how can we design an energy efficient roller coaster? · 2018. 6. 12. · swirl pbl lesson plan (...

Problem-Based Unit Proposal:Designing Eco-Roller Coasters

Grade Level: 5th grade Local Partners: Dominion Power, Columbia Gas, Surfrider Foundation, rollercoaster

engineer, Dig 811 Program, environmental structural engineer, and Busch Gardens

Theme (Science Topic)

Force Motion Energy- SOL 4.2 and 4.3 Scientific Investigastion- SOL 4.1 and 5.1

Problem (Real scientific problem with multiple solutions stated as a question that will be solved over time)

How can we design an energy efficient roller coaster?

Student Roles (Authentic scientist roles for students)

R.A.D Scientists (Rollercoaster Amusement Designers)

Scenario (Real situation and setting that is interesting and plausible)

Busch Gardens Williamsburg is always looking for new attractions to increase the park’s daily attendance. The Busch Gardens Board of Directors wants to add a new roller coaster. However, due to increased operating costs, Busch Gardens is looking for roller coaster designs that are more energy efficient then their currect roller coasters. Busch Gardens is in need of new and exciting roller coaster that is energy effecient. Your job is to design, and build a model of a working energy efficient roller coaster. Your design team must consider the country (park section) and theme when submitting your energy efficient roller coaster design to the Busch Gardens Williamsburg board of directors.

Resources (Identify and evaluate likely places students will seek information to solve the problem - internet, books, expert)

Rollercoaster scientists,www.madehow.com – How rollercoasters are made,www.learner.org,

Amusement Park Physics, www.techengineering.org www.pbslearningmedia.org www.educationworld.com – Building Rollercoasters, www.Howstuffworks.com Dominion Power, Columbia Gas, Surfrider Foundation, rollercoaster engineer, Dig 811 Program, environmental structural engineer) and Busch Gardens

Culminating Project/Assessment (Develop a final project that poses a solution)

R.A.D Scientists will present their energy efficient rollercoaster designs to the Busch Gardens Board of Directors and community members.

Safety (Identify safety issues that might arise as students gather information)

Electrical safety Internet safety General Science Lab Safety

http://www.madehow.com/

http://www.learner.org/

http://www.techengineering.org/

http://www.pbslearningmedia.org/

http://www.educationworld.com/

QUESTION MAP

How can we design an energy efficient roller coaster?

How do

rollercoasters

work? (1)

What is energy

efficient? (2)

How is energy

transformed into

mechanical, light,

etc. energy? (10-

11)

Who designs and

builds roller

coasters?

What kind of

education/trainin

g is required?

What subjects do

you need to know

and use?

What other

scientist do roller

coaster

designers/builder

s work with?

What forces are

at work on roller

coaters?

How much

energy do

current

rollercoasters

use?

What are

nonrenewable

and renewable

energy sources?

Where can we

cut energy use?

In what ways

could we

increase our

energy

efficiency?

Are there any

energy efficient

coasters in

operation at

other parks?

SOL 4.2a-d &

4.3a-e

What is the effect

of force? SOL

4.2ab

How can the

position of an

object be

described? SOL

4.2a

How can you

describe motion?

SOL 4.2ab

What is speed?

SOL 4.2ab

What are the two

states of energy?

SOL 4.2d

What is a force?

SOL 4.2abcd

How does force

effect motion?

SOL 4.2abcd

What is friction?

SOL 4.2c

How is

electrical energy

transformed/con

verted to/from

motion? 4.3d

What devices

transform

electrical

energy? 4.3a-f

What are

alternative

energy sources?

4.3a-f

How could we

use solar, wind,

water, gravity or

other energy

sources

efficiently?

SOL 4.3a-f

What is electricity?

SOL 4.3

What is an electric

current? SOL 4.3b

What is a closed

/open circuit? SOL

4.3b

What are

conductors/insulators

? SOL 4.3a

What is a series

circuit? SOL 4.3b

What is a parallel

circuit?SOL 4.3b

What is static

electricity? SOL 4.3c

How did the

scientific discoveries

and/or inventions of:

B. Franklin, T.

Edison, and M.

