ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON

3 D A Y P R O B L E M - B A S E D T E M P L A T E

Name of Project:

Its a Wild Ride! Teach Dates/Location
April 1, 3, 4
Harmony Science Academy
Subject:


Kinetic and Potential Energy

Teachers:

Famida Mohamedkhan and Lauren Wilson
Learning Goals
Primary Standard/s Number: 6.8, 8.6



Letter: A (6.8), A & B (8.6)



Deconstruct Knowledge/Understanding Reasoning Performance Skills Product
The students will need to
demonstrate understanding of
different terms from the kinetic
and potential energy topics from
both the grade 6 as well as the
grade 8 level. The key words
they should acquire from the 3
day lesson will be: force,
velocity, energy, the Law of
Conservation of Energy and
Newton's Laws. They should
also be able to understand the
differences between kinetic and
potential energy. Knowing the
definitions as well as how to
apply them using formulas
should not be the only
knowledge the students need to
demonstrate; they should also
be able to take the terms and
connect them to their everyday
lives, for example: sports, driving
a car, rides at amusement parks
and so on.
The students will need to master
the different changes in direction,
position as well as velocity in
association with an activity. Our
lesson will be focused on
amusement park rides;
specifically, building and testing
out a rollercoaster track. Students
will be required to identify different
forces and types of energy while
testing out their roller coasters
using marbles.
The skills required would be a
thorough understanding of the
different concepts they will have
to know by the end of the three
days. They are required to be
able to connect the terms with
everyday life so they can truly
understand the terms/equations
rather than just memorize them.
That is why we chose to have
them connect the concepts to a
sport activity so that the
understanding goes beyond the
classroom. The skills they require
are using technological gadgets
such as smart board as we will be
using it to accommodate all types
of learners. We will also be using
a concept map so we can make
sure they understand all the
required terms and can connect
them


The product development
capabilities they must require is
an understanding of Newton's
Laws and the basic terms such as
force and velocity in connection
with real life examples. That is
why we chose an amusement
park project as most middle
school students associate
themselves with that
ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON

Secondary Standards

Driving Question/s:
What is required to make a roller coaster work fast?


Entry Document:
Summarize
Scenario/Problem
include final product
Attention young developers:

Due to the high standards of Harmony School of Innovation, a new amusement park has decided to seek the help of students
on a new addition. This addition will contain a safe and exciting roller coaster track that will attract attention from people
everywhere. Our class has been assigned to submit architectural designs of a roller coaster track as well as a mini model
within three days time. Before we build our roller coaster track models, we are required to first submit the designs of the
tracks. The best submissions will be displayed in public as well as used to design the new ride at the amusement park.
Each building team will be responsible for submitting the following in an approved format:
2D blue prints
3D models to scale of the new addition
A 2 minute presentation in front of the whole class
Additional consideration will be given to building teams who include cost and material proposals along with the overall bid
proposal.

Thank you for your efforts,

Miss. Famida Mohamedkhan
Miss Lauren Wilson

8
th
Grade Science teacher at Harmony School of Innovation
(469) 733-6132
fxm111530@utdallas.edu


ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON

Anticipated need to
knows from KNK
activity
Investigate roller coasters (how they work?)
What materials are required?
How much room do the students have?
Maximum height and minimum height the students can go?
Drafts/Ideas?
Role?
Design?
Concepts (Kinetic Energy, Potential Energy, Newton's Laws, Conservation of Energy)?

Calendar Overview
Project Launch
Summary of how you
will launch the project
Day 1 Day 2 Day 3
1. Video introducing Potential and Kinetic Energy:
https://www.youtube.com/watch?v=0H5_jrwSA3w
(3 minutes)
2. Entry document/(Knows & Need to knows)
(Driving question will be presented by us) (10
Minutes)
3. Simulation/Game on Ipad (Coaster Creator)
www.brainpop.com/games/coastercreator
(10 Minutes)
1. Quick discussion regarding the concepts
mentioned in the last class (work, kinetic,
potential energy). (5 minutes)
2. Assign roles (2 minutes)
- Each student will have a role in the group to
make sure they all work collaboratively:
materials manager, builder and coordinator).
3. Implement 3D model rollercoaster using
their 2D designs. (25 minutes)
1. Quick discussion (5 minutes)
- Discuss the content (work, kinetic, potential
energy, Newtons Laws, Conservation of Energy)

2. Prepare presentation (5 minutes)
- Students quickly work in their groups to figure
out how to present their rollercoasters.
- 4 minutes presentations per group


Activities/Experiences 1. 2D design of rollercoaster
(Basic drawing of their designs) (10 Minutes)

2. Simulation/Game on Ipad (Coaster Creator)
www.brainpop.com/games/coastercreator

3. Reflective discussion (10 Minutes)
Teams are going to have their own design, label and
discuss the different types of energy associated with
the rollercoaster we have.

4. Exit ticket: How are you able to articulate what
you drew today in your rollercoaster model?


1. Build 3D model of rollercoaster
2. Reflective discussion (13 minutes)
- Discuss the content (work, kinetic, potential
energy, Newtons Laws, Conservation of
Energy)
- Pull out the labeled teacher design from last
class and update with the Newtons Laws and
the Conservation of Energy.

3. Exit ticket: Have the students label their
previous drawings with the Newtons Laws
and the Conservation of Energy. And second
question, individually, what do they predict
makes their rollercoaster work fast or not so
fast?
1. Quick discussion/prepare presentation
2. 4 minute presentations (28 minutes approx. 7
groups)
3. Elaboration discussion (7 minutes)
- Here we wrap up the lesson, discuss why certain
rollercoasters worked better than the others and
why certain ones did not work as well.

ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON


Make sure to attach the following to this planner:

Student sheets, workshop outlines, rubrics and other assessment tools, entry document.


Opportunities for
Formative Assessment
each day
1. Discussion after design of rollercoaster
2. Probing questions to tie in concepts
3. Monitoring group work
4. Exit Ticket






1. Discussion after building 3D model of
rollercoaster
2. Probing questions to tie in concepts
3. Monitoring group work
4. Exit Ticket
1. Quick discussion
2. Presentation
3. Peer probing after presentation
4. Elaboration discussion

Student
Products/Assessment:

1. 2D design of rollercoaster
2. Discussion
1. 3D model of rollercoaster
2. Discussion

1. Presentations
2. Discussion
Materials/Technology Ipads
Projector
Copier paper
Pencils
inch foam pipe insulation about 6 feet for each
group.
One marble per team
Duct Tape one roll per team
Plastic Cup
Scissors
inch foam pipe insulation about 6 feet for
each group.
One marble per team
Duct Tape one roll per team
Plastic Cup
Scissors
3D model


Safety Considerations No running or playing in the lab. Stay with your
groups at all times.
No running or playing in the lab. Stay with
your groups at all times.
No running or playing in the lab. Stay with your
groups at all times.

Additional Planning Notes:

As students prepare their 2D designs of their rollercoasters, they will be able to use the IPads to research how rollercoasters are designed and built.
ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON