The Rocket’s Wet Flare!
Part 3 of It Really IS Rocket Science!
Module 1
*This is NOT the full “The Rocket’s Wet Flare!” lesson plan and the following sample schedule is
flexible, activities can be done on other/additional days, ex. if you do not foresee it being
completed in the time or day allotted in the schedule below. To get more specifics on the activities
and find background information and complete instructions read the full lesson plan as found at:
www.tnopportunityprograms.org. You may find you need to reload the AIM Lesson Plan page
[press Refresh] in order to get the most updated lesson plan listing.
1st Hour:
Water Bursting in Air, p. 1
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Work in teams to design model rockets and match ingenuity with the limits of
Newton’s Laws of Physics.
Design a model rocket that is aerodynamically sound.
Measure, cut, and glue their rocket parts to the specifications that the students
determined.
Basics of the Water Rocket, p. 2
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Discuss how water rockets are propelled
Begin construction of the water bottle rocket pressure chamber
Graphic on how to construct water bottle Rocket for students (can be used
throughout Module 1 & 2)
2nd Hour:
How to build fins and nose cones, p. 4
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Determine and build the basic needs of a bottle rocket.
Choose and construct a style of nose cone, ex. Bertha Series a or b
Discuss fins and ideal construction styles.
Straw Rocket Aeronautics, p. 6
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Get a better idea of balance
Learn about fins roles in rocket stability
Construct and fly small “indoor” paper rockets
Analyze flight data and interpret the results to apply conclusions to construction of
large rockets.
3rd Hour:
Apply what they learned to construct fins for their water bottle rockets!, p. 12
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Review what was learned the previous day through Straw Rocket Aeronautics
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Choose a style of fins
Design fins
Attach and test fins
Launcher, p. 3, or 27
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The launcher in the graphic on p. 3 will also work well.
Launchers (either style) may be built with students, put together as pre-made “kits”
by students, or made outside of class (ex. by older students for younger) to be used
by students.
Day Two:
How does it all work?, p. 13
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Discussion of pressure
Discussion of center of mass
Determine the center of mass on their rocket
Test placing a clay ball or weight in the nose cone
Newton’s Laws, p. 16
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Discuss newton’s three laws and questions about rockets
Attempt to answer questions by test launching a bottle with no modifications and
various levels of water
Demonstrate Newton’s third law using a heavy ball and a skateboard (with spotters)
Track data and discuss results of the demonstration
Measuring the Altitude of the Bottle Rocket, p. 18
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Write a hypothesis stating how they think changes in the volume of water in the
rocket’s fuel will affect the rocket’s apogee. (Apogee is the highest point of the
rocket’s flight.)
Construct a simple altimeter.
Practice reading it and using it.
Perform experiments that will affect height of rocket flight and other results while
launching water bottle rockets.
(Advanced) Launcher, p. 27
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The launcher in the graphic on p. 3 will also work well.
Launchers (either style) may be built with students, put together as pre-made “kits”
by students, or made outside of class (ex. by older students for younger) to be used
by students.
Day Three:
Advanced Design Water Bottle Rockets, p. 21
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Create new and different designs (such as multiple bottle bodies, parachute systems,
etc.) for water bottle rockets and test them (Advanced)
Launcher, p. 27
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The launcher in the graphic on p. 3 will also work well.
Launchers (either style) may be built with students, put together as pre-made “kits”
by students, or made outside of class (ex. by older students for younger) to be used
by students.
The Rocket’s Wet Flare!
Part 3 of It Really IS Rocket Science!
Module 1 Sample Standards
Note: These are samples of standards and academic vocabulary for grades K-12 that could be
incorporated with the activities in the “The Rocket’s Wet Flare!” modules. EACH bullet point
is a standard. That means if a standard has an A, B, C, etc. below it, then those are each
individual standards and you can select one (or more) of them to focus on.
If you do not find any standards or vocabulary that you feel fit with the direction of your
lesson or the activities you have chosen you are free to use the Standards Spreadsheet to
choose other content specific and focused standards and vocabulary to incorporate through
your chosen activities.
Kindergarten
Reading Language Arts:
 RI.K.3. With prompting and support, describe the connection between
two individuals, events, ideas, or pieces of information in a text or
presentation (audio, visual, multimedia).
 RL.K.7. With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a
story an illustration depicts).
 RI.K.10. Actively engage in group reading activities with purpose and
understanding.
 W.K.8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
 SL.K.5. Add drawings or other visual displays to descriptions as desired
to provide additional detail.
 RF.K.1. Demonstrate understanding of the organization and basic
features of print.
o a) Follow words from left to right, top to bottom, and page by
page.
o b) Recognize that spoken words are represented in written
language by specific sequences of letters.
o c) Understand that words are separated by spaces in print.
o d) Recognize and name all upper- and lowercase letters of the
alphabet.
Math:
 K.MD.1. Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
 K.MD.2. Directly compare two objects with a measurable attribute in
common, to see which object has “more of”/“less of” the attribute, and
describe the difference. For example, directly compare the heights of
two rockets and describe one rocket as taller/shorter.
 K.G.1. a) Describe objects in the environment using names of shapes,
 K.G.1. b) describe the relative positions of objects using terms such as
above, below, beside, in front of, behind, and next to.
 K.G.2. Correctly name shapes regardless of their orientations or overall
size.
 K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or
three-dimensional (“solid”).
 K.G.4. Analyze and compare two- and three-dimensional shapes, in
different sizes and orientations, using informal language to describe
their similarities, differences, parts (e.g., number of sides and
vertices/“corners”) and other attributes (e.g., having sides of equal
length).
 K.G.5. Model shapes in the world by building shapes from components
(e.g., sticks and clay balls) and drawing shapes.
 K.G.6. Compose simple shapes to form larger shapes.
Science:
 7.9.1 Observe, identify, and compare the properties of various objects
such as color, shape, and size.
 7.9.2 Observe, discuss, and compare characteristics of various solids and
liquids.
 7.11.1 Use a variety of objects to demonstrate different types of
movement. (e.g., straight line/zigzag, backwards/forward, side to side,
in circles, fast/slow).
 7.1.1 Use materials, ex. puzzles, to determine that there are many parts
that make up a whole.
 7.1.2 Use materials, ex. building blocks, to create a whole from the parts.
 7.1.3 Take apart an object and describe how the parts work together.
 7.T/E.1 Explain how simple tools are used to extend the senses, make
life easier, and solve everyday problems.
 7.T/E.2 Invent designs for simple products.
 7.T/E.3 Use tools to measure materials and construct simple products.
 7.Inq.1 Use senses and simple tools to make observations.
 7.Inq.2 Communicate interest in simple phenomena and plan for simple
investigations.
 7.Inq.3 Communicate understanding of simple data using ageappropriate vocabulary.
 7.Inq.4 Collect, discuss, and communicate findings from a variety of
investigations.
 7.7.2 Investigate and compare a variety of non-living materials using
simple tools.
Social Studies:
 K.6.01 Recognize the impact of individual and group decisions on
citizens and communities.
o a. Describe how individuals meet their needs and wants through
different means.
o e. Explain the consequences of an individual's decisions and
actions.
Academic Vocabulary:
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Honesty
Human
Job
Leader
Community
Map
Globe
Rules
Respect
temperature
thermometer
tools
water
solid
liquid
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Author
Illustrator
Beginning
Ending
Picture book
Retell
Read
