Sarah Hirsch

TLS 314 Spring 17

Learning Goals

Learning Goals: Balloon Rockets

State Standards:

SC01-S5C2-01: Demonstrate the various ways that objects can move

SC02-S1C3-03: Compare the results of the investigation to predictions made prior to the

investigation.

Knowings: Students will know

Strand 5, Concept 2, PO 1

1. Air is capable of moving objects; air can be used to propel objects; air can cause objects

to move in all directions

Strand 1, Concept 3, PO 3

1. Predictions need to be revisited to see if their methods worked.

2. Predictions help guide the investigation and give a focus point.

Doings: Students will be able

Strand 5, Concept2, PO 1

1. Explain how air is used to move objects

2. Explain what ways objects move with air

Strand 1, Concept 3, PO 3

1. Explain how their predictions were correct or incorrect

2. Identify how their predictions need to change in order to improve their investigation

Practices:

Asking Questions: The students will participate in this practice by asking themselves,

What do I think will happen?, How can I change this experiement?, and What did I

observe happen?. The students will be able to note features and patterns in their
Sarah Hirsch
TLS 314 Spring 17
Learning Goals

observations and ask questions based off of them. They will also use their questions to

help them find a solution to the problem.

Planning and carrying out investigations: The students will participate in this practice by

developing test theories and explanations of how the balloon rockets work. They will

carry out the investigations through their predictions and conclusions throughout their

multiple tests.
Using mathematics and computational thinking: The students will participate in this

practice by using the number of pumps of air as a variable for how powerful the balloon

rocket can be. They will understand that the differing quantities of air can impact their

experiment and will correctly record these quantities.

Constructing explanations: The students will participate in this practice by using

hypothesis and observations to come to their conclusions. Through their conclusions,

they can see how to change and adapt their experiment for greater success. They will

also be able to explain how and why their experiment was the way it was.
Obtaining, evaluating, and communicating information: The students will participate in

this practice by using their science journals to record all thoughts and findings. They will

also use this practice by reading and following directions of how to complete this

experiment.

Disciplinary Core Ideas and Cross-Cutting Concepts:

Core and Component Ideas in the Physical Sciences

o Core Idea PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
o Core Idea PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and motion
Core and Component Ideas in Engineering, Technology, and Applications of Science
o Core Idea ETS1: Engineering Design
ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
Sarah Hirsch
TLS 314 Spring 17
Learning Goals

Patterns: Observed patterns of forms and events guide organization and classification, and

they prompt questions about relationships and the factors that influence them.
Cause and effect: Events have causes, sometimes simple, sometimes multifaceted. A major

activity of science is investigation and explaining casual relationships and the mechanisms by

which they are mediated. Such mechanisms can then be tested across given contexts and

used to predict and explain events in new contexts.

Driving Question: How does air propel and move an object such as a balloon?

Ideal Answer: Air can propel an object when compressed and focused out of a particular

location. The balloon pushes out air and the air pushes the balloon just as hard in the other

direction. The more air inside the balloon, the farther the balloon will travel. If the balloon is

pointed sideways instead of straight, then the released air will cause the balloon to spin around

the string instead of going straight on the string.

Language Goals:

Students will listen to multi-step directions to complete an experiment.

Students will participate in whole and small group discussions.

Students will record their responses using appropriate vocabulary.

Students will use the appropriate vocabulary when participating in discussions.

EPE Table:

Experiences Patterns Explanations

Set up a balloon rocket Too much air makes The more air that is put
rig. the balloon pop. in the balloon, the
Write hypothesis and The more air that is in more air that will come
observations. the balloon, the farther out of the balloon, thus
Pump up balloons with it goes. propelling it further on
air. Putting the balloon in a the rocket rig.
Sarah Hirsch
TLS 314 Spring 17
Learning Goals

bag means less air that Having the balloon in

can go in the balloon. a bag creates more
compression, which
can cause the balloon
to pop.
Having the balloon in
a bag also adds weight
to the rig which can
slow the balloon down
during its propulsion.