CASTs UDL LESSON BUILDER

Lesson Overview
Title: Author: Subject: Grade Level(s): Duration: Subject Area: Unit Description: Design a Roller Coaster! Elizabeth A. Pressler Energy, Forces, and Motion 6th 3 days Science This unit is designed to allow students to observe the Law of Conservation of Energy and understand the relationship between Potential and Kinetic Energy. Students will apply these concepts in the creation of roller coaster models, through both online simulation programs and a hands-on experiment. Working in groups, students will synthesize and communicate their learning by creating a summative presentation using a variety media (text, audio, video, etc.) to be shared via the class web page. These UDL adaptive technologies will be used throughout the unit: CAST eReader 3.0 software, Microsoft Reader Text-to Speech Package 1.0, and WebAnywhere (available at http://webanywhere.cs.washington.edu/) will aid students with visual and reading disabilities. Captioned video will be used whenever it is available to accommodate students with hearing impairment. The variety of technology tools and media choices available to students will accommodate a broad range of abilities, from low achieving to gifted learners. Supplementing the simulation activity with tangible manipulatives and involving students in a group conducted, hands-on experiment allows visually impaired students to participate in learning through tactile means. The group experiment and multimedia project allow students to use their unique strengths to support each others learning. Each member works to an appropriate level of challenge to accomplish the teams goals. Day 1: The teacher engages the students interest by asking them to share prior experiences and knowledge and view a video and an animation. Following a brief review of physics principles and terms related to energy, forces, and motion, the students work individually or in pairs to design a roller coaster using an online simulation program. Students record reflections on their experience through
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Lesson Description for Day:

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various media choices and post to the class wiki. Day 2: Students will share experiences with the simulation program and identify what they learned about roller coaster construction. The teacher will then provide instructions for the hands-on roller coaster construction project and any related information needed to complete it. The teacher will assign students to mixed ability teams of three to five members each. Students have one class period to assign team member roles, construct a working model (using clear plastic tubing, marbles, and metal ball bearings), and record data (calculate initial potential energy, average speed of marble or metal ball bearing and potential energy upon exit). Students will reflect on the experience and post to the class blog or wiki. Day 3: On the final day of the project, students examine data and prepare final reports. Groups whose roller coaster did not work (cart did not travel the length of the track) must explain why it did not work. In preparing final presentations, groups video tape their oral explanations and their models in action; students may include other media of their choice. The teacher will load presentations to the class web page. State Standards: TEKS: Science, Grade 6: (b)(2)(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by data, and predict trends. (b)(8)(A) Compare and contrast potential and kinetic energy. (B) Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. (C) Calculate average speed using distance and time measurements. (b)(9) The student knows that the Law of Conservation of energy states that energy can neither be created nor destroyed, it just changes form. Technology, Grade 6: (c)(5)(H) Use interactive virtual environments, appropriate to level, such as virtual reality or simulation. (c)(8)(C) Use groupware, collaborative software, and productivity tools to create products. (D) Use technology in self-directed activities by sharing products for defined audiences. NETS: 1. a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. c. Use models and simulations to explore complex systems and issues. 2. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

National Standards:

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Goals
Unit Goals: Students will understand the relationship among energy, forces, and motion and how these principles operate to explain familiar phenomena. Students will use knowledge of the Law of Conservation of Energy and the relationship between potential and kinetic energy to design a working roller coaster model. Students will use technology tools to expand understanding and communicate learning creatively and effectively.