Location
Order
Change
Collect
Air
Cooperation
Senses
Shape
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Size
Color
Compare
Classify
Difference
Position
Sort
Today
Tomorrow
Yesterday
Pattern
Sum
Observe
Parts
1st Grade:
Reading Language Arts:
 RL.1.7. Use illustrations and details in a story to describe its characters,
setting, or events.
 RI.1.7. Use the illustrations and details in a text to describe its key ideas.
 RI.1.9. Identify basic similarities in and differences between two texts or
presentations on the same topic or theme (e.g., in illustrations,
descriptions, or procedures).
 RI.1.6. Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
 SL.K.2. Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is
not understood.
 RI.1.10. With prompting and support, read informational texts.
 SL.1.2. Ask and answer questions about key details in a text read aloud
or information presented orally or through other media.
 SL.1.5. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
 SL.1.6. Produce complete sentences when appropriate to task and
situation.
 RF.1.4. Read with sufficient accuracy and fluency to support
comprehension.
o a) Read grade-level text with purpose and understanding.
o b) Read grade-level text orally with accuracy, appropriate rate,
and expression.
o c) Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Math:
 1.MD.2. a) Express the length of an object as a whole number of length
units, by laying multiple copies of a shorter object (the length unit) end
to end.
 1.MD.1. Order three objects by length; compare the lengths of two
objects indirectly by using a third object.
 1.MD.2. b) Understand that the length measurement of an object is the
number of same-size length units that span it with no gaps or overlaps.
 1.G.6. Compose simple shapes to form larger shapes.
 1.MD.4. Organize, represent, and interpret data with up to three
categories.
 1.MD.2.c). Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
 1.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or
three-dimensional (“solid”).
 1.G.4. Analyze and compare two- and three-dimensional shapes, in
different sizes and orientations, using informal language to describe
their similarities, differences, parts (e.g., number of sides and
vertices/“corners”) and other attributes (e.g., having sides of equal
length).
 1.G.2. Compose two-dimensional shapes or three-dimensional shapes to
create a composite shape.
 1.G.1. Distinguish between defining attributes (e.g., triangles are closed
and three-sided) versus non-defining attributes (e.g., color, orientation,
overall size) ; build and draw shapes to possess defining attributes.
 1.G.5. Model shapes in the world by building shapes from components
(e.g., sticks and clay balls) and drawing shapes.
 1.G.1.
o a.) Describe objects using names of shapes,
o b) describe the relative positions of objects using terms such as
above, below, beside, in front of, behind, and next to.
Science:
 7.9.1 Classify solids according to their size, shape, color, texture,
hardness, ability to change shape, whether they sink, dissolve, or float,
and use.
 7.9.2 Compare liquids according to their color, ability to flow, solubility
in water, and use.
 7.9.3 Investigate and describe the results of mixing different substances,
ex. tablets and water.
 7.11.1 a. Investigate how forces (push, pull) can move an object or
change its direction.
 7.11.1 b. Use familiar objects to explore how the movement can be
changed.
 7.11.2 Investigate and explain how different surfaces affect the
movement of an object.
 7.1.3 Make diagrams to record and communicate observations.
 7.T/E.1 Explain how simple tools are used to extend the senses, make
life easier, and solve everyday problems.
 7.T/E.2 Invent designs for simple products.
 7.T/E.3 Use tools to measure materials and construct simple products.
 7.Inq.1 Use senses and simple tools to make observations.
 7.Inq.2 Communicate interest in simple phenomena and plan for simple
investigations.
 7.Inq.3 Communicate understanding of simple data using ageappropriate vocabulary.
 7.Inq.4 Collect, discuss, and communicate findings from a variety of
investigations.
Social Studies
 1.2.01 d. Describe the requirements of various jobs and the
characteristics of a job well performed.
 1.2.01 e. Describe how specialized jobs contribute to the production of
goods and services.
Academic Vocabulary:
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Media (e.g., book, video, film, illustrations)
Living/Non-Living
 Classify
Location
 Invent
Prediction
 Investigate
Property
 Light
Push/Pull
 Data
Past
 Digit
Present
 Direction
Future
 Estimate
Technology
 Even
History
 Graph
Citizen
 Greater Than
State
 Less Than
Country
 Horizontal
City
 Vertical
Equator
 Length
Balance
 Measure
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Measurement
Minute
Part
Ruler
Solve
Unit
Weight
Whole
Question
Statement
Vocabulary
Summarize
Information
Sequence
Solve
2nd Grade:
Reading Language Arts:
 RL.2.7. Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters,
setting, or plot
 RI.2.7. Explain how specific images contribute to and clarify a print or
digital text.
 W.2.8. Recall information from experiences or gather information from
provided sources to answer a question.
 RI.2.6. Identify the main purpose of a digital or print text, including what
the author wants to answer, explain, or describe.
 RI.2.3. Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
 RL.2.1. Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
 RI.2.5. Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
 RI.2.6. Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
 RF.2.4. Read with sufficient accuracy and fluency to support
comprehension.
o a) Read grade-level text with purpose and understanding.
o b) Read grade-level text orally with accuracy, appropriate rate,
and expression.
o c) Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Math:
 2.MD.1. Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring
tapes.
 2.MD.8. Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately.
 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and
meters.
 2.MD.2. Measure the length of an object twice, using length units of
different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.
Science:
 7.9.3 Recognize that air takes up space
 7.9.1 Use tools, ex. hand lenses, measurement devices, and simple arm
balances, to gather data about the physical properties of different
objects.
 7.T/E.1a Recognize that both natural materials and human-made tools
have specific characteristics that determine their uses.
 7.T/E.2a Apply engineering design and creative thinking to solve
practical problems.
 7.12.2 Describe what happens when an object is dropped and record the
observations in a science notebook. (Realize that things fall toward the
ground unless something holds them up.)
 7.T/E.1b Explain how simple tools are used to extend the senses, make
life easier, and solve everyday problems.
 7.T/E.2b Invent designs for simple products.
 7.T/E.3 Use tools to measure materials and construct simple products.
 7.Inq.1 Use senses and simple tools to make observations.
 7.Inq.2 Communicate interest in simple phenomena and plan for simple
investigations. (Ask questions, make logical predictions, plan
investigations, and represent data.)
 7.Inq.3 Communicate understanding of simple data using age
appropriate vocabulary.
 7.Inq.4 Collect, discuss, and communicate findings from a variety of
investigations.
Academic Vocabulary:
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Transform
Type
Contribution
Volunteer
Symbol
Events
History
Map Key
Privilege
Qualifications
Growth
Custom
Conflict
Decision
Compare
Contrast
Depend
Dissolve
Distance
Energy
Infer
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Investigate
Observation
Reasoning
Scientific
Inquiry
Scientist
Similarities
Differences
Sound
Dimensions
Distance
Elapsed Time
Time Interval
Equivalent
Event
Foot
Inch
Fraction
Interpret
Likely
Unlikely
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Meter
Centimeter
Multiplication
One-Fourth
Outcome
Rotate
Second (Time)
Set
Symmetry
Table
Unknown
Yard
Main Idea
Message
Predicting
Author’s
Purpose
Plot
Discussion
Fiction
Non-Fiction
3rd Grade
Reading Language Arts:
 RL.3.3. Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of
events.
 RI.3.3. Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and cause/effect.
 RI.3.2. Determine the main idea of a text; recount the key details and
explain how they support the main idea.
 RI.3.1. Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
 RL.3.7. Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words.
 RI.3.7. Use information gained from illustrations and the words in a
digital or print text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
 RI.3.9. Compare and contrast the most important points and key details
presented in two texts on the same topic or theme.
 W.3.7. Conduct short research projects that build knowledge about a
topic.
 SL.3.4. Report on a topic or text, tell a story, or recount an experience