Faraday contribute to

our understanding of

electricity? SOL 4.3f

How is change

in motion

related to force

and mass? (3-4)

Level 3

Level 2

Level 1

How do roller

coasters use

electricity? (5-8)

What are magnets?

SOL 4.3

What do the poles

of a magnet do?

SOL 4.3

What is a magnetic

field? SOL 4.3

What is a

permanent

magnet? SOL 4.3

What is an

electromagnet?

SOL 4.3

How do roller

coasters use

magnets? (9)

SWIRL PBL Lesson Plan ( 1)

SOL Content Standard(s): SOL 4.1 and 5.1 Scientific Investigation 4.2 The student will investigate and understand characteristics and interactions of moving objects.

a) motion is described by an object’s direction and speed;

d) moving objects have kinetic energy.

Level 1 Question: How can we design a rollercoaster that is energy efficient? Level 2 Question: How do rollercoasters work? Level 3 Question(s): Who designs and builds roller coasters? What kind of education/training is required? What subjects do you need to know and

use? What other scientist do roller coaster designers/builders work with? What forces are at work on roller coaters?

Student Objective(s): PBL Introduction By the end of this lesson, students will be able to identify potential/kinetic energy and motion as described by an object’s direction and speed. NOS tenets:

Scientific knowledge is the product of creative thinking

Science is a social activity

Science is durable, but subject to change Activities:

Time Activity Description Materials Guiding Questions (Teacher talk)

Anticipated Student Response

Safety Concerns

Misconceptions to Address

15min. Intro PBL Special delivery envelope from Busch Gardens

*Letter from Busch Gardens Williamsburg requesting help designing new energy efficient roller coaster.

Is this a task we R.A.D scientist can accomplish? What do you need to know to participate in this design?

*we’ve riden Roller coasters. * we know they use power *various kinetic/potential examples within the RC video

*only electricity powers Roller coasters *accurately identifying potential/kinetic energy within

*Roller coaster video

Roller coaster ride.

5min. PBL Intro-video video *R.A.D scientists should be excited to start.

15 min. KW(save L) Large Post it notes

What do we know? What do we want to know?

Student generated knowledge/questions

Possible inaccurate information given in K/W

15min. Identify points of kinetic and potential energy

https://www.youtube.com/watch?v=Ehx1P4adv6I

What do you understand about potential and kinetic energy that you didn’t know before? How can we take this new knowledge and apply it to our roller coaster challenge?

Potential energy is energy of position (or rest). Kinetic energy is energy in motion. Energy doesn’t get lost, it just changes forms.

Confusion over potential and kinetic

5min. Check for understanding Rewatch coaster clip

What evidence do you have to support your claim?

Varied but should include positions the coaster was “at rest” and in motion.

Trouble identifying places where the coaster appears to be “at rest”

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Rewatch the roller coaster clip, identify at least two places where the roller coaster demonstrated examples of both potential and kinetic energies. What evidence do you have to support your claim?





SWIRL PBL Lesson Plan ( 2)

SOL Content Standard(s): SOL 4.1 and 5.1 Scientific Investigation

Level 1 Question: How can we design a rollercoaster that is energy efficient? Level 2 Question: What is energy efficient? (2) Level 3 Question(s): How much energy do current rollercoasters use?

Where can we cut energy use? What are nonrenewable and renewable energy sources?

In what ways could we increase our energy efficiency?

Are there any energy efficient coasters in operation at other parks?

Student Objective(s): By the end of this lesson, students will be able to explain what is meant by energy efficient. Stuents will explain the differences between renewable and nonrenewable energy sources? NOS tenets: Scientific knowledge is the product of creative thinking Science is a social activity Science is durable, but subject to change Activities:



Safety Concerns


5min. Scenario and KW review KW chart Have you answered any of your W yesterday? Are there any new questions that should be included?

10min. Busch Gardens has sent a project update….the park is spending too much money on energy, they need for the R.A.D. scientists to find ways to cut costs by making their

Urgent project update (email)

What does it mean to be energy efficient? How can we be more energy efficient? What can we do to make our coaster more energy efficient?

