors are in White Light? (Build Spectroscope)
30 min
1 hr
Day 2: The Sun
Supplies: • 1 sheet heavy dark paper • 1 CD wedge• Tape or rubber cement• Scissors
Groups:Individual
Directions: (Construction)• cut out the pattern• Glue or tape the CD wedge onto pattern• Cover over narrow end of CD wedge with
tape or black marker• Fold pattern on fold lines• Tape flap of side C to side A• Tape solid end flap to side B• Tricky – The last side has 2 strips and you
need to leave a narrow space in the middle between the flaps for light to enter. Tape one strip to side C and leave that space when taping down the last strip to side D.
• Add more tape as needed to make spectroscope more sturdy
Preparation:• Use scissors to cut
discarded CD’s into 16 wedges
Imagine It! Explore It! Do It!
What Colors are in White Light? (Observe Light)
30 min
1 hr
Day 2: The Sun
Groups:Individual
Directions:1. Look through eye holes and point light slit toward light source in room.
Encourage looking at different light sources.
2. Have group observe sunlight by focusing on bright areas of the sky. Can be through window, but not at sun directly.
Ask: What colors did you see when looking at indoor light sources? Were the same colors in the sunlight?
Imagine It! Explore It! Do It!
How Does Light Travel?
30 min
1 hr
Goal:Two sets of experiments: The first explores blocking light to create shadows, and the second explores travel paths using mirrors
Reflection Questions:
Day 2: The Sun
Supplies:• 1 flashlight• Several small opaque and
transparent objects• 2 or 3 small mirrors
Groups:2-4 students
Discussion Questions:
Imagine It! Explore It! Do It!
30 min
1 hr
How Does Light Travel?Directions:1. Discuss and record knowledge on shadows
What are shadows? What makes a shadow?
2. Pass out supplies. Students attempt to answer questions using tools they are given.
3. After 15-20 minutes, students record their findings in their journals using both writing and drawing.
4. Record responses to questions in journals How does light travel? Can you make it bend? Can you make it go
around corners?5. Distribute mirrors.
6. After about 20 minutes, return supplies and record findings in journals.
7. Group discussion about findings.
Day 2: The Sun
Imagine It! Explore It! Do It!
What Causes an Aurora?
30 min
1 hr
Goal:Students act out a solar storm to understand at the most concert level what causes an Aurora.
Reflection Questions:
Day 2: The Sun
Supplies: • Yarn to connect field line of the
magnetosphere.• Image of the Sun, Earth and a solar
flare or coronal mass ejection (CME)• Red, blue and green streamers
Groups:Whole group
Imagine It! Explore It! Do It!
30 min
1 hr
What Causes an Aurora?
Day 2: The Sun
1. You are the SUN- a medium size star that is 93 million miles from earth. You provide all of the heat and light we need to sustain life.
2. You are a SOLAR FLARE- electrified gases or plasma are emitted from the sun when magnetic energy that has built up and is suddenly released.
3. The students who represent the MAGNETOSPHERE should now hold the lines of the magnetosphere to protect the earth (yarn). The magnetosphere is that area of space, around the Earth, that is controlled by the Earth's magnetic field. Did you know that the Earth's environment extends all the way from the sun to the Earth and beyond? It is not an empty wasteland of space. Instead, near-Earth space is full of streaming particles, electromagnetic radiation, and constantly changing electric and magnetic fields. All of these things make up our magnetosphere. The magnetosphere helps to protect our Earth from the danger of the Sun's solar wind.
4. As the solar flare touches the magnetosphere the students pull back as far as they can. The oxygen and nitrogen become excited within the field lines! Jump around but don't break from the field lines or touch earth!! Become excited!
Imagine It! Explore It! Do It!
30 min
1 hr
What Causes an Aurora?
Day 2: The Sun
Directions:5. OXYGEN - holding red and green streamer; NITROGEN – holding blue
streamer
6. All magnetosphere students take a deep breath and relax to their original positions. Oxygen and nitrogen wave the streamers (aurora)
7. Arrange students as shown
Imagine It! Explore It! Do It!
End Student Day 2
TotalTime
Notes:
Imagine It! Explore It! Do It!
Do the Mystery Samples Contain Life?
30 min
1 hr
Goal:Explore the properties of three mystery samples and try to find out which one contains life.
Day 3: Life FormsReflection Questions:
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • 3 clear containers• 1 container of warm tap
water• 3 tablespoons of sand• 3 teaspoons of sugar• 1/2 packet of active dry
yeast• 1 fizzing antacid tablet,
crushed• hand lenses • 3 small sheets of paper• 1 spoon• large piece of chart paper
markers
Groups:2-4 students
Do the Mystery Samples Contain Life?Directions:1. Set up jars, hand lenses, water, sugar and
paper for each student station2. Review characteristics of living things3. Observe samples with all senses except
taste4. Remove small amount and observe on
paper, record observations5. Discuss which samples contained life6. Repeat above steps
• after added sugar• then after adding warm water• then after more sugar
Day 3: Life Forms
Hints:Jar 1: no activity Jar 2: will begin to show activity after about 5 minutes, and continue to bubble Jar 3: will fizz vigorously at first, slow down, and finally stop
Imagine It! Explore It! Do It!