Lesson Goals:

Methods
Anticipatory Set: Recognition: Information is presented through oral discussion and video. Use graphic organizers to help students organize thoughts and connect with prior learning. Record notes on the board during discussion for visual learners; use an interactive whiteboard to save notes as a digital file. Record audio transcript of discussion for visually impaired student or for review by other students. Post all notes and audio on the class science web page. Use video to introduce scientific principles; video narration makes this medium accessible to student with visual impairment. Strategy: Students complete reflections in a variety of media and formats, thus offering flexible opportunities to demonstrate learning. Provide students with a rubric producing a successful reflection. Affect: Teach science content in the context of a fun, recreational experience (amusement park ride). Sharing student reflections builds students ownership of learning and motivates them to communicate learning effectively. Day 1: I. Open class with brief discussion (2-3 min.): Ask students to share experiences with roller coasters or other amusement park rides. Ask students how they think roller coasters work based on their prior learning. Students should have previously viewed the interactive e-glossary, Roller Coaster Physics: The Forces behind the Fun, available at http://bookbuilder.cast.org/view.php?op=view&book=2205 2&page=1. The teacher may provide a KWHL graphic organizer to help students organize their thoughts. II. Students watch a 31 sec. video about the forces at work during a roller coaster ride: How roller coasters work [Video file]. (n.d.). Retrieved from http://videos.howstuffworks.com/howstuffworks/4661how-roller-coasters-work-video.htm Then demonstrate potential and kinetic energy on a roller coaster ride using the animation also available at the How Stuff works website: http://adventure.howstuffworks.com/roller-coaster3.htm III. Discuss how potential and kinetic energy and the Law of Conservation of Energy relate to a roller coaster ride as observed in video and animation. Explain that, in preparation for a hands-on experiment, students will design roller coasters using a simulation program and that they will reflect on their experience by posting to the class science journal (blog or wiki) using a format of their choice: prose composition, electronic graphic organizer, or audio or video recording. This assignment may be completed at home or in the campus library/media center after school. Remind students to review key concepts by viewing the interactive e-glossary or the recommended web sites listed on the class web page before completing their reflections. Days 2 & 3: Share selected student reflections from previous days lesson via interactive whiteboard by accessing content on blog or wiki. Day 2: Provide instructions, materials, and rubric for
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building hands-on model. Remind students to employ principles of roller coaster design they learned from simulations. Day3: Provide instructions and rubric for final project. The objective of the final project is to sum up learning explain why the model succeeded or failed. Day 1: Show several roller coaster track configurations on Introduce and Model New the whiteboard. Provide cardboard cutouts of these same Knowledge: Recognition: Providing both visual configurations so students my trace the dips, loops, and peeks with their fingers. Introduce formulas for and tactile models addresses the gravitational potential energy (PE=h*m*g), kinetic energy needs of sighted as well as 2 visually impaired students. Visual (KE=1/2*m*v ), speed (r=d/t), and total mechanical energy (TME=KE+PE). Demonstrate how calculations may be demonstrations and models accommodate the needs of hearing applied to determine energy at specific points along a track, impaired students. Saving all class emphasizing the fact that the height at which the coaster starts must be great enough to provide sufficient initial notes digitally (from the whiteboard as an audio recording) potential energy to propel the coaster along the full length provides a means of review for all of track. Ask students why some configurations would work and others would not. students. On the interactive whiteboard, project the online simulation Strategic: Students may participate program, Make Tracks from Questacons Side Show in discussion through verbal exhibit at response or demonstrate their http://sideshow.questacon.edu.au/maketracks.html. Explain answers with the assistance of its features, and demonstrate how to manipulate the track. manipulative aids. Perhaps ask a student volunteer to demonstrate as well. Affective: Extroverted For students who may find this program frustrating personalities and GT students may (because they must start again from scratch each time their enjoy conducting demonstration of roller coaster design fails), offer these options: the simulation program. Many Funderstanding Roller Coaster at students will enjoy playing a game http://www.Funderstanding.com/k12/coaster/ features (the simulation program) that sliding adjustments for hills, valleys, and loops; or the challenges them to apply scientific Amusement Park Physics Design a Roller Coaster program principles. Students who find this at http://www.learner.org/interactives/parkphysics/coaster/, simulation frustrating may choose which allows students to choose from the different one of the simpler simulations. categories of track, one step at a time. Once the roller coaster is assembled, the program rates it and explains why the design was a success or why not. Day 2: Review learning from simulation activity; no new concepts will be introduced. Day 3: Review learning from simulations and hands-on experiment; no new concepts will be introduced. Provide Guided Practice: Recognition: Activities extend ideas introduced during anticipatory activities and introduction. Students may refer back to notes, replay audio
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Day 1: Allow students to either work alone or with a partner to experiment with the simulation program of their choice. Provide each student with a comparison/contrast chart on which to sketch three or four designs attempted in the simulations; record any relevant measurements (such as height or speed at given points) that the simulation may
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recordings, or visit recommended websites for reinforcement during design activity. Strategic: Students demonstrate skill through different media (hands-on manipulative aids and digital simulations). Hands-on manipulatives allow the sightimpaired student to participate in the design process with a partner who tests the design in the simulation program. The teacher provides support and feedback during the activity. Affective: Students have a choice of tools, simulation programs, and resources, all of which allow for adjustable levels of challenge. Provide Independent Practice: Recognition: Further Internet research will provide additional examples to aid understanding.

