PA3 Grades 4-6 Solar System: Day 1

Imagine It! Explore It! Do It!

PA3 Grades 4-6Solar System:

Day 1Rachelle [email protected]

mailto:[email protected]


Schedule


Schedule


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


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:


30 min

1 hr

Supplies • Yellow construction paper • Piece of clothesline 10 feet long • Nine 1" X 6" strips of heavy paper • 10 clothespins


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”


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


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”


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


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”


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:


Day 1: Solar

System


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.


Day 1: Solar

System



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


15 min

1 hr


Teaching Tips:

Day 1: Solar

System


End Student Day 1

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Notes:


PA3 Grades 4-6The Sun:




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


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


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:


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


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


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


Day 2: The Sun

Supplies: • 1 prism per group• flashlight, lamp, or

projector to use with prism

Groups:Whole group, as demo


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


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


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?


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


Day 2: The Sun

Supplies:• 1 flashlight• Several small opaque and

transparent objects• 2 or 3 small mirrors

Groups:2-4 students

Discussion Questions:


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


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.


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


30 min

1 hr


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!


30 min

1 hr


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


End Student Day 2

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Notes:


PA3 Grades 4-6Life Forms:




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:


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


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


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


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



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


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



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


Groups:2-4 students

Supplies: • Solar System Lithograph

Set


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?



End Student Day 3

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Notes:


PA3 Grades 4-6Engineering:




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



30 min

1 hr

Supplies: • Building supplies• Meter stick• Scale• Plastic people• Plastic eggs• “cargo” (pennies,

washers)• Wheels• Ramp (25 cm+)• Student pages



Day 4: Engineerin

g


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:


Day 4: Engineerin

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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

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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


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

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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

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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

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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:


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

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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

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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

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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

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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

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End Student Day 4

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Notes:


PA3 Grades 4-6Rocketry:




3,2,1…Puff

30 min

1 hr

Goal:Learn about rocket stability as they construct and fly small paper rockets.

Day 5: Rocketry


Groups:_______ students


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.


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


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?



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.


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)


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.


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


End Student Day 5

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Notes:

Documents

PA3 Grades 4-6 Solar System: Day 1