Are Microbes Alive?
30 min
1 hr
Goal:Observe mold growing on potatoes, and then look at magnified images of several different microbes. Day 3:
Life Forms
Reflection Questions:
Preparation:1. About a week before the activity, slice the potato and leave the pieces out in the air for about an hour to collect microbes. 2. Place one piece of potato in each baggie. Store the baggies at room temperature out of direct sun.• Print out images of microbes from the
internet to use.
Groups: 2-4 students
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • 1/4 inch slice of raw
potato, moldy• 1 zippered plastic
sandwich bag• Hand lenses• Images of microbes
Are Microbes Alive?
Directions:1. Discuss microbes and
prior student knowledge2. Distribute bags and have
students observe – DO NOT OPEN
3. Discuss, then observe again with hand lens
4. Complete internet research
Day 3: Life Forms
Discussion Questions:
Imagine It! Explore It! Do It!
Where Does Life Live?
30 min
1 hr
Goal:Use images to look at some extreme environments and then match the environments with life forms they support. Day 3:
Life Forms
Reflection Questions:Preparation:1. Cut out Can Living Things Live Here?
Cards and place in small bags2. Cut out Extreme Life cards and place
in small bags
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • 1 set of cards Can Living
Things Live Here?• 1 set of cards Extreme
Life!• 1 large sheet of paper
labeled "Where Does Life Live?”
• Pens, crayons, markers
Groups:2-3 students
Where Does Life Live?Directions:1. Pass out Can Living Things Live Here?
cards (environment cards) to groups. 2. Separate into Yes, No, Not Sure3. Pass out Extreme Life cards (life forms)4. Try to match them with the 1st set of
cards and discuss5. Play “Concentration” with the cards and
discuss
Day 3: Life Forms
Discussion Questions:
Imagine It! Explore It! Do It!
Could Life Exist in Other Places in the Solar System?
30 min
1 hr
Goal:Examine NASA images of moons, planets, and the sun to evaluate them as possible places for life to exist Day 3:
Life Forms
Reflection Questions:
Groups:2-4 students
Supplies: • Solar System Lithograph
Set
Imagine It! Explore It! Do It!
30 min
1 hr
Directions:1. Students record everything they already
know about planets, moons, and sun in their journals
2. Share and discuss3. Distribute Lithograph images and observe4. Record and discuss observations5. Display Mars, Europa, and Titan6. Discuss
Day 3: Life Forms
Could Life Exist in Other Places in the Solar System?
Discussion Questions:
Imagine It! Explore It! Do It!
End Student Day 3
TotalTime
Notes:
Imagine It! Explore It! Do It!
Design a Lunar Buggy
30 min
1 hr
Goal:Use the Engineering Design Process to complete a team challenge designing a lunar buggy Day 4:
Engineering
Reflection Questions:
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • Building supplies• Meter stick• Scale• Plastic people• Plastic eggs• “cargo” (pennies,
washers)• Wheels• Ramp (25 cm+)• Student pages
Groups:_______students
Design a Lunar Buggy
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Directions:1. Show Apollo lunar buggy movie and discuss.
starchild.gsfc.nasa.gov/Videos/StarChild/space/rover2.avi2. Share Design Challenge, Assign Groups.3. Allow time for students to design their buggy and test on the ramp.
Prepare ramps while students work.4. Students should record all steps in the process. They may work on any
slope.5. Allow time to IMPROVE their designs and re-test.6. Discuss:
• Did the cargo mass make a difference in your Buggy’s Performance• How did the slope of the ramp affect your Buggy’s performance?
Teaching Tips:
Design a Lunar Buggy
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
Wright Brothers: Make Your Own Glider 1901
30 min
1 hr
Goal:Create a model of the Wright Brothers’ 1901 Glider
Reflection Questions: Day 4: Engineerin
g
Groups:_______students
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • Clean foam meat tray,• 30 to 35 toothpicks • Low temp glue gun • Scissors • Cardboard to cut on • Fine tip permanent
black marker• Ruler • Emery board • Manila folder
Wright Brothers: Make Your Own Glider 1901Directions:1. Trace pattern onto inside of trays, keep front
end of wings 2/3 up the curve2. Smooth edges with emery board3. Using a black marker and templates, mark the
locations of the rib lines on both sides of each wing and elevator sections. Make two sets of marks, one on each edge. Connect the marks to make the rib lines. Use a permanent ultra fine black marker and a straight edge made from a manila folder (so the end can be bent to conform to the rounded shape of the foam).