Being energy efficient means to reduce, reuse, recycle. We can use sources other enrgy sources. We can find other forms of energy.

-Everything humans do has a negative impact on the earth. -If energy is conserved, why are we running out of it?

roller coaster energy efficient.

-Recycling takes too much time. It is easier to just throw things in the garbage.

10-15min.

Forms of energy exploration

http://www.eia.gov/kids/index.cfm

How did you use logic to answer your question? How wasw imagination involved in the lesson today?

Journal response (see saw)

*Internet safety *Validity of information *Using reputable sources

20min. Energy kids scavenger hunt. Student pairs will earn their energy expert certification

Lap tops/ ipads http://www.eia.gov/kids/index.cfm

What are some renewable energy sources you predict would be better for roller coasters? How do you think scientists work together to use alternate energy?

Hydropower, wind, solar power

*Internet safety *Validity of information *Using reputable sources

-renewable energy sources are the only replacements. -misunderstandig that windup spring, rubber bands, etc are also alternatives.

5min. Journal/jot/sketch possible energy supplies for your coaster.

Journal Why did your team think _____ would be a viable coaster energy provider? How did your team arrive at that/those conclusion(s)?

Limiting power to one source

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: See/Saw Journal Entry: How do you (or can you) use more renewable energy sources in your everyday life? Do you think it is important for us to become more enrgy efficient? What evidence do you have to support your claim?







SWIRL PBL Lesson Plan ( 3 & 4) SOL Content Standard(s): SOL 4.1 and 5.1 Scientific Investigation 4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include


b) changes in motion are related to force and mass;

c) friction is a force that opposes motion; and


Level 1 Question: How can we design a rollercoaster that is energy efficient?

Level 2 Question: How is change in motion related to force and mass?

Level 3 Question(s): What is the effect of force? SOL 4.2ab

How can the position of an object be described? SOL 4.2a

How can you describe motion? SOL 4.2ab

What is speed? SOL 4.2ab

What are the two states of energy? SOL 4.2d

What is a force? SOL 4.2abcd

How does force effect motion? SOL 4.2abcd

What is friction? SOL 4.2c

Student Objective(s): By the end of this lesson, students will be able to describe how changes in motion are related to force and mass. NOS tenets:






Safety Concerns


#3 Car Launch- will the car with the greatest/least mass travel the farthest? Will the longer or

Rubber bands of different lengths, matchbox cars,

What could we change (IV) to test how it affects the distance our car

-change cars/size _change rubberband length/thickness/etc.

Lab safety expectations-rubberbands

-unusual data

shorter rubberband cause the car to travel farther? Investigsation. Change in direction is relatd to amount of force applied and mass

Gram stackers Balance scales Meter sticks tape

travels when lauched by rubberband?

snapping, cars going airborne

15min. Intro. Lab. Review variables

Anchor chart reviewing variables (IV, DV, Constants)

Partner talk: Why is it important to only have one IV in an experiment?

Confusing IV DV Lab safety expectations-rubberbands snapping, cars going airborn

Inconsistent procedures

15min. Student teams design experiment: choose IV, and develop data collection chart

Experiment materials

Which isyour teams IV? DV? Are your constants?

Scientific investigation terminology not used or usede incorrectly

Lab safety expectations-rubberbands snapping, cars going airborne


40min. Teams set up and conduct experiment, including repeated trials

Data collection charts

What observation(s) did you make? How might scientist use their observations to draw conclusions?

Lab safety expectations-rubberbands snapping, cars going airborn


#4 Conclude data collection if needed. Share data whole class

5min. Review with lab team. Find mean for each car mass (car, 10g. 20g, etc)

Exp. Materials Data chart

How did your observsations help you answer your investigation question?

-The less mass, the farther the car traveled. - the longer rubber band was stretched the farther the car traveled.

50min Share data making class plot graph for car, car with added mass. Each team represents their mean by recoding it on

Colored dot stickers. Plot graph

What trends do you notice in the data? What evidence do you have to support you?

-not having unusual data -not having tightly clustered data

-that data is right or wrong

colored sticker for each car

Is there anything unusal about any of the data? What do you think the cause of the unusaual data might be?