with appropriate facts and relevant, descriptive details, speaking clearly
at an understandable pace.
 RI.3.5. Use text features and search tools (e.g., key words, sidebars,
illustrations) to locate information relevant to a given topic efficiently.
Math:
 3.MD.1. b) Solve word problems involving addition and subtraction of
time intervals.
 3.MD.4. a) Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch.
 3.G.2. a) Partition shapes into parts with equal areas.
 3.NBT.2. Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
 3.MD.2 b) Add, subtract, multiply, or divide to solve one-step word
problems involving masses or volumes that are given in the same units,
e.g., by using drawings (such as a beaker with a measurement scale) to
represent the problem.
 3.MD.2. a) Measure and estimate volumes, weights, and/or masses of
objects using standard units of grams (g), kilograms (kg), and liters (l).
 3.MD.1. a) Tell and write time to the nearest minute and measure time
intervals in minutes.
 3.NBT.1. Use place value understanding to round whole numbers to the
nearest 10 or 100.
 3.NBT.2. Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
 3.OA.5. Apply properties of operations as strategies to multiply and
divide. [Students need not use formal terms for these
properties.] Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also
known. (Commutative property of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8
× 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 =
56. (Distributive property.)
 3.OA.6. Understand division as an unknown-factor problem. For
example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.
Science:
 7.11.1b Identify how the direction of a moving object is changed by an
applied force.
 7.7.3 Identify an object as natural or man-made.
 7.9.3 Make predictions and conduct experiments about conditions
needed to change the physical properties of particular substances.
 7.9.4 Classify combinations of materials according to whether they have
retained or lost their individual properties.
 7.9.1b Describe a substance in terms of its physical properties.
 7.9.1a Use physical properties to compare and contrast substances.
 7.11.2 Recognize the relationship between the mass of an object and the
force needed to move it.
 7.11.1a Explore how the direction of a moving object is affected by
unbalanced forces.
 7.11.1c Plan an investigation to illustrate how changing the mass affects
a balanced system.
 7.11.2 Demonstrate how changing the mass affects a balanced system.
 7.T/E.1a Describe how tools, technology, and inventions help to answer
questions and solve problems.
 7.T/E.2a Recognize that new tools, technology, and inventions are
always being developed.
 7.T/E.3a Identify appropriate materials, tools, and machines that can
extend or enhance the ability to solve a specified problem.
 7.T/E.4a Recognize the connection between scientific advances, new
knowledge, and the availability of new tools and technologies.
 7.T/E.5a Apply a creative design strategy to solve a particular problem
generated by societal needs and wants.
 7.T/E.1b Explain how different inventions and technologies impact
people and other living organisms.
 7.T/E.2b Design a tool or a process that addresses an identified problem
caused by human activity.
 7.T/E.3b Determine criteria to evaluate the effectiveness of a solution to
a specified problem.
 7.T/E.4b Evaluate an invention that solves a problem and determine
ways to improve the design.
 7.T/E.1c Select a tool, technology, or invention that was used to solve a
human problem.
 7.T/E.2c Recognize the connection between a scientific advance and the
development of a new tool or technology.
 7.Inq.1 Select an investigation that could be used to answer a specific
question.
Academic Vocabulary:
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Product
Latitude
Longitude
Physical Map
Hemisphere
Imports
Exports
Force
Natural
resources
Area
Capacity
Change
Conclusion
Conjecture
 Factor
 Line of
symmetry
 Multiples
 Parallel
 Perpendicular
 Supporting
details
 Summarize
 Character
 Setting
 Sequential
 Atlas
 Possessive
 Opinion
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Fact
Organization
Cause
Effect
Reasonableness
Unit Fraction
Liquid
measures
Mixture
Physical change
Revolution
Rotation
Geography
Global
Distribution
 Cardinal
Directions
 Manufacturing
 Tools
 Weapons
4th Grade
Reading Language Arts:
 RI.4.9. Integrate information from two digital and/or print texts or
presentations (e.g., visual, oral, multimedia) on the same topic in order
to write or speak about the subject knowledgeably.
 RI.4.7. Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to
an understanding of the digital or print text in which it appears.
 W.4.7. Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
 W.4.8. Recall relevant information from experiences or gather relevant
information from print and digital sources.
 RI.4.5. Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
 RI.4.3. Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
 RL.4.2. Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
 RI.4.2. Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
 SL.4.2. Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
Math:
 4.MD.2. a. Use the four operations to solve word problems involving
distances.
 4.MD.2. b. Use the four operations to solve word problems involving
intervals of time.
 4.MD.2.c Use the four operations to solve problems involving volume.
 4.MD.2.d Use the four operations to solve problems involving masses of
objects.
 4.MD.2 g Use the four operations to solve problems involving decimals.
 4.MD.1. a) Know relative sizes of measurement units within one system
of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
 4.MD.1. b) Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit.
 4.G.3. a) Recognize a line of symmetry for a two-dimensional figure as a
line across the figure such that the figure can be folded along the line
into matching parts.
 4.G.3. b) Identify line-symmetric figures
 4.G.3. c) Draw lines of symmetry.
 4.G.1. Draw
o a) points,
o b) lines,
o c) line segments,
o d) rays,
o e) angles (right, acute, obtuse),
o f) perpendicular and parallel lines.
o g) Identify these in two-dimensional figures.
Science:
 7.11.2 Identify factors that influence the motion of an object.
 7.11.4 Plan and execute an investigation that demonstrates how friction
affects the movement of an object.
 7.9.1a Use appropriate tools to measure and compare the physical
properties of various solids and liquids.
 7.9.2a Compare the causes and effects of various physical changes in
matter.
 7.9.1b Choose an appropriate tool for measuring a specific physical
property of matter.
 7.9.2b Determine the mass, volume, and/or temperature of a substance
or object using proper units of measurement.
 7.9.3 Interpret the causes and effects of a physical change in matter.
 7.11.1 Identify the position of objects relative to fixed reference points.
 7.11.3a Investigate the relationship between the speed of an object and
the distance traveled during a certain time period.
 7.11.2 Design an investigation to identify factors that affect the speed
and distance traveled by an object in motion.
 7.11.3c Complete a coordinate graph to describe the relative positions
of objects.
 7.11.4 Plan and execute an investigation that demonstrates how friction
affects the movement of an object.
 7.11.5 Design and implement an investigation to determine that the
speed of an object is equal to the distance traveled over time.
 7.11.3b Determine the relationship between speed and distance
traveled over time.
 7.T/E.1a Describe how tools, technology, and inventions help to answer
questions and solve problems.
 7.T/E.2a Recognize that new tools, technology, and inventions are
always being developed.
 7.T/E.3a Identify appropriate materials, tools, and machines that can
extend or enhance the ability to solve a specified problem.
 7.T/E.4a Recognize the connection between scientific advances, new
knowledge, and the availability of new tools and technologies.
 7.T/E.5a Apply a creative design strategy to solve a particular problem
generated by societal needs and wants.
 7.T/E.1b Explain how different inventions and technologies impact
people and other living organisms.
 7.T/E.2b Design a tool or a process that addresses an identified problem
caused by human activity.
 7.T/E.3b Determine criteria to evaluate the effectiveness of a solution to
a specified problem.
 7.T/E.4b Evaluate an invention that solves a problem and determine
ways to improve the design.
 7.T/E.1c Select a tool, technology, or invention that was used to solve a
human problem.
 7.T/E.2c Recognize the connection between a scientific advance and the
development of a new tool or technology.
 7.Inq.1 Select an investigation that could be used to answer a specific
question.
Academic Vocabulary:
 Population
 Expansion
 Ancient
civilizations
 Supply
 Demand
 Physical change
 Transparent
 Translucent
 Opaque