provide. Remind students that they should include any successful designs because they may want to try these when they build actual roller coaster models. To provide a tactile medium for modeling during the design process, Students will have cardboard cut-outs of track segments identical to those in the Make Tracks or Design a Roller Coaster programs; students who choose the Funderstanding Roller Coaster will use string as an alternate design aid. Observe students as they work; answer their questions and remind them to apply the science principles discussed in class. Day 2: Students will work in mixed-ability teams of three to five in order to support each others learning. GT students may serve to help the group extend learning when answering critical thinking questions. Day 3: As they do during the experiment, students rely on the talents and expertise of group members to complete the collaborative presentation.

Day 1: Independent practice will be completed as a homework assignment. Students may continue working with simulation software and/or manipulatives at home or in campus library/media center. Students will continue exploring recommended web sites for more information about planning an effective roller coaster design and to Experiencing how scientific prepare their reflections. principles work in a hands-on Students will reflect on their experiences using the medium experiment provides an additional of their choice and post reflection on the class science wiki representation of learning gained or blog. through simulation. In addition, Day 2: Students work collaboratively to build models students with visual impairment without the teachers direct input or guidance. gain a tactile and spatial understanding of concepts taught. Instructions: Given 4 meters (about 13 feet) of clear vinyl tubing, construct a rollercoaster track with at least two hills The final project allows students (not including the first drop point) and one loop. to identify and clarify critical Remember, the first drop must be higher than all the other concepts. hills. Use masking tape to attach the tubing to supports Strategic: Each of the simulation (stacks of books, shelves, furniture, etc.). Test your roller programs contains built in coaster with a glass marble. If it does not complete the supports (of varying degrees) to track, adjust your design. As students construct roller help students find errors and adjust coasters, the teacher video tapes each team in action, their designs. making sure to record all successes. Sketch each configuration you try on the compare contrast chart (failure The hands-on activity allows on one side, success on the other), record heights of hills visually impaired students to participate more fully in learning. and loops. When your roller coaster works (the marble completes the track), test it five more times and time it with The final project media options a stop watch upon exit. Calculate the average speed for and the allowance for open-ended these five trials. Calculate kinetic energy using this speed interpretation provide flexible Calculate initial potential energy using the height of the opportunities to demonstrate first drop (see formulas for Day 1).
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learning. Affective: Both the simulation activity and the reflection provide a choice of tools and adjustable levels of challenge. The hands-on group activity allows students to share responsibilities so each student works to his or her level of challenge.

