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8th Grade Rockets and Satelites

This lesson plan introduces 8th grade students to rockets and satellites over 58 minutes. Students will learn how rockets reach space through building and launching paper rockets. They will explore how multistage rockets use Newton's 3rd law of motion to launch payloads into orbit. A video will demonstrate this. Students will also learn about natural and artificial satellites, what they are used for, and how geosynchronous orbit works. A discussion will compare modern rockets to those of the past. Formative assessments include an engagement activity, rocket launching, and discussion questions. The teacher will reflect on the lesson's effectiveness and areas for future improvement.

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88 views5 pages

8th Grade Rockets and Satelites

This lesson plan introduces 8th grade students to rockets and satellites over 58 minutes. Students will learn how rockets reach space through building and launching paper rockets. They will explore how multistage rockets use Newton's 3rd law of motion to launch payloads into orbit. A video will demonstrate this. Students will also learn about natural and artificial satellites, what they are used for, and how geosynchronous orbit works. A discussion will compare modern rockets to those of the past. Formative assessments include an engagement activity, rocket launching, and discussion questions. The teacher will reflect on the lesson's effectiveness and areas for future improvement.

Uploaded by

api-308631905
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Week 4 Rockets and Satellites

Teacher Candidate’s Name: Sienna Whaley

Date Created: 9/17/2022

Content Area: Science

School: Onsted Middle School

Grade Level: 8th grade

Lesson Title: Blasting off! - Rockets and Satellites

Time: 58 min
Michigan Academic Standards: (include code and standard)

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.

Performance Based Learning Objectives:

 With 58 minutes of instruction, students will be able to explain how rockets reach
space and what satellites do for us.

Materials: (Low tech, including number needed)


Teacher:
 NASA Soda-straw rocket template (105 copies)
 A pre-built soda straw rocket
 Discussion question sheet (105 copies)
 Sharpened pencils (30)
 Tape
 Scissors (30)
 Straws (105)
 Rocket videos
 Moon cut out
 Trash can
Students:
 Pencil
 Paper
Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner

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o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

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Bibliography/References: (in APA format)

NASA - How to Make a Soda-Straw Rocket. (n.d.). Retrieved September 17, 2022, from
https://www.nasa.gov/centers/jpl/education/soda-straw-rockets.html

Owen, J. (2016, February 15). How the Apollo Spacecraft works: Part 1. YouTube. Retrieved
September 19, 2022, from https://www.youtube.com/watch?
v=8dpkmUjJ8xU&feature=youtu.be

Prior Learning Connections: (Background knowledge support)


 This is an introductory lesson for rockets and satellites
 Students will work individually while building their rockets and completing their
discussion questions sheet

Differentiation/accommodations:
 slides for visual learners
 Oral discussion for auditory learners
 Students with a disability may receive adapted materials from their special education
teachers.

Special Concerns (including medical, behavioral, and/or environmental):

 N/A

Assessment:

Formative:
 Science Challenge
 Exit Ticket
 Discussion
Summative: N/A

During Lesson: (General guidelines for the lesson; your plan/ “script” begins under Part 1)

 Science Challenge (10 min)


 Paper Rockets (10 min)
 Paper Rocket discussion (5 min)
 Rocket video (6 min)
 Satellite discussion (10 min)
 Rockets now vs in the past? (10 min)

Part 1: Engagement/Warm-up: (10 min)
 Science Challenge (FA)
o List the two types of eclipses A: Lunar and Solar

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o What three objects must be aligned for an eclipse to occur? A: sun, Earth, moon
o What is the name of the darker, smallest part of the shadow in an eclipse? A:
Umbra
o How many full moons do we get in a year? A: twelve full moons

Transition: “After successfully completing our science challenge, we have a new


challenge! This challenge is to get to the moon!”

Part 2: Instruction/Exploration: (roughly 40 min)


 I will ask students how could (or did) we get to the moon?
 I will demonstrate the rocket that they will create
o I will show off the paper rocket and shoot it towards the “moon”
 The moon will be the moon cut out attached to the trash can. When
students have created their rocket, they will each have a chance to get
their rocket to the “moon.”
o I will walk students through the steps to create their paper rockets
o Once they have created the rockets, they will shoot them to the moon.
 I will first ask them to blow into the rocket/straw while holding the
rocket in place
 They should feel their breath pushing back
 This demonstrates propulsion as the air you blow in comes out
in the opposite direction (Newton’s 3rd law)
o For every action there is an equal and opposite reaction
 I will separate students into three groups
 Group 1 launch rocket closely
 Group 2 launches their rocket at a middle distance
 Group 3 launches their rocket at the other end of the room
 Each rocket only gets one breath (to represent one fuel stage)
o Once all have had a chance, any remaining rockets will be transported
manually to the moon (they will throw them away)
 We will discuss how (if at all) their rockets were able to get to the moon (FA)
o “Were your rockets able to get to the moon? Why or why not?
o “Group 2 and 3, were your rockets even close? Why do you think so?
o If you could modify your rocket or launching sequence (number of breaths) to
get your rocket to the moon, how would you?
 “Real rockets use rocket fuel instead of giant straws and puffs of air. They use rocket
fuel”
 “In order to have enough fuel to reach orbit, rockets were made to be multistaged”
 I will show the Multistage rocket video to show how a rocket is launched due to
Newton’s 3rd law.
 We will then discuss what satellites are (both natural and artificial) and what they are
used for
o I will also explain what geosynchronous means and how satellites use it

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 We will discuss how rockets have changed between now and the past

Transition: “Rockets and satellites play a big part in space exploration! For our next class, we
will learn about our journey to the moon and what we discovered about the moon”

Part 3: After Lesson: (5 min)


Closure:
o We will go over the discussion questions
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of
the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)

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