Friction
Energy
Scale
Relationship
Range
Convert
Chance
Accuracy
Audience
 Author’s
purpose
 Compare
 Contrast
 Drawing
conclusions
 Making
inferences
 Outline
 Prediction
5th Grade
Reading Language Arts:
 RI.5.9. Integrate information from two texts or presentations (e.g.,
visual, oral, multimedia) on the same topic in order to write or speak
about the subject knowledgeably.
 RI.5.7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
 RL.5.4. Determine the meaning of words and phrases as they are used in
a text, including figurative language such as metaphors and similes.
 RL.5.7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
 RI.5.9. Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
 SL.5.2. Summarize a written text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
 SL.5.4. Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes.
 RI.5.10. Read and comprehend informational texts, including
history/social studies, science, and technical texts, independently and
proficiently.
Math:
 5.MD.1. a) Convert among different-sized standard measurement units
within a given measurement system (e.g., convert 5 cm to 0.05 m),
 5.MD.1.b) Use conversions between measurement units in solving
multi-step, real world problems.
 5.NBT.3. a) Read, write, and compare decimals.
 5.NBT.3. b) Read and write decimals using base-ten numerals, number
names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 ×
(1/10) + 9 × (1/100) + 2 × (1/1000).
 5.NBT.3. c) Compare two decimals based on meanings of the digits in
each place, using >, =, and < symbols to record the results of
comparisons.
 5.MD.3. a) Recognize volume as an attribute of solid figures and
understand concepts of volume measurement.
 5.MD.5 a) Relate volume to the operations of multiplication and addition
and solve real world and mathematical problems involving volume.
 5.MD.5 f) Recognize volume as additive.
Science:
 7.12.2 Identify the force that causes objects to fall to the earth.
 7.9.2 Investigate how different types of materials freeze, dissolve, melt,
evaporate, or dissipate.
 7.9.3 Investigate factors that affect the rate at which various materials
freeze, melt, dissolve, or evaporate.
 7.11.1a Design an investigation, collect data and draw conclusions about
the relationship among mass, force, and distance traveled.
 7.11.1b Explain the relationship that exist among mass, force, and
distance traveled.
 7.11.1c Predict how the amount of mass affects the distance traveled
given the same amount of applied force.
 7.11.2 Prepare statements about the relationship among mass, applied
force, and distance traveled.
 7.11.3 Design and conduct experiments using a simple experimental
design to demonstrate the relationship among mass, force, and distance
traveled.
 7.12.1a Explain and give examples of how forces act at a distance.
 7.12.2a Demonstrate how the shape of an object affects how it falls
toward the earth.
 7.12.3a Design and explain an investigation exploring the earth’s pull on
objects.
 7.12.1b Recognize that the earth attracts objects without touching them.
 7.12.2b Identify the force that causes objects to fall to the earth.
 7.12.3b Use data to determine how shape affects the rate at which a
material falls to earth.
 7.10.5 Demonstrate different ways that energy can be transferred from
one object to another.
 7.10.1 Differentiate between potential and kinetic energy.
 7.T/E.1a Describe how tools, technology, and inventions help to answer
questions and solve problems.
 7.T/E.2a Recognize that new tools, technology, and inventions are
always being developed.
 7.T/E.3a Identify appropriate materials, tools, and machines that can
extend or enhance the ability to solve a specified problem.
 7.T/E.4a Recognize the connection between scientific advances, new
knowledge, and the availability of new tools and technologies.
 7.T/E.5a Apply a creative design strategy to solve a particular problem
generated by societal needs and wants.
 7.T/E.1b Explain how different inventions and technologies impact
people and other living organisms.
 7.T/E.2b Design a tool or a process that addresses an identified problem
caused by human activity.
 7.T/E.3b Determine criteria to evaluate the effectiveness of a solution to
a specified problem.
 7.T/E.4b Evaluate an invention that solves a problem and determine
ways to improve the design.
 7.T/E.1c Select a tool, technology, or invention that was used to solve a
human problem.
 7.T/E.2c Recognize the connection between a scientific advance and the
development of a new tool or technology.
 7.Inq.1 Select an investigation that could be used to answer a specific
question.
Academic Vocabulary:






