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Notes for Teachers

If you have access to computers/tablets, you might consider having students video their launch and using an app to label the transfer of energy using text in the video.
If you have access to technology, you may consider having students record their first launch and their launch with the modified rocket and use editing features to point out the differences in the two launches and to record what they think caused the differences.
You can incorporate math if you have a way of measuring rocket height, or you could consider timing the length of the flight and challenge students to keep the rocket in flight for the longest amount of time.
For this lesson, I always require students to create their own rocket, even if they are partnering up, each students should create his or her own rocket.
Goggles. Always require students to wear goggles.

List of Materials

Air Rocket Works Launcher (or a stomp rocket launcher, or adapt this lesson to meet your rocket needs if you are using baking soda with vinegar, for example)
scrap paper, magazine, newspaper, etc
tape
corks
foam cubes
printed template
goggles

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Standards

Physical Science

5.P4U1.6 Analyze and interpret data to determine how and where energy is transferred when objects move.

5.P3U2.5 Define problems and design solutions pertaining to force and motion.

4.P4U1.1 Develop and use a model to demonstrate how a system transfers energy from one object to another even when the objects are not touching. ● Energy is transferred from one object, which is an energy source or resource, to another. ● Energy is present whenever there are moving objects, sound, light, or heat. (4.P4U1.2)

6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

Engineering

3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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Objective:

Identify, label, and describe types, forms, and transfers of energy in a real world hands-on situation.

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Agenda (lesson time)

This lesson will take three or more days.
Set aside a minimum of three 40 minute periods.
You can add 2 more 40 minute periods if you are going to provide time for students to modify and retest.

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Intro

Show the video, ask students to write down everything they notice, and everything they wonder. *You might want to do it once with sound, then replay without the sound a few times to make observations.*

(Permission to use video granted)

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Hands-on Activity Instructions

Review and record student responses.
Refrain from answering at this time.
If no one has wondered or noticed, ask students to guess that the rocket is made out of (1 sheet of copy paper).
Students should hear the sound of the rocket, particularly in the second launch, but all launches create a sound.
This can be used as an intro to transfer of energy, or a review of transfer of energy - reviewing or just to introducing energy terms.
Types of energy vs. forms of energy

https://www.eia.gov/energyexplained/what-is-energy/forms-of-energy.php

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Hands-on Activity Instructions

Throughout the process, students will continuously identify and observe types of energy and transfer of energy.
After you record the class’ noticings and wonderings, ask them to try to figure out how the rocket gets into the air.
Have students use the AirRocket Works Template (or you can use the NASA template, or your own template) so that students will create their own rocket to launch. I also provide time to decorate the rocket and be sure they add their names.
Launch the rockets outdoors, being sure to follow safety precautions.
Before, during and after the launch, aside from having fun, you should also have students focus on how the rocket gets into the air, and noticing if some rockets work better than others.

Students should notice that a human has to pump the bike pump, then the rocket goes up only when the button is moved down.
Have students try to name the types of energy according to the terms you have taught them.
You can have students draw a diagram and label chemical energy (food) turned into motion energy (pushing on the pump) turning into pneumatic energy (air compressed in the launcher) we also use more motion energy to move the button down. The pneumatic energy is transferred into sound, thermal, and motion energy when the rocket launches. As the rocket climbs, it gains gravitational energy, until it reaches its maximum height when it changes direction and falls back to the earth (or sometimes the roof or other surface 🫢) transferring the gravitational energy to motion energy, as well as sound and friction on impact.
Sometimes, the rockets do not launch at all. Use these experiences to discuss what happened to the energy? Was the same amount of energy put in? Maybe the bike pump was pumped, but the lever was on the wrong side, so there was no pneumatic energy created. Sometimes the rocket is too tight, or too far down on the launcher for the pneumatic energy to cause lift-off, and the energy instead is released and rips a hole in the paper and the rocket pops instead of launches.
After all rockets have had at least one turn being launched (if you have two launchers this will go much faster for your class) and the outcomes have been discussed, have students start brainstorming ideas to create their own rockets with the goal of reaching a higher height.
Students may come up with different ideas relating to energy (reinforcing with more tape to prevent a blowout, changing the length of the rocket with the idea of having more pneumatic energy with less weight to push) or relating to aerodynamics, or just plain experimenting with different materials. This is when I allow access to different types of paper, foil, cotton, corks and foam shapes. Students like to experiment with different nosecones and pressure caps.
Have a second launching session where students identify the energy transfer and make note of if their own creations are better than the template (Most of them will be!)
Select and photograph or display a few of the rockets that worked best. Have a classroom discussion about what made these rockets work best.

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Assessment

There are many possibilities for assessment that could incorporate technology, such as providing students with guidance to label a video of their own launch with at least 2 energy transfers.

See the PDF (Download Here) or editable Google Doc below for another assessment option:

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Differentiation

Provide a word bank or photo matching option for the assessment.

Allow students to work with partners on the assessment or building process.

Remediation

Extension/Enrichment

Have students create a catapult and make connections between the types of energy transfer in the catapult with the energy transfer with the rocket launch.