Teachers
Washington standards: how the lessons line up
For teachers, parents and administrators. Checked against OSPI's published documents on 2026-10-19.
Printable guides and worksheets
| Track | Teacher guide | Student worksheets |
|---|---|---|
| Elementary, grades 3–5 | Teacher guide (PDF) | Worksheets (PDF) |
| Middle school, grades 6–8 | Teacher guide (PDF) | Worksheets (PDF) |
Each teacher guide has a cover, how to use it, the standards map and the full PE text, the safety page, and every lesson as a ready-to-teach plan with its diagrams, answer keys and teacher notes. US Letter; prints in black and white too.
Tools in Rocket Builder
- Designer (rocket.quiverdesignworks.net): Beginner and Advanced modes; the stability score with the blue CG and red CP dots; How high will it go?, Which parachute? and launch-field cards; Nose weight (clay) in Advanced. The ▾ download menu has a one-page mission card per design (
/mission/<build id>), with the predicted flight, to print for launch day. - Launch simulator (▶ Watch it launch,
/launch?build=<id>): Simple mode for projectors (&simple=1), force arrows, flight graphs with Download flight data (CSV), change-one-thing experiments, parachute vs streamer, a launch angle of 0–30°, and a Predict, fly, compare log (Download log (CSV)). - Altitude calculator (https://rocket.quiverdesignworks.net/tools/altitude): height from an angle and a distance, with the working shown, the 45° rule and the average of two tracking stations.
- Class codes (https://rocket.quiverdesignworks.net/classes): the teacher signs in and makes a class code; students hand in designs with the code and a nickname, with no student accounts.
Which science standards apply
- In force now: the Washington State K–12 Science Learning Standards (WSSLS), adopted in 2013. They are the Next Generation Science Standards (NGSS) word for word, built on three dimensions: science and engineering practices (SEPs), disciplinary core ideas (DCIs) and crosscutting concepts (CCCs). Every code in these lessons is a 2013 WSSLS/NGSS performance expectation (PE).
- Coming next: OSPI published the WA Science 2026 standards for initial adoption on 2026-10-15 (Bulletin 035-26). Final adoption is expected before June 2027; districts get the 2027–28 school year to prepare, and the standards must be taught from 2028–29. They stay grounded in the NGSS. The PEs used here keep their wording; only the codes change format (3-PS2-1 becomes S.3.PS2.1). WA Science 2026 also adds "key experience" tags (student-led investigations [INV], student-led engineering design [ENG], science outdoors [OTDR], climate learning [CLIM], environmental and sustainability education [ESE]) and makes Environmental and Sustainability Education a domain of its own.
- State test: the Washington Comprehensive Assessment of Science (WCAS) is given in grades 5, 8 and 11. The elementary track's PEs are in the grade 3–5 band tested in grade 5; the middle-school PEs are tested in grade 8.
Science performance expectations used
Forces and motion
Engineering design
The text is the official PE wording (identical in the 2013 standards and the WA Science 2026 draft). "Tags" and "Priority" are from the WA Science 2026 workbook.
Elementary track (grades 3–5)
| PE | WA 2026 code | Official text | Tags | Lessons |
|---|---|---|---|---|
| 3-PS2-1 | S.3.PS2.1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. | INV; priority | 1, 2, 4, 7 |
| 3-PS2-2 | S.3.PS2.2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. | 3, 8 | |
| 4-PS3-1 | S.4.PS3.1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | 8 | |
| 5-PS2-1 | S.5.PS2.1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. | 2, 7 | |
| 3-5-ETS1-1 | S.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. | ENG | 5 |
| 3-5-ETS1-2 | S.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. | ENG | 5, 6 |
| 3-5-ETS1-3 | S.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. | ENG | 4, 6, 7, 8 |
Not used: K-2-ETS1 (the K–2 engineering PEs). The elementary track starts at grade 3; a younger sibling can join the balloon, straw and parachute activities, which also fit K-2-ETS1-1 to K-2-ETS1-3.
Middle-school track (grades 6–8)
| PE | WA 2026 code | Official text | Tags | Lessons |
|---|---|---|---|---|
| MS-PS2-1 | S.MS.PS2.1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. | ENG; priority | 1 (partial) |
| MS-PS2-2 | S.MS.PS2.2 | Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. | INV, OTDR; priority | 1, 2, 3, 5, 7, 8 |
| MS-PS2-4 | S.MS.PS2.4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | priority | 2 (connection) |
| MS-PS3-1 | S.MS.PS3.1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | priority | 7 |
| MS-PS3-2 | S.MS.PS3.2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | priority | 5, 9 (connection) |
| MS-PS3-5 | S.MS.PS3.5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | 5 | |
| MS-ETS1-1 | S.MS.ETS1.1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | ENG | 6, 8 |
| MS-ETS1-2 | S.MS.ETS1.2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | ENG | 4, 6 |
| MS-ETS1-3 | S.MS.ETS1.3 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | ENG | 3, 4, 7, 9 |
| MS-ETS1-4 | S.MS.ETS1.4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | ENG | 6, 9 |
Honest limits. MS-PS2-1 is written about collisions; the rocket lessons apply the third law to a push-apart (rocket and exhaust), so they cover part of it. MS-PS2-4 and MS-PS3-2 are connections only. Fizzy rockets are an optional adult demo and are not mapped to the chemistry PEs (5-PS1-4, MS-PS1-2).