Kinetic energy
Oral History
Migration
Historian
Gravity
Potential
energy
 Boundary
 Dissipate









Volume
View
Variable
Remainder
Round
Region
Integration
Model
Edge







Comparative
Implied
Main ideas
Narrative
Point of view
Theme
Visual Image
6th Grade
Reading Language Arts:
 RI.6.7. Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
 RI.6.7. Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
 SL.6.2. Interpret information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how it contributes to a
topic, text, or issue under study.
 RI.6.3. Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through examples
or anecdotes).
 RI.6.6. Determine an author’s purpose in a text and explain how it is
conveyed in the print or digital text.
 W.6.7. Conduct short research projects to answer a question, drawing
on several sources and refocusing the inquiry when appropriate.
 RL.6.4. Determine the meaning of words and phrases as they are used in
a text,
o a. including figurative and connotative meanings;
o b. analyze the impact of a specific word choice on meaning and
tone.
Math:
 6.EE.9 a) Use variables to represent two quantities in a real-world
problem that change in relationship to one another;
 6.EE.9 b) Write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the
independent variable.
 6.EE.9 c) Analyze the relationship between the dependent and
independent variables using graphs and tables, and relate these to the
equation. For example, in a problem involving motion at constant speed,
list and graph ordered pairs of distances and times, and write the
equation d = 65t to represent the relationship between distance and
time.
 6.EE.6.a) Use variables to represent numbers and write expressions
when solving a real-world or mathematical problem.
 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation.
 6.EE.2. Write, read, and evaluate formulas and/or expressions in which
letters stand for numbers.
 6.EE.2.d Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order when there are no
parentheses to specify a particular order (Order of OperationsPEDMAS).
 6.NS.6 c) Write, interpret, and explain statements of order for rational
numbers in real-world contexts. For example, write –3 oC > –7 oC to
express the fact that –3 oC is warmer than –7 oC.
 6.NS.6 d) Understand the absolute value of a rational number as its
distance from 0 on the number line; interpret absolute value as
magnitude for a positive or negative quantity in a real-world situation.
 6.SP.5. Summarize numerical data sets in relation to their context, such
as by:
o b) Describing the nature of the attribute under investigation,
including how it was measured and its units of measurement.
Science:
 7.10.1 Compare potential and kinetic energy.
 7.10.2 Interpret the relationship between potential and kinetic energy.
 7.10.3 Recognize that energy can be transformed from one type to
another.
 7.T/E.1a Explore how technology responds to social, political, and
economic needs.
 7.T/E.2a Know that the engineering design process involves an ongoing
series of events that incorporate design constraints, model building,
testing, evaluating, modifying, and retesting.
 7.T/E.3a Compare the intended benefits with the unintended
consequences of a new technology.
 7.T/E.1b Use appropriate tools to test for strength, hardness, and
flexibility of materials.
 7.T/E.2b Apply the engineering design process to construct a prototype
that meets certain specifications.
 7.T/E.3b Explore how the unintended consequences of new
technologies can impact society.
 7.T/E.5 Develop an adaptive design and test its effectiveness.
 7.T/E.1c Identify the tools and procedures needed to test the design
features of a prototype.
 7.T/E.2c Evaluate a protocol to determine if the engineering design
process was successfully applied.
 7.T/E.3c Distinguish between the intended benefits and the unintended
consequences of a new technology.
 7.Inq.1a Design and conduct an open-ended scientific investigation to
answer a question that includes a control and appropriate variables.
 7.Inq.1b Design a simple experimental procedure with an identified
control and appropriate variables.
 7.Inq.2 Select tools and procedures needed to conduct a moderately
complex experiment.
 7.Inq.3a Use evidence from a dataset to determine cause and effect
relationships that explain a phenomenon.
 7.Inq.3b Interpret and translate data in a table, graph, or diagram.
 7.Inq.4a Draw a conclusion that establishes a cause and effect
relationship supported by evidence.
 7.Inq.4b Review an experimental design to determine possible sources
of bias or error, state alternative explanations, and/or identify
questions for further investigation.
 7.Inq.5a Design a method to explain the results of an investigation using
descriptions, explanations, or models.
 7.Inq.5b Identify a faulty interpretation of data that is due to bias or
experimental error.
 7.Inq.5c Communicate scientific understanding using descriptions,
explanations, and models.
Academic Vocabulary:
 Nomadic
 Empire
 Cultural
diffusion
 Globalization
 Technological
 Ancient
 Civilizations
 Variable
 Prototype
 Protocol
 Control
 Criteria
 Design
constraint
 Cause
 Effect
 Chemical
potential
energy
 Simulation
 Similarity
 Sample
 Dependent
event
 Employ