10min. Relection See/saw. Exit ticket

How well did you work with your team to investigate the question? How well did you communicate your findings? Do you think scientists always agree about their ideas?

Lab roles may/may not have been followed. Effective discourse may need additional teaching/practice

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: exit ticket After completing this investigation, what do you now understand about force, mass, and motion that you didn’t before? Do you better understand how science and the world works? Give examples of potential and kenetic energy in your investigations.

SWIRL PBL Lesson Plan (5)

SOL Content Standard(s): SOL 4.1 and 5.1 Scientific Investigation 4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include





4.3 The student will investigate and understand the characteristics of electricity. Key concepts include

a) conductors and insulators;

b) basic circuits;


Level 2 Question: How do roller coasters use electricity? (5-8)

Level 3 Question(s): What is electricity? SOL 4.3

What is an electric current? SOL 4.3b

What is a closed/open circuit? SOL 4.3b

What are conductors/insulators? SOL 4.3a

Student Objective(s): By the end of this lesson, students will be able to build a simple cicuit (lightbulb, battery, wire), describe an open and closed cicuit, and explain insulators and coductors. NOS tenets:






Safety Concerns


10 min. Intro investigation: Get your Electrons Flowing!

1hr -Students will build simple circuits -students will record the effects of opening and closing the circuit -students will test variety of materials as being conductors or insulators through culmulating investigation.

Wire Battery Bulb optional: switch & battery holder Baggies of variety of materials to test conductivity Data collection chart (record predictions of

What happens to the electrons when you close the ciruit? When you open the circuit? What happens when you put_____ in the circuit? Why do you think that happened? What’s your evidence? How might this knowledge assist you in

Light goes off/on Electron flow=light on Electrons without a complete path will result in no light on We could use electricity to power our rollercoaster

Electrical safety

The light isn’t working The battery isn’t working Our circuit isn’t working We can’t use a bunch of batteries to power our roller coaster?

each material before testing asnd recording observations during investigtion)

your rollercoaster design? Is that energy efficient?

During investigation

**Warning! Special announcement to R.A.D. scientists from Busch Gardens and Dominion Power

**Warning! Busch Gardens has just been notified that it is consuming too much electricity from Dominion Power. The Board of directors asks that you limit your use of electricity in your coaster design.

How do we make a coaster without electricity? How can we have light and sound if we can’t use electricity? What else can we use to power our coaster?

5 min. Reflection with team Journal See/saw

What are your thoughts in your coaster design? How has this newest information forced you to alter your ideas?

No effect Starting over with completely new design

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Exit ticket/journal prompt/see saw What can you conclude from your investigation about materials that conduct electricity? About materials that insulate? How did your investigation help you understand the natural world?


Date: late fall 2016 SOL Content Standard(s): SOL 4.1 and 5.1 Scientific Investigation 4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include







b) basic circuits;

c) static electricity;

d) the ability of electrical energy to be transformed into light and motion, and to produce heat



Level 3 Question(s): What is a series circuit? SOL 4.3b What is a parallel circuit? SOL 4.3b

Student Objective(s): By the end of this lesson, students will be able to distinquish between series and parallel circuits. NOS tenets:



Science is durable, but subject to change

Science demands evidence Activities:



Safety Concerns


5min. Intro types of circuits with Brainpop video

https://www.brainpop.com/scie

See video quiz One circuit has one path and one has two

Internet safety

https://www.brainpop.com/science/energy/electriccircuits/


nce/energy/electriccircuits/

45min. S will complete the circuits investigstigation following the given procedures. Making necessary observations and recoding data.

https://www.teachervision.com/tv/printables/scottforesman/sci_4_ARS_B3_inv1.pdf

Why might it be beneficial to have _____ circuits in everyday life? How can_______ circuits be useful in your coaster design?

Electrical lab safety

More batteries you add to the circuit the brighter the bulbs will shine

10min. S will explore adding more batteries/wires/bulbs to their series and parallel circuits to make observations in changes of the lights.

Additional wire, batteries, and bulbs journal

When might a series (or parallel) circuit be more useful in your coaster design? Is one circuit more energy efficient that the other? What evidence do you have to support your conclusion?