Practices and crosscutting concepts
The SEP and CCC named in each lesson are the ones in that PE's NGSS foundation box, or, for the engineering PEs that list none, the one the activity uses most:
- 3-PS2-1, 3-PS2-2, 3-5-ETS1-3, MS-PS2-2: planning and carrying out investigations. 5-PS2-1, MS-ETS1-2: engaging in argument from evidence. 3-5-ETS1-1, MS-ETS1-1: asking questions and defining problems. 3-5-ETS1-2, 4-PS3-1, MS-PS2-1: constructing explanations and designing solutions. MS-PS3-1, MS-ETS1-3: analyzing and interpreting data. MS-PS3-2, MS-ETS1-4: developing and using models.
- CCCs: cause and effect (3-PS2-1, 5-PS2-1), patterns (3-PS2-2), energy and matter (4-PS3-1), systems and system models (MS-PS2-1, MS-PS3-2), stability and change (MS-PS2-2), scale, proportion and quantity (MS-PS3-1), influence of science, engineering and technology on society and the natural world (3-5-ETS1-1, 3-5-ETS1-2, MS-ETS1-1).
Math and ELA
Washington formally adopted new K–12 Learning Standards for Mathematics (Bulletin 023-26, June 2026) and English Language Arts (Bulletin 026-26, August 2026). Both are for district planning in 2026–27 and required in 2027–28; until then the Common Core codes are current. The lessons list the Common Core codes; OSPI's crosswalks give the new ones:
| Common Core | WA Math 2026 | Used in |
|---|---|---|
| 3.MD.B.3 (scaled bar graphs) | M.3.DA.MD.3 | Elementary 1, 3, 7 |
| 4.MD.C.6 (measure angles with a protractor) | M.4.SR.MD.6 | Elementary 3, 8 |
| 6.RP.A.3 (ratio and rate reasoning) | M.6.R.RP.3 | Middle 2, 5 |
| 6.EE.A.2 (evaluate expressions) | M.6.R.EE.2 | Middle 3, 5 |
| 6.SP.B.4 (display numerical data) | M.6.DA.SP.4 | Middle 4 |
| 6.SP.B.5 (summarize data: mean) | M.6.DA.SP.5 | Middle 1, 9 |
| 7.RP.A.2 (proportional relationships) | M.7.R.RP.2 | Middle 7, 8 |
| 7.RP.A.3 (percent problems) | M.7.R.RP.3 | Middle 9 |
| 7.G.A.1 (scale drawings) | M.7.Q.G.1 | Middle 8 |
| 8.SP.A.1 (scatter plots) | M.8.DA.SP.1 | Middle 6 |
| Common Core | WA ELA 2026 | Used in |
|---|---|---|
| SL.3.4 / SL.4.4 / SL.5.4 (report on an experience with facts and details) | ELA.3.SLDF.3 / ELA.4.SLDF.3 / ELA.5.SLDF.3 (and SLDF.5) | Elementary 8 |
| SL.6.4 – SL.8.4 (present claims and findings) | ELA.6.SLDF.3 – ELA.8.SLDF.3 (and SLDF.5) | Middle 9 |
| WHST.6-8.2 (write to explain, in science) | not in OSPI's ELA 2026 crosswalk | Middle 9 |
Environment, sustainability and Since Time Immemorial
- Environmental and Sustainability Education is now a domain in WA Science 2026 (S.MS.ESE.1–3 at middle school). The rocket lessons don't claim an ESE standard. Middle-school Lesson 6 has an optional connection: MS-ETS1-1 asks for "impacts on people and the natural environment", so students add constraints about the launch site (fire risk, litter, wildlife) and plastic use in printing.
- Since Time Immemorial (OSPI's tribal sovereignty curriculum) isn't part of these lessons: rocketry has no natural link to it, and we didn't want to force one.
Sources
- OSPI, Washington State Learning Standards Review: WA Science 2026 initial adoption files (standards PDF, What's New, the Excel workbook with the NGSS crosswalk), Bulletin No. 035-26 (2026-10-15).
- OSPI Bulletin No. 023-26 (mathematics, 2026-06-18) and No. 026-26 (ELA, 2026-08-06), and the math and ELA 2026 workbooks with their Common Core crosswalks.
- NGSS Lead States, performance expectation pages at nextgenscience.org (PE text and foundation boxes: SEP, DCI, CCC) for each PE above.
- Washington State Board of Education, WSSLS resources (the 2013 standards are the NGSS); OSPI, Washington Comprehensive Assessment of Science (grades 5, 8, 11).
Further resources for teachers
- Apogee Components, Teach with Model Rockets: free lessons for grades 5–8 (58-1 Rockets and the Third Law, 58-2 Rocket Optimization, 58-3 Fins and Finish Lines, 58-4 The Optimum Descent Challenge), the free Rocketry Reservoir handout pack, Tracking Model Rockets and Teaching Tips. Apogee's lessons use kit rockets with motors and are tagged to the older National Science Education Standards, not the NGSS; the mapping above is ours.
- National Association of Rocketry, nar.org: the Model Rocket Safety Code and club launches that welcome school groups.