1 of 16

The Arizona STEM �Acceleration Project

2025

2 of 16

Launching into the Laws of Motion

By integrating model rocketry into the 7th-grade curriculum and Arizona Science Standard 7.P2U1.4, we aim to bring Newton’s Laws of Motion to life for students.

May 22, 2025

Lizbeth Valera

A 7th Grade STEM Lesson

The Arizona STEM Acceleration Project

3 of 16

Notes for teachers

Safety Notes:

Only use hot glue guns with supervision.�
Launch rockets outside in an open area.�
Maintain a safe distance when launching.�
Goggles are recommended during the launch.

4 of 16

List of Materials

Stop watches
Water Rocket Launcher(4M Water Rocket Kit)
Air bicycle pump
30 Foam core boards
Duct tape
Hot Glue Gun
Glue Gun refills
Box cutter
2 liter soda bottle

5 of 16

Standards

7.L2U1.4 Use non-algebraic mathematics and computational thinking to explain Newton’s laws of motion.

7.RP.A2 Analyze proportional relationships and use them to solve mathematical problems and problems in real-world context.

Science and Engineering Practices

• ask questions and define problems ● develop and use models ● plan and carry out investigations ● analyze and interpret data ● use mathematics and computational thinking ● construct explanations and design solutions ● engage in argument from evidence ● obtain, evaluate, and communicate information

6 of 16

Objective:

By the end of the lesson, students will be able to apply Newton's three laws of motion to design and construct a model rocket that demonstrates each law in action.

7 of 16

Agenda

This lesson will take about three 50 minutes lessons.

Day 1: Introduction to Newton’s Laws + Balloon demo + Design planning

Day 2: Build rockets (construction & creativity)

Day 3: Test & launch rockets + complete assessment

8 of 16

Intro/Driving Question/Opening

What just happened here? How did that rocket actually lift off the ground?

Driving Question:

"How can we use Newton's Laws of Motion to build a rocket that actually flies?"

9 of 16

Balloon Demo

In your notebook answer the following questions.

What direction was the air moving?�
Why did the balloon move the opposite way?�
How is this like a real rocket?

Directions:

Thread the Straw:

Cut a piece of string about 6–8 feet long.�
Thread the string through the straw.�
Tie one end of the string to the back of a chair (or desk).�
Pull the string tight and tie the other end to a second chair, creating a straight line.�

Prepare the Balloon:�

Blow up the balloon but do not tie it.�
Hold the end shut with your fingers or use a clip.�
Tape the balloon to the straw. The balloon should point backwards (open end facing the tied-off string).�

Launch It!�

Let go of the balloon!�
Watch it zoom along the string as the air rushes out.

10 of 16

Newton’s Laws of Motion

Newton’s First Law (Law of Inertia):� "Things like to keep doing what they're already doing."� If something is still, it stays still. If it’s moving, it keeps moving—unless something (like friction or a push) makes it stop or change.

Newton’s Second Law:

"Force = Mass × Acceleration"� The harder you push something, the faster it moves. But heavier things need more force to move.

Newton’s Third Law:� "For every action, there’s an equal and opposite reaction."� If you push on something, it pushes back. This is how rockets launch—pushing air or gas down makes the rocket go up!

First Law (Law of Inertia):

"An object at rest stays at rest, and an object in motion stays in motion unless acted upon by an external force."�
Speaker's Note: This law describes how objects naturally resist changes in their state of motion unless a force is applied. It's about inertia, the tendency of objects to maintain their current state of motion

Second Law (Law of Acceleration):�

"The acceleration of an object depends directly upon the net force acting upon the object, and inversely upon the mass of the object."�
Speaker's Note: This law explains how force affects the motion of an object. Acceleration is directly proportional to force and inversely proportional to mass. F = ma is the mathematical expression of this law.�

Third Law (Action-Reaction Law):

"For every action, there is an equal and opposite reaction."�
Speaker's Note: This law states that when one object exerts a force on a second object, the second object exerts a force of equal magnitude in the opposite direction on the first object. This law helps explain interactions between objects and the forces they exert on each other

11 of 16

Hands-on Activity Instructions

Step 1: Clean and Prep the Bottle

Remove the label from your 2-liter bottle.�
Make sure the bottle is clean and dry.�
This bottle will be the body and fuel tank of your rocket.