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 19015. Cut out the center of the lower wing only
by the dotted lines on that template. Cut two toothpicks in half and sharpen the cut ends of three of them. Dip the ends in glue and stick them in the cut edges to join the lower wing halves, leaving a 1.5 cm. gap.
6. Use the wing template and a sharp toothpick to mark the holes for the spars on the top surface of the lower wing and the bottom surface of the upper wing (the front edges of the wings curve down).
7. Dip toothpicks in glue and insert them in the spar holes marked in the lower wing. Try not to push them all the way through the wing. Be sure they are standing up as straight as possible. The upper wing in the front of this picture is upside down.
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 19018. With both the upper and lower wings
upside down (the edges should be curving up at this point), insert the back row of spars into the underside of the top wing. Use the marked holes as a general guide, but keep the spars straight and evenly spaced. Put a little glue on each to keep them in place as shown in the picture. Now join the front spars to the top wing, remembering to keep them straight and fasten them with dabs of glue.
9. Join two toothpicks side-by-side so the overall length is 11 cm.. When the glue is set cut each to a length of 9 cm and then glue the cut-off end back on, but at a 90 degree angle as shown. You will need to make two of these skids.
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 190110. Turn the wing assembly upside down and
glue the skids on either side of the opening in the lower wing. The skids should overlap the front and middle toothpicks that join the wing halves and should extend out beyond the front (curved edge) the the lower wing.
11. Turn the assembly back over so it is right-side up and cut two pieces to brace between the two skids and glue one at the end and one at the middle. Cut two more pieces for upright support for the elevator the same length as those at the end of the skid and glue them sticking up at the middle crossbrace. Also make two braces to go from the upper wing to the elevator by joining two toothpicks side-by-side with glue and then cutting to a length of 6.5 cm.
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 190113. Place glue on the ends of the four uprights
and then push on the elevator. Also put glue on both ends of the upper braces, push them first into the center of the top of the elevator along the rib lines and then into the front edge of the upper wing. Day 4:
Engineering
Notes:
Imagine It! Explore It! Do It!
Wright Brothers: Make Your Own Glider 1902
30 min
1 hr
Goal:Create a model of the Wright Brothers’ 1902 Glider
Reflection Questions: Day 4: Engineerin
g
Groups:_______students
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • Clean foam meat tray• 30 to 35 toothpicks• Low temp glue gun• Scissors• Cardboard to cut on• Fine tip permanent
black marker• Ruler• Emery board• Manila folder• Plastic toy army
soldiers (optional)
Wright Brothers: Make Your Own Glider 1902Directions:1. Trace pattern onto inside of trays, keep front
end of wings 2/3 up the curve2. Smooth edges with emery board3. Using a black marker and templates, mark the
locations of the rib lines on both sides of each wing and elevator sections. Make two sets of marks, one on each edge. Connect the marks to make the rib lines. Use a permanent marker and a straight edge made from a manila folder
4. Place glue on the flat edge of the upper wing halves and join them
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 1902Directions:8. With both the upper and lower wings
upside down (the edges should be curving up at this point), insert the back row of spars into the underside of the top wing. Next join the front spars to the top wing, remembering to keep them straight and fasten them with dabs of glue.
9. To make each of the two skids join two toothpicks side-to-side. When the glue is dry cut them to a length of 7.5 cm and then glue the cut off end back, but at a 30 degree angle.
10. Glue the skids on either side of the opening in the lower wing so that the tips point upward. They should project out from the downward curving front surface.
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 1902Directions:11. Cut a piece to brace across the skids and glue
it at the 30 degree joint. Make two braces to go from the upper wing to the elevator by joining two toothpicks side-to-side and then mark to the correct length by holding them between the upper wing and the skid as shown. Allow enough to stick into the upper wing, cut off the excess, and then sharpen the cut end.
12. Push the ends of the uprights through the center of the elevator at an angle back toward the wing . Put glue on the top end of the upper braces and push them into the edge of the upper wing.
13. Glue the lower end of the brace that sticks through the elevator to the up-turned part of the skid in a way that makes the elevator level. Also add a cross-brace at the joint where the skids turn up at the 30 degree angle from one skid to the other.
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
30 min
1 hr
Wright Brothers: Make Your Own Glider 1902Directions:14. Cut two small pieces of toothpick long
enough to go from the 30 degree joint to the rear of the underside of the elevator and glue them in place. You may need to use tweezers or long nose pliers.
15. To attach the rudder, cut 4 four toothpicks so they are 5.5 cm long. and stick the sharp ends into the long edge of the rudder, two on top and two on the bottom so they form a "V" shape as shown. Turn the glider over and glue the top two braces to the underside of the upper wing.