Imagery
Inference
Point of view
Relevant
Relevancy
Sequential
order
 Symbolism
 Text features
 Power
7th Grade
Reading Language Arts:
 RL.7.4. Determine the meaning of words and phrases as they are used in
a text.
 RI.7.4. Determine the meaning of words and phrases as they are used in
a text, a) including figurative, connotative, and technical meanings;
 b) analyze the impact of a specific word choice on meaning and tone.
 RI.7.5. Analyze the structure an author uses to organize a print or digital
text, including how the major sections contribute to the whole and to
the development of the ideas.
 RI.7.5. Analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole and to the development
of the ideas.
 RI.7.6.a) Determine an author’s point of view or purpose in a text
 SL.7.2. Analyze the main ideas and supporting details presented in
diverse media and formats (e.g., visually, quantitatively, orally) and
explain how the ideas clarify a topic, text, or issue under study.
 W.7.7. Conduct short research projects to answer a question, drawing
on several sources and generating additional related, focused questions
for further research and investigation.
 L.7.6. Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or
expression.
Math:
 7.G.6. Solve real-world and mathematical problems involving volume of
two- and/or three-dimensional objects.
 7.NS.3. Solve real-world and mathematical problems involving the four
operations with rational numbers.
 7.RP.3. Use proportional relationships to solve multistep ratio and
percent problems. Examples: percent increase and decrease, percent
error.
 7.RP.1. Compute unit rates associated with ratios of fractions, including
ratios of lengths, areas and other quantities measured in like or
different units. For example, if a rocket travels 1/2 mile in each 1/4
hour, compute the unit rate as the complex fraction 1/2/1/4 miles per
hour, equivalently 2 miles per hour. Or, if a person builds ½ rocket in
each ¼ hour, how many rockets will they build in an hour?
 7.G.1.a) Solve problems involving scale drawings of geometric figures,
 7.G.1.b) Solve problems including computing actual lengths and areas
from a scale drawing
 7.G.1.c) Solve problems reproducing a scale drawing at a different scale.
 7.SP.3. Informally assess the degree of visual overlap of two numerical
data distributions with similar variabilities, measuring the difference
between the centers by expressing it as a multiple of a measure of
variability. For example, the mean height of rocket flight on the blue
team is 10 in greater than the mean height of rocket’s flown by the
orange team, about twice the variability (mean absolute deviation) on
either team; on a dot plot, the separation between the two distributions
of heights is noticeable.
Science:
 7.11.4b Recognize how a net force impacts an object’s motion.
 7.11.3b Summarize the difference between the speed and velocity based
on the distance and amount of time traveled.
 7.11.3a Distinguish between speed and velocity.
 7.11.4a Investigate how Newton’s laws of motion explain an object’s
movement.
 7.11.3c Apply proper equations to solve basic problems pertaining to
distance, time, speed, and velocity.
 7.11.4c Identify and explain how Newton’s laws of motion relate to the
movement of objects.
 7.12.5 Explain the difference between mass and weight.
 7.T/E.1a Explore how technology responds to social, political, and
economic needs.
 7.T/E.2a Know that the engineering design process involves an ongoing
series of events that incorporate design constraints, model building,
testing, evaluating, modifying, and retesting.
 7.T/E.3a Compare the intended benefits with the unintended
consequences of a new technology.
 7.T/E.1b Use appropriate tools to test for strength, hardness, and
flexibility of materials.
 7.T/E.2b Apply the engineering design process to construct a prototype
that meets certain specifications.
 7.T/E.3b Explore how the unintended consequences of new
technologies can impact society.
 7.T/E.5 Develop an adaptive design and test its effectiveness.
 7.T/E.1c Identify the tools and procedures needed to test the design
features of a prototype.
 7.T/E.2c Evaluate a protocol to determine if the engineering design
process was successfully applied.
 7.T/E.3c Distinguish between the intended benefits and the unintended
consequences of a new technology.
 7.Inq.1a Design and conduct an open-ended scientific investigation to
answer a question that includes a control and appropriate variables.
 7.Inq.1b Design a simple experimental procedure with an identified
control and appropriate variables.
 7.Inq.2 Select tools and procedures needed to conduct a moderately
complex experiment.
 7.Inq.3a Use evidence from a dataset to determine cause and effect
relationships that explain a phenomenon.
 7.Inq.3b Interpret and translate data in a table, graph, or diagram.
 7.Inq.4a Draw a conclusion that establishes a cause and effect
relationship supported by evidence.
 7.Inq.4b Review an experimental design to determine possible sources
of bias or error, state alternative explanations, and/or identify
questions for further investigation.
 7.Inq.5a Design a method to explain the results of an investigation using
descriptions, explanations, or models.
 7.Inq.5b Identify a faulty interpretation of data that is due to bias or
experimental error.
 7.Inq.5c Communicate scientific understanding using descriptions,
explanations, and models.
Academic Vocabulary:




Velocity
Momentum
Impact
Physical
processes
 Acceleration
 Speed







Function
Property
Climax
Nuance
Viewpoint
Inferences
Repetition




Pitch
Stress
Paraphrase
Interaction
with texts
8th Grade
Reading Language Arts:
 RI.8.7. Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to present a
particular topic or idea.
 RL.8.4. Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone.
 RI.8.6. Determine an author’s purpose in a text.
 RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas
or events, including the order in which the points are made, how they
are introduced and developed, and the connections that are drawn
between them.
 RI.9-10.2. Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
 W.8.7. Conduct short research projects to answer a question (including
a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of
exploration.
Math:
 G-MG.1. Use geometric shapes, their measures, and their properties to
describe objects
 G-MG.3. Apply geometric methods to solve design problems (e.g.,
designing an object or structure to satisfy physical constraints or
minimize cost or use of materials)
 8.G.9. a) Know the formulas for volume and use them to solve realworld and mathematical problems.
 N-Q.1. a) Use units as a way to understand problems
 N-Q.1. b) Use units to guide the solution of multi-step problems;
 N-Q.1. c) Choose and interpret units consistently in formulas;
 N-Q.2. Define appropriate quantities for the purpose of descriptive
modeling.
 N-Q.3. Choose a level of accuracy appropriate to limitations on
measurement when reporting quantities.
 N-Q.1. d) Choose and interpret the scale and the origin in graphs and
data displays.
 6.Math.7 Use length, area, and/or volume to estimate and explain realworld problems.
 G.CO.1 . c) Know precise definitions of perpendicular line (ex. related to
latitude and longitude), based on the undefined notions of point, line,
distance along a line, and distance around a circular arc.
 G.CO.1 . d) Know precise definitions of parallel line (ex. related to
latitude and longitude),, based on the undefined notions of point, line,
distance along a line, and distance around a circular arc.
 S-MD.7. (+) Analyze decisions and strategies using probability concepts.
Science:
 1.1.27 Recognize the effects of Bernoulli’s principle on fluid motion (air
or water) and its applications (i.e. lift and wind around/over object).
 1.1.2 Analyze and apply Newton’s three laws of motion.
 1.1.3 Given Newton’s laws of motion, analyze scenarios related to
inertia, force, and action-reaction.
 1.1.15 Relate inertia, force, or action-reaction forces to Newton’s three
laws of motion.
 1.1.1 Identify mass and weight data using units in the SI (metric)
measurement system.
 1.1.7 Illustrate all forces on an object affected by gravity, friction and an
applied force.
 7.12.7 Explain how the motion of objects is affected by gravity.
 7.12.6 Illustrate how gravity controls the motion of objects.
 1.1.23 Explain, in terms of force and/or density, why some objects
float/rise and some objects sink/fall.
 1.1.6 Investigate projectile motion.
 1.1.7a Apply mathematics to solve motion problems.
 1.1.7b Illustrate all forces on an object affected by gravity, friction and
an applied force.
 1.1.11 Given a projectile launched at an angle, select the correct
equation from a list for calculating: the maximum height of travel, time
of flight and/or the maximum horizontal distance covered.
 1.1.12 Given a scenario where a projectile is being launched at an angle,
answer the following conceptual questions.
• What is the velocity in the y direction when the projectile is at
maximum height?
• What acceleration does the projectile have in the x direction after
launched.
• What forces are acting on the projectile in the y direction before it
reaches maximum height?
 0.Math.3 Make decisions about units, scales, and measurement tools
that are appropriate for investigations involving measurement.
 7.T/E.1a Explore how technology responds to social, political, and
economic needs.
 7.T/E.2a Know that the engineering design process involves an ongoing
series of events that incorporate design constraints, model building,
testing, evaluating, modifying, and retesting.
 7.T/E.3a Compare the intended benefits with the unintended
consequences of a new technology.
 7.T/E.1b Use appropriate tools to test for strength, hardness, and
flexibility of materials.
 7.T/E.2b Apply the engineering design process to construct a prototype
that meets certain specifications.
 7.T/E.3b Explore how the unintended consequences of new
technologies can impact society.
 7.T/E.5 Develop an adaptive design and test its effectiveness.
 7.T/E.1c Identify the tools and procedures needed to test the design
features of a prototype.
 7.T/E.2c Evaluate a protocol to determine if the engineering design
process was successfully applied.
 7.T/E.3c Distinguish between the intended benefits and the unintended
consequences of a new technology.
 7.Inq.1a Design and conduct an open-ended scientific investigation to
answer a question that includes a control and appropriate variables.
 7.Inq.1b Design a simple experimental procedure with an identified
control and appropriate variables.
 7.Inq.2 Select tools and procedures needed to conduct a moderately
complex experiment.
 7.Inq.3a Use evidence from a dataset to determine cause and effect
relationships that explain a phenomenon.
 7.Inq.3b Interpret and translate data in a table, graph, or diagram.
 7.Inq.4a Draw a conclusion that establishes a cause and effect
relationship supported by evidence.
 7.Inq.4b Review an experimental design to determine possible sources
of bias or error, state alternative explanations, and/or identify
questions for further investigation.
 7.Inq.5a Design a method to explain the results of an investigation using
descriptions, explanations, or models.
 7.Inq.5b Identify a faulty interpretation of data that is due to bias or
experimental error.
 7.Inq.5c Communicate scientific understanding using descriptions,
explanations, and models.
Academic Vocabulary:









Human impact
Efficacy
Relative
Interdependenc
e
Variation
Product
Order
Particle motion
Element
 D=rt (distance
= rate x time)
 Infinite
 Sequence
 Mood/tone
 Sensory detail
 Rate
 Pitch
 Debate
 Bias







Themes
Questioning
Research
Revision
Shift
Audience
Elements of
design
 Reasoning
High School
Reading Language Arts:
 SL.9-10.4. Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
 RI.11-12.7. Integrate information from and evaluate multiple sources of
information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or
solve a problem.
 W.9-12.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem;
o a) narrow or broaden the inquiry when appropriate;
o c) demonstrate understanding of the subject under investigation.
Math












N-Q.1. a) Use units as a way to understand problems
N-Q.1. b) Use units to guide the solution of multi-step problems;
N-Q.1. c) choose and interpret units consistently in formulas;
N-Q.1. d) choose and interpret the scale and the origin in graphs and data displays.
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when
reporting quantities.
N-VM.3. (+) Solve problems involving velocity and other quantities that can be
represented by vectors.
G-GMD.3. Use volume formulas for cylinders, pyramids, cones, spheres, and other
shapes to solve problems.
G-GMD.4. a) Identify the shapes of two-dimensional cross-sections of threedimensional objects,
G-MG.2. Apply concepts of density based on area and volume in modeling situations.
G-MG.3. Apply geometric methods to solve design problems (e.g., designing an
object or structure to satisfy physical constraints or minimize cost.)
6.Math.7 Use length, area, and/or volume to estimate and explain real-world
problems.

G.CO.1 . c) Know precise definitions of perpendicular line (ex. related to latitude and
longitude), based on the undefined notions of point, line, distance along a line, and
distance around a circular arc.

G.CO.1 . d) Know precise definitions of parallel line (ex. related to latitude and
longitude),, based on the undefined notions of point, line, distance along a line, and
distance around a circular arc.

