UNLV/ Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Emily Gonzalez PSMT Name: Unknown

Lesson Plan Title: Roller Coaster Lesson Plan Topic: Motion & Force
Design
Date: December 3, 2018 Estimated Time: 3 One Hour Sessions
Grade Level: 5th School Site: Unknown

1. State Standard(s):
N.5.A.1 Students know scientific progress is made by conducting careful
investigations, recording data, and communicating the results in an accurate method.
N.5.A.3 Students know how to draw conclusions from scientific evidence.
N.5.A.5 Students know how to plan and conduct a safe and simple investigation.
N.5.A.6 Students know models are tools for learning about the things they are meant
to resemble.
N.5.B.3 Students know the benefits of working with a team and sharing findings.
P.5.B.1 Students know that, when an unbalanced force is applied to an object, the
object either speeds up, slows down, or goes in a different direction.
P.5.B.2 Students know how the strength of a force and mass of an object influence the
amount of change in an object’s motion.
2. Next Generation Science Standard(s):
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.
ETS1-2 ​Evaluate competing design solutions using a systematic process to determine
how well they meet the criteria and constraints of the problem.
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.
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.
3. Teaching Model(s): ​Cooperative Learning

4. Objective(s):
SWBAT work cooperatively to actively attack a STEM challenge.

5. Materials and Technology Resources:

● Roller Coaster Design Handout
● Roller Coaster Written Response
● Engineering Design Process Poster
● YouTube video - ​https://www.youtube.com/watch?v=PaKtnAsqlt4
● Duct Tape
● Insulation Pipe (optional)
● Popsicle Sticks
● Straws
● Marbles
● Paper
● Stopwatches
● Calculators (optional)

6. Instructional Procedures
a. Background Knowledge:
● Civil engineers design structures like roller coasters, bridges, and buildings.
● Energy – The ability to cause changes in matter
● Potential Energy – The energy an object has because of its position or its
condition
● Kinetic Energy – The energy an object has because of motion
● Motion – The change in position of an object
● Force – A push or a pull, which may cause a change in an object’s motion
● Gravity – The force of attraction between two objects
● Friction – A force that acts between two touching objects and that opposes
motion
b. Engage:
● Show the roller coaster video clip at
● Ask the students to think of their favorite roller coaster or thrill ride (allow
time for students to share with a partner). Ask “What characteristics made
the coaster so much fun?”
 ● Introduce the design challenge: “You are part of a civil engineering
company asked to submit a proposal for the next great roller coaster. Your
coaster should be fast, fun, and safe.”
https://www.youtube.com/watch?v=PaKtnAsqlt4
c. Explore:
DAY ONE:
● Divide students into teams of three to four. Pass out 1 length of pipe
insulation and 1 marble to each team, and allow 15 minutes for teams to
practice designing loops and turns. Students may use any of the materials
that are at the front of the room.
● Bring the students back together and ask them to think about the following
questions:
○ What force causes the car (marble) to move?
○ What force causes the marble to slow down and eventually stop?
○ How could you increase or decrease the speed of the marble?
○ At which point on the track does the marble have the most potential
energy?
○ At which point on the track does the marble have the most kinetic
energy?
● Allow 15 additional minutes for students to practice designing a roller
coaster using two lengths of pipe insulation, one marble and any of the
materials at the front of the room.
DAY TWO
● Pass out the Roller Coaster Design Handout to each student. Review the
challenge and introduce the design constraints. Tell the students that they
may tape to walls, chairs, and other materials in the room, but they may
not hold up the roller coaster during testing—it must be free standing.
● Introduce the Engineering Design Process using the poster. Review each
step (Plan, Design, Check, Share) and tell the students that they will use
this process to work through the challenge.
● Divide the students back into their groups from day one. Allow 15 minutes
for students to discuss ideas and develop a plan, using the handout as a
guide.
● Students may obtain their materials. Allow exactly 30 minutes for teams to
construct a roller coaster and check it against the design constraints.
● At the end of 30 minutes, stop all teams and complete a final safety check
(1 run). Teams that are not successful may be allowed time to redesign
prior to completing time trials on Day 3.
 DAY THREE
● Once a team’s roller coaster has passed the safety check, tell the team to
complete 10 time trials, recording the time from top to bottom to the
nearest hundredth of a second.
● The team will calculate and record the marble’s average time (calculators
optional).
● The team will calculate and record the marble’s average speed (ft/sec).
● Develop a class chart to compare the average speed of each team’s marble.
● Analyze the data—ask the students to consider possible reasons for
differences. Example: What is the relationship between a roller coaster’s
average speed and number of loops?
d. Explain:
● Gravity is a non-contact force that acts on the car (marble), pulling it
toward earth.
● Newton’s 1​st ​Law of Motion states that an object in motion will remain in
motion, in the same direction, and at the same speed, unless acted upon by
another force.
● Friction between the car and track is a contact force that slows motion.
● The amount of potential energy of a roller coaster is related to its position.
● The coaster has the most potential energy at the highest point. It has the
most kinetic energy at the highest speed.
e. Extend:
● Students will complete the Roller Coaster Individual Written Response
● Visit ​http://discovere.org/discover-engineering/engineering-careers/ ​for a
student-friendly description of civil engineering, and to explore other
fields of engineering.
● Explore Newton’s Laws of Motion at
http://www.physics4kids.com/files/motion_laws.html​.
f. Evaluate:
● Teacher will evaluate the Roller Coaster Design Handout as well as the
Roller Coaster Individual Written Response.