YEARS K–6 IDEAS
ARTICLES
FOR THE CLASSROOM
Three Possible STEM Lessons for K-6 Teachers to Use (continued)
2. Lesson/Activity: Balloon Rockets
At a glance: students make balloon rockets to use to test something. Students should use CHANGE one thing, MEASURE something,
keep everything else the SAME.
NSW Syllabus:
Lesson outcomes
A student investigates by posing questions, including testable questions, making
predictions and
gathering data to draw evidence-based conclusions and develop
explanations ST3-4WS
A student selects and uses the appropriate unit and device to measure lengths and distances, calculates
perimeters, and converts between units of length MA3-9MG
Teacher
background
information
Students have blown up balloons and let them go and generally understand that the air leaving the balloon
pushes the balloon in the opposite direction.
Balloon is pushed left
Air leaves and moves to the right
The balloon rocket activity can be linked to space travel and forces, but the main aim is the design process.
This is an opportunity for students to collaborate, to design and create and to problem solve, also to use
technology and create a record of their work to share.
Equipment Smooth string, scissors, sticky tape, balloons, drinking straws, cardboard, tape measure, stopwatches (or
stopwatch function on mobile phone or tablet etc).
Risk
Assessment Bags and furniture need to be moved to areas that do not create a trip hazard.
Students are reminded to remain in their areas to prevent any accidents or interference with another groups’
equipment.
One student per group is responsible for blowing up their balloon to prevent cross-contamination.
Preparation
Lesson steps
1. Review student’s knowledge of forces.
2. Explain that they have been tasked with creating a balloon rocket that can move a horizontal distance of
approximately 2 metres, at least 5 times. (the distance could be greater if there is enough room).
3. Review student knowledge of Change, Measure, SAME (Cows Moo Softly) and go over what this might
look like with their upcoming activity.
Challenges might be measuring distance the balloon goes from a different point each time. How could
they keep this consistent? e.g. Place a book at the starting point and don’t move it. Blowing the balloon
up to different diameters each time. How can they make this consistent?
Some people in the group not understanding their role. Make sure everyone has a role (balloon blower,
measurer, recorder, launcher, timer, etc).
52
SCIENCE EDUCATIONAL NEWS VOL 67 NO 4