S-MD.7. (+) Analyze decisions and strategies using probability concepts.
Science

5.1.5 Determine scaled distances.

0.Math.3 Make decisions about units, scales, and measurement tools that are
appropriate for investigations involving measurement.

1.1.1 Identify mass and weight data using units in the SI system.

1.1.27 Recognize the effects of Bernoulli’s principle on fluid motion and its
applications (i.e. lift, curve balls, and wind around/over object).

1.1.3 Given Newton’s laws of motion, analyze scenarios related to inertia, force, and
action-reaction.

1.1.7 Select the correct diagram to illustrate all forces on an object affected by
gravity, friction and an applied force.

1.1.4 Solve motion and conceptual problems regarding velocity, acceleration, and
displacement using displacement-time graphs and velocity-time graphs.

1.1.5 Evaluate and describe the phenomena related to Archimedes’ Principle,
Pascal’s Principle, and Bernoulli’s Principle.

5.Inq.1 a. Trace the historical development of a scientific principle or theory.

5.Inq.1 b. Recognize that science is a progressive endeavor that reevaluates and
extends what is already accepted.

5.Inq.2 Conduct scientific investigations that include testable questions, verifiable
hypotheses, and appropriate variables to explore new phenomena or verify the
experimental results of others.

5.Inq.3 Select appropriate tools and technology to collect precise and accurate
quantitative and qualitative data.

5.Inq.4 Determine if data supports or contradicts a hypothesis or conclusion.

5.Inq.5 Compare or combine experimental evidence from two or more
investigations.

5.Inq.6 Recognize, analyze, and evaluate alternative explanations for the same set of
observations.

5.Inq.7 Evaluate the accuracy and precision of data.

5.Inq.8 Analyze experimental results and identify possible sources of bias or
experimental error.

5.Inq.9 Formulate and revise scientific explanations and models using logic and
evidence.

5.T/E.1a Explore the impact of technology on social, political, and economic
systems.

5.T/E.2a Differentiate among elements of the engineering design cycle: design
constraints, model building, testing, evaluating, modifying, and retesting.

5.T/E.3a Explain the relationship between the properties of a material and the use
of the material in the application of a technology.

5.T/E.4a Describe the dynamic interplay among science, technology, and
engineering within living, earth-space, and physical systems

5.T/E.1b Distinguish among tools and procedures best suited to conduct a specified
scientific inquiry.

5.T/E.2b Apply the engineering design process to construct a prototype that meets
developmentally appropriate specifications.

5.T/E.3b Evaluate a protocol to determine the degree to which an engineering
design process was successfully applied.

5.T/E.4b Explore how the unintended consequences of new technologies can impact
human and non-human communities.

5.T/E.7b Design a series of multi-view drawings that can be used by other students
to construct an adaptive design and test its effectiveness.

1.1.11 Given a projectile launched at an angle, select the correct equation from a list
for calculating: the maximum height of travel, time of flight and/or the maximum
horizontal distance covered.

1.1.12 Given a scenario where a projectile is being launched at an angle, answer the
following conceptual questions.
•
What is the velocity in the y direction when the projectile is at maximum
height?
•
What acceleration does the projectile have in the x direction after launched.
•
What forces are acting on the projectile in the y direction before it reaches
maximum height?"
Academic Vocabulary:
 Construction
 Archimedes
principle
 Buoyancy
 friction (sliding,
rolling, static)
 buoyant force
 Innovation
 Interest
 Utilization
 Enlightenment
 Innovator
 Incentives











Efficiency
Altitude
Angle of elevation
Arc
Bisect
Combination
Deductive
reasoning
Inductive
reasoning
Simulations
Proof
Reasoning











Style
Shift
Research
Elements of
design
Personal
Audience
Protagonist
Antagonist
Elements of plot
Point of view
Theme
46
The Rocket’s Wet Flare
Module 1 Sample Supply List
Water Bursting in Air, p. 1
 Diagrams from page one would be helpful printed out or drawn on the board
Basics of the Water Rocket, p. 2




2 liter bottles
½ inch PVC tubing
Diagram from page 3 would be helpful
Duct tape, strapping tape, or packing tape
How to build fins and nose cones, p. 4
Feel free to be creative, the following are the supplies for the two illustrated types
 1.25 liter bottles
 Ping pong balls
 Plastic adhesive glue or tape
 Scissors
 Clay
 Duct tape
Straw Rocket Aeronautics, p. 6






Rocket template & data analysis worksheet (.pdf), p. 9-11 print outs
Pencil
Scissors
Tape
Drinking straw
Crayons, colored pencils, or markers
Apply what they learned to construct fins for their water bottle rockets!, p. 12
 Tape
 String
 Ink Pens
 Straight edge
Samples of fin material options (remember lightweight but sturdy)
 Paper clips or Index Cards
 Duct Tape or Clear packing tape
 Cardboard (cheap, plentiful, soggy when wet)
 Chipboard (cereal boxes)
 Foam core (a little tougher but more $, some water damage)
 Sturdi-board (like plastic cardboard, great stuff, $$, no water damage)
 Balsa wood (might be a little heavy, fragile on impact)
47
Styrofoam sheets* (cheap, low mass, fragile on impact) *Requires PL Premium
Construction adhesive to attach
Launchers, p. 3 and p. 27
Either style may be built with students, put together as pre-made “kits” by students, or
made outside of class (ex. by older students for younger) to be used by students.
 The launcher in the graphic, p. 3
o Tie wrap
o Scissors
o Bike pump
o Metal coat hanger
o Bicycle tube
o String

(Advanced) Launcher
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
4--5-inch corner irons with 12 3/4 inch wood screws to fit
1-- 5-inch mounting plate
2-- 6-inch spikes
2-- 10-inch spikes or metal tent stakes
2 --5-inch by 1/4 inch carriage bolts with six ¼ inch nuts
1-- 3-inch eyebolt with two nuts and washers
4-- 3/4-inch diameter washers to fit bolts
1-- Number 3 rubber stopper with a single hole
1-- Snap-in Tubeless Tire Valve (small 0.453 inch hole, 2 inch long)
1--Wood board 12 by 18 by 3/4 inches
1--2-liter plastic bottle
1--Electric drill and bits including a 3/8 inch bit
1--Screw driver
Pliers or open-end wrench to fit nuts
Vice
12 feet of 1/4 inch cord
Pencil
48