This unit of investigation is introduced using the anchoring phenomenon of a rocket launch.  Students investigate the concepts of what is fuel, why some materials react and others do not, the role energy plays in the rearrangement of atoms, and where does the energy to do this come from and finally what makes the rocket lift off if fire itself is not causing this.

Pacing Guide

The unit is arranged in four rows (big ideas) of instruction. 

Day 1: Introduce Phenomenon

Day 2-5: Row 1: What is fuel?

Day 5-8: Row 2: Why do some things react and others do not?

Day 9-12: Row 3: What role does energy play in the rearrangement of atoms, and where does the energy come from?

Day 13-14: Row 4: What makes a rocket lift off if fire by itself does not cause liftoff?

Day 15: Student Final Explanations

Teacher Resources and Links

Assessment resources and examples of student work: https://goo.gl/cC353p

Bond energy data set (diagrams and tables): http://bit.ly/24jl6HS 

Row 1 activities information: https://goo.gl/7frSFN

Row 2 activities information: https://goo.gl/rWoDiZ

Row 3 activities information: https://goo.gl/DFCNxB

Row 4 activities information: https://goo.gl/Vx9ND3

Safety information for these investigations: https://goo.gl/eLhd 

Space shuttle launch video: http://bit.ly/25HE9OP

Storyline: https://goo.gl/4B6GXU

References

Bell, P., and A. Shouse. 2014. Practice Brief 4: Are there multiple instructional models that t with the science and engineering practices in NGSS? (Short answer: Yes.). STEM Teaching Tools: Teaching Tools for Science, Technology, Engineering and Math (STEM) Education. http://stemteachingtools.org/brief/4.

Campbell, T., C. Schwarz, and M. Windschitl. 2016. What we call misconceptions may be necessary stepping-stones on a path toward making sense of the world. The Science Teacher 83 (3): 69–74.

NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.

Reiser, B.J. 2014. Designing coherent storylines aligned with NGSS for the K–12 classroom. Paper presented at the National Science Education Leadership Association, Boston. http://bit. ly/1TZeSaG.

Reiser, B.J., M. Novak, and M. Fumagalli. 2015. NGSS storylines: How to construct coherent instruction sequences driven by phenomena and motivated by student questions. Paper presented at the Illinois Science Education Conference, Tinley Park, IL. http://bit.ly/1sS1y26.