Our light is really bright when we increase the number of batteries Or really dim when we increase the number of lights in our circuit

Electrical lab safety

More batteries you add to the circuit the brighter the bulbs will shine

5min. Share out new observations

journal How can you apply your new findings to your coaster design?

Coasters usually hav3e lights for night riding and to add dramatic effects

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Teacher created Exit ticket Label each diagram as a series or parallel circuit. Then indicate whether the circuit is open or closed.

















b) basic circuits;


d) the ability of electrical energy to be transformed into light and motion, and to produce heat;

e) simple electromagnets and magnetism; and

f) historical contributions in understanding electricity.



Level 3 Question(s): What is static electricity? SOL 4.3c

Student Objective(s): By the end of this lesson, students will be able to explain how static electricity is different from current electricity? NOS tenets:




Science demands evidence

Activities:



Safety Concerns


5min. Review: What is an Atom? The smallest component in all things Made up of three smaller particles o

Electrons (-) Opposite charges have an attractive force Thrives for stability

How you can tell if static electricity is around you?

Shock on carpet Clothes stick together Hair stands up Sometimes see sparks

All shocks are static electricity

45min. Students generate static electricity through investigation: Step 1: Blow up your balloon and tie the neck Step 2: Rub balloon against a piece of wool, fur or sweater. Step 3: Place the balloon against the wall: the balloon should stick to the wall. Step 4: Now blow up the other balloon and repeat step 2. Place it next to the balloon

2 rubber balloons & pieces of wool Small bits of torn paper or rice puffs or small pieces of Styrofoam

What is happening to the electrons when you rub the balloon? Why is the balloon attracted to the wall, pieces of paper, but not to the other balloon? If the two balloons are repelling what does that tell you about their charge?

The balloons attract The two push apart/repel Why does it only work a short time/once and then stop

Possible noise if balloon pops

Once rubbed, balloons will stick to anything

10min. Read and respond to Elecricity Reader

Electricity reader

Compare and contrast current electricity and static electricity (venn diagram)

They are both forms of electricity

Static is not electricity

You don’t need plugs or batteries for static electricity

10 min Static Electricity Brainpop

Promethean How does the study of static electricity help you better understand the natural world?

It helps us learn more about why things happen

It doesn’t help

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Draw a diagram showing what happens to protons and electrons on the balloon and wall when they were attracted.









b) basic circuits;







Level 3 Question(s): How did the scientific discoveries and/or inventions of: B. Franklin, T. Edison, and M. Faraday contribute to our understanding

of electricity? SOL 4.3f Student Objective(s): By the end of this lesson, students will be able to identify the scientific contributions of Franklin, Edison, and Faraday to our understanding of electricity.

NOS tenets:







Safety Concerns


10 min Electricity kahootit promethean Review rules and acceptable use

Excited to play kahootit Use game data to adjust instruction

35min Teams will select one of the scientist to research and develop a presentation for their class of their scientist’s contribution to electricity. Using provided sites/search engines, teams may choose to do a poster, slide show, movie, or any other means to present their scientist.

Laptops Ipads Books Posters Art supplies

How did the contributions of------- impact our understanding of electricity?

_____________did much more than just electricity.

15min Teams present their scientist to the class

Only ask questions to keep presentaions moving forward if students don’t ask

Any misinformation presented

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Students will complete famous scientists sort/matching









b) basic circuits;






Level 2 Question: How do roller coasters use magnets? (9)

Level 3 Question(s): What are magnets? SOL 4.3

What do the poles of a magnet do? SOL 4.3

What is a magnetic field? SOL 4.3

What is a permanent magnet? SOL 4.3

What is an electromagnet? SOL 4.3

Student Objective(s): By the end of this lesson, students will be able to… NOS tenets:





Activities:



Safety Concerns


5min Journal quick write “That Magnetic Dog” (Picture Perfect p.128)

-journal

What would happen if you woke up one morning and found that your hands and feet had mysteriously been turned into permanent magnets? -Address how magnets can harm phones, computers, and TV

-Response will vary -Magnets to not harm computers, phones, and TV’s.

