Lesson 5 Grades 3–5
Be an engineer: design a stomp rocket
- Timeabout 45 minutes
- WorksheetE5 Design plan
- Rocket Builderon the projector or tablets
Worksheets (PDF) Open Rocket Builder
Standards
| Code | In plain words |
|---|---|
| 3-5-ETS1-1 | Say what a design must do (criteria) and what limits it has (constraints: materials, time, cost). |
| 3-5-ETS1-2 | Come up with more than one design and compare how well each might work. |
Practice: asking questions and defining problems; designing solutions. Crosscutting concept: influence of engineering on people (engineers improve designs to meet a need).
I can…
- I can name the criteria (what my rocket must do) and the constraints (my limits).
- I can draw two different designs and pick one, giving a reason.
- I can build my rocket from my plan.
Words to know
- Engineer someone who designs things to solve problems.
- Criteria what the design must do to succeed.
- Constraints the limits, like how much paper, tape or time you have.
- Prototype a first version you build to test.
Materials
For each student:
- 1 sheet of paper, 1 index card, 50 cm of tape (that's the constraint!)
- A tube to roll around that fits the stomp launcher (a 2 cm PVC pipe or a marker)
- Scissors, pencil, worksheet E5
For the class: a stomp-rocket launcher (a kit, or a DIY one: a 2-litre bottle, a 1 m length of 2 cm PVC pipe and duct tape), and Rocket Builder on the projector or tablets.
Steps
1Hook5 min
Read aloudNASA engineers get a problem: "Build a rocket that can carry this, and land it here." Today you get a problem too.
2Define the problem10 min
Write it on the board and on E5:
- Problem: design a paper rocket that flies straight off the stomp launcher and lands in the target zone.
- Criteria: it flies nose-first · it lands in the zone · it still works after 3 launches.
- Constraints: 1 sheet of paper, 1 index card, 50 cm of tape, 15 minutes to build.
Rocket Builder check (3 minutes): on the projector, show two rocket designs side by side (change only the fins, then build). Ask: Which one meets the criterion "flies straight"? How can we tell? (The score is green; the blue dot is in front of the red dot.)
3Imagine and plan10 min
- On E5, draw two different rocket ideas. Change the fins, the nose or the length.
- Tick which criteria each one might meet. Pick one. Write why.
4Build15 min
- Roll the paper around the tube and tape it. Close the top into a nose and tape it airtight.
- Cut fins from the index card. Tape them on evenly.
- Write your name on it. Testing is next lesson!
5Wrap up5 min
Pairs share: What did you pick, and why?
Check for understanding
- What is the difference between a criterion and a constraint?
- Name one constraint in today's challenge.
- Why do engineers draw more than one idea?
Answer key
- A criterion is what the design must do; a constraint is a limit you must work within.
- 1 sheet of paper, 1 index card, 50 cm of tape, or 15 minutes.
- So they can compare and pick the one most likely to meet the criteria.
Teacher notes
- Target zone: mark a zone with cones about 5–10 m from the launcher. Adjust to your space.
- Grade 3: give a fin template and let students choose between 2 shapes. Grade 5: let students add their own criterion (for example "goes higher than the basketball hoop").
- Rocket Builder as a class tool: in Beginner mode it takes a few seconds per build. Have one student "drive" on the projector while the class decides what to change. On tablets, groups can build their own; no account or download is needed.
- No downloads or printing for this age group. Rocket Builder's printed rockets fly on real motors, which are rated 12+.
- DIY stomp launcher: tape the PVC pipe into the bottle's mouth airtight. Students stomp on the bottle; the air shoots up the pipe and launches the paper rocket.
- Class codes (optional): sign in and make a class code at rocket.quiverdesignworks.net/classes. Groups on tablets hand in their Rocket Builder design with the code and a nickname (no student accounts), and you see every design in one list for the class discussion.