16. Turn the glider right side up and glue the bottom two rudder braces to either side of the opening in the lower wing so the rudder is vertical.
Day 4: Engineerin
g
Imagine It! Explore It! Do It!
End Student Day 4
TotalTime
Notes:
Imagine It! Explore It! Do It!
3,2,1…Puff
30 min
1 hr
Goal:Learn about rocket stability as they construct and fly small paper rockets.
Day 5: Rocketry
Reflection Questions:
Groups:_______ students
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: • Sheet of 8.5 x 11 paper
(white or colored)• Clear tape• Scissors• Ruler• Meter stick or tape measure• Fat, round pencil or dowel
Eye protection• Drinking straws• Copy of the SLS paper rocket
plans
3,2,1…Puff
Day 5: Rocketry
Directions:1. Cut a strip of paper for the rocket body
(about 4 cm wide by 28 cm long).2. Roll strip around the pencil and tape the
seam.3. Close off one end to make a nose cone.4. e. Cut out three or four fins and tape to
the open end. Bend them outward.
Imagine It! Explore It! Do It!
30 min
1 hr
Teaching Tips:• Hold on to the straws until students have completed their rockets and tested
them for stability. • Be sure students wear eye protection. • Make sure students understand that the rockets are not to be launched
toward anyone.
3,2,1…Puff
Day 5: Rocketry
Directions:1. Perform drop tests for stability. If the
nose of the rocket hits the floo rfirst, the rocket is stable and ready for flight.
2. Demonstrate the launch. Insert straw, aim, and puff strongly.
3. Improve rocket design by holding 3 distance trials and finding the average.
4. Try to get longest distance after improvements and record on student sheets
Imagine It! Explore It! Do It!
30 min
1 hr
3,2,1…Puff
Day 5: Rocketry
SLS Rockets:1. Use paper pattern to make
rocket.2. Perform drop tests.3. Fly rockets as before with a
straw.4. Discuss
• Why is the SLS rocket stable even though it doesn’t have any fins?
• How do paper rockets work?
Discussion Questions:
Imagine It! Explore It! Do It!
Speed It Up
30 min
1 hr
Goal:Simulate how different propellant systems affect the velocity of a rocket by measuring the height the rocket is launched.
Reflection Questions:
Day 5: Rocketry
Groups:2 students
Preparation:1. Break effervescent tablets (all same
brand) into fourths. Then, break each fourth into small pieces and put into a labeled zipper bag. (Make extras)
2. Measure the length of the canister and divide by 4. Mark a line with the marker.
3. Each student will need 2 film canisters. Label as “water” and “vinegar”.
4. Divide the baking soda into labeled zipper bags. Each student will use 1 milliliter (¼ teaspoon) of baking soda.
5. Cut the single ply tissues into fourths. Cut enough for each student to have at least 2 small squares. (Make extra)
Imagine It! Explore It! Do It!
30 min
1 hr
Supplies: Materials per GROUP• At least 100 mL of water in a plastic
cup or bottle• Vinegar, approximately 100 mL in
plastic cup or bottle• 1 small box of baking soda, or at least
5 milliliters (1 teaspoon) in a labeled zipper seal bag
• 1 milliliter (¼ teaspoon) measuring spoon
• 6-10 small sheets of facial tissue (single ply, cut into quarters)
• 1 aluminum roasting pan, baking tin, or box lid with high sides
• 1 metric measuring tape or meter stick
• paper towels for clean up
Speed It Up
Day 5: Rocketry
Supplies: Materials per STUDENT• 2 clear film canisters with inner
sealing lids• 1/4 of an effervescent antacid
tablet crushed into pieces in a labeled zipper seal bag
• 1 pair of safety glasses• Speed It Up Student Section
Room Preparation1. Divide area so each group will
have about 2 meters of working space along the wall. Mark in centimeters and meters, the height of the wall with tape 6 to 8 meters total.
2. Push one desk up to the wall, directly along the measured tape for a launch pad.
Imagine It! Explore It! Do It!
30 min
1 hr
Directions:1. Review the problem: How can I determine if different propellants will
make a rocket travel faster?2. Students read the Observe section of their student sheet.3. Use KWL chart and fill in K and W. Students form and record a hypothesis.4. Assign wall section and demonstrate procedures. Discuss safety and put
on safety glasses.5. Launch rockets, buy turning the canister over, using a pan as a launchpad
and to collect liquids. One student should stand back to record height and one should launch. Repeat with students switching roles.
6. Record data. Be sure to subtract desk height.7. Repeat with vinegar and baking soda rocket.
Speed It Up
Day 5: Rocketry
Imagine It! Explore It! Do It!
End Student Day 5
TotalTime
Notes: