Elementary School Lesson Plans

Grade 3 | Physical Science: How Fast Is Hypersonic?

• 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.

• CCSS.MATH.CONTENT.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Grade 4 | Physical Science: Wind Tunnel Energy

• 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.

• 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

• 4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Grade 4 | Physical Science: Keeping It Cool at Hypersonic Speeds

• 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

• 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Grade 5 | Physical Science: Only 3 Phases of Matter???

• 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.

• 5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Grade 5 | Physical Science: Can It Go Hypersonic?

• 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.

Grade 5 | Mathematics: Scaling Down at Hypersonic Speeds

• CCSS.MATH.CONTENT.5.NF.B.5a Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

• CCSS.MATH.CONTENT.5.NF.B.5b Interpret multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.

• CCSS.MATH.CONTENT.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Grade 5 | Mathematics: Flying in All Directions

• CCSS.MATH.CONTENT.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Grades 3-5 | Engineering Design: Trash Can Rocket Ship

• 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.

• 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.

• 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.

Grades 3-5 | Engineering Design: Safety at Hypersonic Speeds

• 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.

• 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.

• 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.

Grades 3-5 | Physical Education: Warm-Up with Hypersonics

• 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.

• SHAPE 1.5.1 Combines varied locomotor skills in a variety of practice tasks.

• SHAPE 2.5.1 Applies movement concepts and strategies for safe movement within dynamic environments.

• SHAPE 2.5.11 Identifies the need for warm-up & cool-down relative to various physical activities.

Middle School Lesson Plans

Grades 6-8 | Physical Science: Hypersonic Units

• 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.

• CCSS.MATH.CONTENT.7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

• CCSS.MATH.CONTENT.7.RP.2b Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Grades 6-8 | Physical Science: Sound vs. Light

• MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Grades 6-8 | Physical Science: A Super Sonic WebQuest

• 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.

• MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

• MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Grades 6-8 | Physical Science: Go With the Flow

• 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.

• MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• 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.

Grades 6-8 | Physical Science: Wind Tunnel Testing

• 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.

• MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• 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.

Grades 6-8 | Physical Science: Energy To Launch

• 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.

• 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.

• 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.

• CCSS.MATH.CONTENT.8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

Grades 6-8 | Engineering Design: Hypersonics: A System of Systems

• 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.

• MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• 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.

• 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.

Grades 6-8 | Engineering Design: Designing to Balance Thrust and Drag

• 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.

• MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• 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.

Grades 6-8 | Engineering Design: RFP: 5T3M Satellite Launch Vehicle

• 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.

• MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• 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.

• 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.

• 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.

• MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Grades 6-8 | Art: Supersonic Superheroes

• 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.

• 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.

• Anchor Standard #1. Generate and conceptualize artistic ideas and work.

• Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.

High School Lesson Plans

High School | Life Science: Aircraft Design is for the Birds

• HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

• HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

High School | Life Science: Humans at Hypersonic Speeds

• HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

High School | Chemistry: Material Engineering for Hypersonic Speeds

• HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

• HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

• HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

High School | Chemistry: Launch Chemistry

• HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

High School | Physics: Kinematics at Hypersonic Speeds

• HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

High School | Physics: Hypersonic Equations of Motion

• HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

High School | Physics: Forces of Flight

• HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

High School | Physics: Can I Give You a Lift?

• HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

• HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

High School | Physics: Launch on Target

• HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

• HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

• HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).

• HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

High School | Physics: Hypersonics on the Light Spectrum

• HS-PS4-1 Use mathematical representations to support a claim regarding relationships among frequency, wavelength and speed of waves traveling in various media.

• HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

• HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

• HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

High School | Physics: Reflecting on Hypersonics

• HS-PS4-1 Use mathematical representations to support a claim regarding relationships among frequency, wavelength and speed of waves traveling in various media.

• HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

• HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

High School | Physics: Hypersonics - Moving at a Snell’s Pace

• HS-PS4-1 Use mathematical representations to support a claim regarding relationships among frequency, wavelength and speed of waves traveling in various media.

• HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

• HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

High School | Earth & Space Sciences: Speeding Through the Atmosphere

• HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

• HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

• HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).

• CCSS.MATH.CONTENT.HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

High School | Earth & Space Sciences/Physical Sciences: Can You Hear Me Now?

• HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

• CCSS.MATH.CONTENT.HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

High School | Engineering Design: Redesigning for Max Glide Distance

• HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

High School | Engineering Design: RFP: 5T4R Satellite Launch Vehicle

• HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

• HS-PS2-6 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

• HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

• HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

• HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

• HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

High School | Civics: Making Fast Decisions

• HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

• D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

• D 2.Civ.11.9-12. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

• D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

• D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.

• D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

All Grades

Grades 6-12 | Physical Science: Supersonic Scavenger Hunt at the Museum

• Disciplinary Core Idea: PS2.A Forces and motion

• Cross Cutting Concept: Scale, proportion, and quantity

• Science and Engineering Practice: Obtaining, evaluating, and communicating information

Grades 6-12 | Physical Science: Supersonic Scavenger Hunt at the Udvar-Hazy Center

• Disciplinary Core Idea: PS2.A Forces and motion

• Cross Cutting Concept: Scale, proportion, and quantity

• Science and Engineering Practice: Obtaining, evaluating, and communicating information

Grades 6-12 | Physical Science: Supersonic Scavenger Hunt at the National Museum of the United States Air Force

• Disciplinary Core Idea: PS2.A Forces and motion

• Cross Cutting Concept: Scale, proportion, and quantity

• Science and Engineering Practice: Obtaining, evaluating, and communicating information

Activity Book | The Adventures of Hypersonic Heroes

• This activity book is best printed on 11” x 17” paper but can also be printed on standard 8.5” x 11” paper