Kindergarten Mini Rocket Inquiry: Part 2

Curriculum Goal

Listen and respond to others, both verbally and non-verbally (e.g., using the arts, using signs, using gestures and body language), for a variety of purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a variety of contexts (e.g., after read-alouds and shared reading or writing experiences; while solving a class math problem; in imaginary or exploratory play; in the learning areas; while engaged in games and outdoor play; while making scientific observations of plants and animals outdoors)
Use specialized vocabulary for a variety of purposes (e.g., terms for things they are building or equipment they are using)
Make predictions and observations as part of the process of creating and designing
Select and use tools, equipment, and materials to construct things
Communicate and record results and findings either individually or in groups (e.g., explain and/or show how they made their structure; record ideas using pictures, words, numbers or labels, or in charts)

This should follow Part 1 of this lesson when students designed their mini-rocket.
In Part 2, students will build their mini-rockets by translating 2-D drawings into 3-D creations.
Students should have a completed first draft of their design.

Materials will vary depending upon what the students request during their design process. You may wish to encourage the use of masking tape, juice/milk cartons, small cardboard boxes, plastic bottles, toilet paper and/or paper towel rolls, newspaper, printer paper, construction paper, Bristol board, cardboard, popsicle sticks, tongue depressors, etc.

Introduction:

Tell the class that today they will be building their mini-rockets! Remind students of their designs, and tell them that you have brought in the building materials they requested. Establish expectations for respecting each other’s workspace, asking for help from others if needed, and helping a classmate if someone asks for assistance.

Lesson:

Have the students find a space to work at their tables/desks. Return their designs to them. Ensure each student has access to masking tape.
Place the building materials in a central location where students can collect items as needed t. Encourage students to take the materials they labeled in their draft first and suggest they come back for more/different materials if they need to modify their design.
Give students time and support as they construct their mini-rockets. Assistance may be required when translating a 2-D drawing to a 3-D object, particularly for items that require more manipulation, such as turning a flat piece of paper into a cone.

Conclusion:

Gather the class into a circle so that everyone can display their work and observe what others have created. Allow students to share their mini-rocket with the class. Encourage other students to ask questions relating to design and construction decisions made by their classmates.
- Suggested questions for students: What changes did you make when building your mini-rocket from your first draft?

Are students able to translate their 2-D drawing into a 3-D mini-rocket?
Are they able to describe and name the shapes they are working with as they build?