20min Read “That Magnetic Dog” (Picture Perfect p. 125)

-“The Magnetic Dog” book

-Why does the author describe the dog as “magnetic”? -Have you ever heard the word magnetic used to describe someone? -What does magnetic mean?

-Food is attracted to him -yes, when you like someone -when something is attracted to something else

Magnetic can only be used to describe things in science.

10min Magnet Exploration -students will make predictions of objects they believe to be magnetic or nonmagnetic in the classroom -students will explore the classroom with a permanent magnet

-journal -magnet

-What attracts metal? -What do the poles of a magnet do? -What is a magnetic field?

-magnets -attract or repel -a region around a magnetic material or a moving electric charge within which the force of magnetism acts

-Students will be holding a magnet up to various objects in the classroom. Students need to be aware that magnets harm

-All metals are attracted to a magnet -All silver colored items are magnetic -larger magnets are stronger

searching for magnetic objects. -students will record observations in journal.

-What creates a magnetic field? -What is a permanent magnet?

-moving charges or a changing electric field -a magnet that retains it magnet properties in the absence of current

computers and phones.

than smaller magnets

25min “Make an Electromagnet” in small groups. Students will use “Experimental Design Diagram” to experiment on question 1, 2, or 3 at the end of “Make an Electromagnet”

-large iron nail -varying lengths of thin coated copper wire (ends stripped) -D size battery -paper clips -cardboard tube -compass -iron filings https://www.teachengineering.org/activities/view/cub_mag_lesson2_activity1

-What is an electromagnet? -How is electricity generated by a moving magnetic field? What adjustments could you make to pick up more paperclips? What do you notice about the magnetic field? Where is is strongest/weakest? What observations did you make when you placed the compass nesar the magnet?

-a soft metal core made into a magnet by the passage of an electric current through a coil surrounding it -when an electric conductor is moved through a magnetic field, electric current will flow through the conductor

-The battery heats up quickly

-Only magnets produce magnetic fields -A magnetic fields is a pattern of lines that surround a magnet

5min. Discourse-Describe the effect of your IV on your electromagnet design.

What coclusions did you make? Wht evidence do you have to support this?

varied

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: teacher monitors discourse

Students earn their electrical certifications









b) basic circuits;






Level 2 Question: How is energy transformed into mechanical, light energy, heat energy, and sound energy? (10-11)

Level 3 Question(s): How is electrical energy transformed/converted to/from motion? 4.3d

What devices transform electrical energy? 4.3a-f

Student Objective(s): By the end of this lesson, students will be able to explain how electrical energy is transformed into other energy. NOS tenets:





Activities:



Safety Concerns


** Students will rotate through 3 stations

20min Students will work with ice cubes and different colored paper to develop observations that prove energy can be transferred from the paper to the ice cube

-ice cubes -colored construction paper Thermometers or go probes

What obsevations.conclusions can you make about the color of paper and melting ice? What alternate energy source is being used?

Darker colors melted faster than lighter colors

General lab safety

varied

20min Give each group a box of materials that include four wires, two batteries, two bulbs, a hand crank and the appropriate holders. Ask them to work together to light a bulb. Students diagram their findings on paper or in their science notebooks.

-wire -bulbs - Bulb holders -hand crank

Is this an energy efficient device? Why or why not? What components are crucial to lighting your bulb? What didn’t work? What did you alter to improve your design? What alternate energy source is being used?

Hand crank is an alternate energy source.

General Lab safety

All alternate energy sources are effecient

20min When given balloons, straws, string, tape and two chairs, can the students create a device that gets the balloon from one side of the

-balloons -straws -tape-meter stick

What is the problem? What ideas did your team brainstorm?

The balloon went too far The balloon did not go far enough

General Lab safety

All alternate energy sources are readily available

room 5 meters away? Give the students the materials and time to develop a system that would work.

What data did your team collect when you tested your model? What alternate energy source is being used?

Wind energy is an alternate energy source

5 min “Thought Swap” Discourse

Share one alternative energy observation you made.