Questions: Compare these values you calculated for kinetic and potential energy. Why do you think they are not equal? How could you more accurately measure kinetic energy upon exit? How would you measure kinetic energy at low points along the track? If your roller coaster designs didnt work, what do you think went wrong? Record all data and answer all questions on your graphic organizer. For homework, students will complete a reflection on the days activity using the medium of their choice; reflections must be posted to the class blog or wiki. Day 3: Students will remain in the same teams to complete multimedia presentations. After the teacher provides the rubric and instructions, students will use software and tech tools available in the classroom to complete their presentations. Video footage of the previous days activity will already be loaded onto the class wiki or web page; video should be cut into segments focusing on each team. Students may use this video footage in their presentations. Instructions: Though creativity and originality is encouraged, students should follow these guidelines: 1. Include your ideas about how roller coasters work prior to completing the activities in this unit. 2. Include what you learned from the simulation activity. Did this activity help you design a working model? 3. Include what you learned from building the model. Explain the success or failure of your roller coaster based on what you learned about potential and kinetic energy and energy transformations. 4. Give your presentation a unique title (everyone should not use the same title); the teacher will load presentations to the class web page to share with whole campus, and possibly other schools.

Assessment
Formative/Ongoing Assessment: Recognition: Formative assessments support background context; students must connect prior learning with new concepts to express their learning in reflections. Strategic: Feedback is ongoing
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Reflections in various media, graphic organizers (such as KWHL and comparison/contrast charts), and data tables will provide formative/ongoing assessment as students work through unit activities.

and relevant, and students have flexible opportunities to demonstrate skill. Affective: Students have choices of tools for reflections. Summative/End Of Lesson Assessment: Recognition: The final project requires students to incorporate all prior learning. Strategic: Students will be working in mixed-ability groups. As students collaborate, they will support each others mastery of unit content and technology skills. Affective: Media choices are flexible to accommodate varying degrees of technical facility. After practicing roller coaster design using the simulations, and then constructing a working model in their groups, students will synthesize their learning by creating a collaborative, multimedia presentation to be posted on the class science web page. The theme will be What You Need to Know to Build a Roller Coaster, but students are encouraged to personalize the project and select an original title. Students will use class notes (accessed on the class web site), their reflections, and any charts or data generated through experimentation to construct this summative project. Students may choose to use PowerPoint, HyperStudio, the digital book creator at http://www.myebook.com/, or any format the teacher may approve. Provide the rubric with the instructions for the project. Each team members contribution should be noted on the rubric. Students will earn an overall group grade as well as grades for their individual contributions.

Materials
Local Technology Resources (must be purchased and installed): Interactive whiteboard; classroom computers (at least one unit for each pair of students); CAST eReader 3.0 software; Microsoft Reader Text-to Speech Package 1.0; HyperStudio multimedia software; video camera; digital audio recorders. Online Resources: WebAnywhere screen reader at http://webanywhere.cs.washington.edu/ How Roller Coasters Work video available at http://videos.howstuffworks.com/howstuffworks/4661-how-roller-coasters-work-video.htm Roller coaster animation available at http://adventure.howstuffworks.com/roller-coaster3.htm Make Tracks from Questacons Side Show exhibit available at http://sideshow.questacon.edu.au/maketracks.html Funderstanding roller coaster available at http://www.Funderstanding.com/k12/coaster/ Design a Roller Coaster simulation available at http://www.learner.org/interactives/parkphysics/coaster/ Myebook digital book creator available at http://www.myebook.com/ The interactive glossary, Roller Coaster Physics: The Forces behind the Fun available at http://bookbuilder.cast.org/view.php?op=view&book=22052&page=1 Handouts: KWHL graphic organizer; charts for sketching roller coaster designs and recording data (for both simulation and hands-on activity); List of critical thinking questions for hands-on activity; rubric for reflection; rubric for group presentation.
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Manipulatives: cardboard cutouts of whole track configurations; cardboard cutouts of sections of track; string. Materials for hands-on activity: clear vinyl tubing (six lengths, four meters each); glass marbles or metal ball bearings; masking tape; various items in the classroom to function as supports; stop watch; charts for recording data are mentioned under handouts. Other supplies: spiral notebooks to record notes during discussion or activities (visually impaired students and others for whom an alternative method is appropriate will use digital audio recorders for this purpose).

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