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Force, Motion, and Velocity are the subject of this lesson using Balloon Rockets
By – Chonna Parker
Subject – Science, Math
Grade Level – Second
Teaching Strategy: Small Group Inquiry
Time: 50 minutes
Concepts to be Taught: Isaac Newton’s theory that “For every action there is an equal and opposite reaction.” Force and Motion. Force is the capacity to do work or cause physical change. Motion is the action or process of changing position.
I. Behavioral Objectives: At the conclusion of this lesson, the students will be able to:
1. Design and Construct a “Rocket”
2. Make the rocket move different distances based on the amount of air introduced.
3. Make predictions about the distance the rocket will travel.
4. Draw conclusions about what makes the rocket move farther.
5. Create other rockets with varying size balloons.
6. Classify the tested rockets according to the farthest traveling rocket.
Balloons of various sizes
String, cut into pieces 5 feet long
Tape (Preferably Masking Tape)
Data Sheet (Provided)
III. Teaching/Learning Process:
Ask the students if they “have ever seen the launch of a rocket?” Using the students’ replies, I will then ask the students if they “know what causes the forward motion of the rocket?” Upon completion of the question and answer session, I will explain the concepts of motion, action and finally reaction. Also including Isaac Newton and his theory.
B. Instructional Procedure:
1. Feed the string through the straw.
2. Tie a Popsicle stick to each end, so that the children will have a handle to hold.
3. Determine the rocket’s flight path, by having two students hold the ends of the string, and the other child will be the shooter.
4. Attach several pieces of tape to the straw. (This will be used to hold the balloon to the straw.)
5. Have the shooter blow up the balloon, and pinch the ends closed rather than tie it.
6. Continue holding the balloon and attach it to the straw with the tape.
7. Have the children make predictions on “how far will the balloon travel?”
8. Let the children release the balloons.
9. Measure the distance traveled. (These should be recorded on the data sheet)
10. Repeat the steps with balloons of varying sizes.
1. Have the student view their written distances. Ask them “what balloon traveled the farthest?” “Which one did not travel far?” “What do you think caused your balloon not to travel very far?”
2. In their group, have the children classify their balloons according to the distance traveled, from farthest to shortest.
3. Explain to the students that the purpose of the experiment was to learn about Isaac Newton’s theory.
The evaluation will involve the student’s ability to master the stated objectives. This will involve not only the teacher’s observation of the student, but also the completed rockets and handouts.
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