-Student answers will vary

Energy is lost

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Journal How might your team incorporate alternate energy sources into your coaster design? Teacher will listen to student answers in discourse









b) basic circuits;






Level 2 Question: How is energy transformed into mechanical, light, etc. energy? (10-11) Level 3 Question(s): What are alternative energy sources? 4.3a-f

How could we use solar, wind, water, gravity or other energy sources efficiently? SOL 4.3a-f

Student Objective(s): By the end of this lesson, students will be able to… NOS tenets:






Anticipated Student

Response

Safety Concerns


5min. hook

Burnenergyjournal.com -Raul Oaida

Internet promethean

-What forms of energy is Raul using to move his lego car? -What questions would you like to ask Raul? -How do you think Raul uses imagination and creativity in his designs?

Variety of questions for Raul regarding his inventions and roller coaster ideas

That Raul is a wealthy scientist, engineer,

Students rotate to complete 3 stations

20min Students will work with various materials to create a catapult

Rubber bands Popsicle sticks Pompom balls tape

Were you able to control how far the pompom traveled? How or why not?

varied projectiles varied

20min Students will work in partnerships to design a vehicles that demonstrate

Various recycled materials: Cardboard

How did your team create your vehicle?

varied varied

Burnenergyjournal.com

how energy can be transferred from one place to another. They will be able to identify how the energy changes forms and how with more energy there is a greater speed.

Balloons Tape Plastic Popsicle sticks

What were some areas where you as scientist may have/have not agreed? How did you handle the discourse? What did your data show?

20min the students will work to see how energy can be transferred from one object to another.

Newton’s cradle Pennies Golf balls Ping pong balls

What conclusions can you make abouit the transfer of energy? How might this help you to design your coaster?

varied projectiles varied

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: What alternative energy sources are readily available to use in your coaster design? What are some advantages/disadvanages of using that alternative energy source?

SWIRL PBL Lesson Plan (12-14) SOL Content Standard(s): SOL 4.1 and 5.1 Scientific Investigation 4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include







b) basic circuits;






Level 2 Question: How did you use your imagination and creativity to complete your investigation? To answer your question?

Level 3 Question(s): Student Objective(s): By the end of this lesson, students will be able to present their energy efecient roller cosaster design NOS tenets:







Safety Concerns


3hrs.total enegenring design time

-Students will review BG roller coaster letter. -S will design, create, and try out coaster ideas. -using the engineering design process, S will continue to create an energy effecient roller coaster

-Various coaster materials -engineering design process poster -journals to record diagrams, ideas, data, sketches, etc.

How were you like a scientist today? Did you make observations in your investigation today? Why do scientists make observations in their investigations?

-my coaster isn’t working -varying levels of trial and error and the handling of such “disappointments”

-lab safety -potential for flying hazards -internet safety

-that the first attemot will work -that the 2nd-5th designs might not work. _keeping S focused on what they learned from “failure” and how scientists and engineers keep pushing forward.

Day 13-14 5min.

-share out what’s working, what didn’t.

same How are observations related to evidence?

-nothing is working

5min. Review the need for documenting in journal…annotate sketches, notes of modifications, etc.

same Once you make observsations, what do you do with them? How do they help answer your investigation question? How do they help scientists?

-nothing is working

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: Team Pulse check: What do you still need to accomplish to be ready to present? What can I do to assist your team? Students earn their energy star certification









b) basic circuits;






Level 2 Question: How does your rollercoasters work? Level 3 Question(s): Student Objective(s): By the end of this lesson, students will be able to present their energy efficient roller coasters to the Busch Gardens Board of Directors sand community members.

NOS tenets:




Activities:



Safety Concerns


1hr Teams present their energy efficient roller coasters

Large presentation area to accommodate coasters, students, and guests

Teacher will assist only as needed

Variety of questions for each coaster team

Strategies for SPED and ELL Modification and Differentiation: small group/ scaffold questions as needed/ vocabulary clarification as needed Check for Understanding: students are asked to refelect on their presentation: what do they feel went well, what could have gone better, if they were to present again-what would they do or say differently?

how can we design an energy efficient roller coaster? · 2018. 6. 12. · swirl pbl lesson plan (...

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