Step 2: Add a Nose Cone

Cut a triangle shape from core foam and roll it into a cone.�
Use hot glue or duct tape to attach the cone to the bottom (rounded end) of the bottle.�
Make sure it’s centered for a smooth flight.

Step 3: Create Fins

Cut 3 or 4 fins from the core foam (triangle or trapezoid shapes work well).�
Attach them evenly around the neck (open end) of the bottle using hot glue or duct tape.�
Fins should be straight and symmetrical for balance during flight.

Step 4: Seal & Strengthen

Use duct tape to reinforce the joints (especially where fins and cone attach).�
Wrap some tape around the middle of the bottle for durability.�

Step 5: Fuel It Up (With Help!)

Do this step outside and with adult supervision.

Fill the bottle about 1/3 full of water.�
Attach your launcher: a cork with a bike pump or a PVC pressure launcher works well.�
Turn the bottle upside down (so fins are on the ground, nose cone pointing up).�
Pump air into the bottle until the pressure sends the rocket flying!

12 of 16

13 of 16

Rubric

Category	6 Points (Excellent)	4–5 Points (Good)	2–3 Points (Developing)	0–1 Points (Needs Improvement)
Construction	Rocket is well-built, sturdy, and all parts are securely assembled; shows excellent craftsmanship.	Rocket is mostly sturdy with only minor flaws in assembly; effort and neatness are evident.	Rocket has some loose or poorly attached parts; construction is incomplete or rushed.	Rocket is fragile, poorly assembled, or falls apart easily; little to no effort shown.
Design	Rocket shows creativity and applies Newton’s Laws clearly; includes labeled features and thoughtful design choices.	Design is functional and includes some elements based on Newton’s Laws; some creativity shown.	Basic design with minimal connection to Newton’s Laws; few details or features.	Design is missing or unrelated to Newton’s Laws; lacks effort or planning.
Flight	Rocket launches successfully, flies 2 seconds straight/far, and clearly demonstrates Newton’s Laws.	Rocket launches and flies a 1.5 seconds distance; shows some application of Newton’s Laws.	Rocket has a weak launch or unstable flight 1 second or less; limited connection to Newton’s Laws.	Rocket fails to launch or flight is unsuccessful; no demonstration of Newton’s Laws.

14 of 16

Rocket Launching

15 of 16

Assessment- Click here

Part 1: Multiple Choice (1 point each)

1. Newton’s First Law says an object will stay still or keep moving unless:� A. It’s heavy� B. Something pushes or pulls it� C. It’s round� D. It’s made of metal

2. Newton’s Second Law is written as:� A. Speed = Distance ÷ Time� B. Mass = Force ÷ Acceleration� C. Force = Mass × Acceleration� D. Acceleration = Weight × Gravity

3. Newton’s Third Law explains that when a rocket pushes gas down:� A. The gas stays in place� B. The rocket floats� C. The rocket spins� D. The rocket goes up

Part 2: Short Answer (2 points each)

4. What part of your rocket showed Newton’s Third Law?� → ________________________________________________________� → ________________________________________________________

5. Why does a lighter rocket usually go higher than a heavy one with the same force?� → ________________________________________________________� → ________________________________________________________

Part 3: Application Question (4 points)

6. Imagine your rocket didn’t fly very high. Name two changes you could make to improve it, and explain how Newton’s Laws help explain why.

→ ________________________________________________________� → ________________________________________________________� → ________________________________________________________� → ________________________________________________________

16 of 16

Differentiation

Remediation

Extension/Enrichment

Throughout the lesson there will be multiple ways to differentiate. Some examples include:

Showing images
Showing videos for students to better understand Newton’s Laws
Modeling to students the expectations
Students have a choice to design their fins and the size of their cone.

Students who have successfully or unsuccessfully flown their rocket will get a chance to modify their rockets for a better flight. Students who successfully complete the fight will get a chance to compete against each other to see who has the longest flight time. Those who unsuccessfully flew the rocket will get a chance to modify their model to comply with the rubric.