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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

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What is my driving question for student-centered STEM investigation and learning?

How will the students engage in the engineering design process?

How will I assess student learning (formative and summative)?

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What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

What online resources could I add or adapt using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

Where can I make connections to other subject areas and find the resources to do so?

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How will use my resources to support my driving question and instructional delivery?

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning and productive struggle in my lesson?

Where will students be leading the work?

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Am I prepared for my students?

Do I have all the knowledge that is required for this lesson?

What can go wrong in the lesson?

How can I prevent these moments from happening?

Are all my materials gathered?

Is my plan B ready?

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What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

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In this unit we'll focus on the Energy Standards for 3rd grade.   Students will investigate how energy is stored, transferred and how it causes motion.  We will work on creating a rollercoaster to meet certain specifications and then transfer that learning to another engineering challenge to produce a chain reaction machine.

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Our curriculum is actually fairly thin in all benchmarks. Not sure who chose it or why. I truthfully don't even look at it anymore. I taught 5th grade science for 10 years and we covered the 3rd grade benchmarks to get the students ready for the FSA. We were hands on as much as possible for that 10 years, so I have my own resources to pull from and have been doing that this year.

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Open-and-go lessons that inspire kids to love science. (mysteryscience.com)

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In this unit, students explore energy! Students investigate how energy is stored, how it can make objects move, and how collisions transfer energy between objects. Students also construct devices that convert energy from one form into another, such as heat into motion and electricity into light.

Teaching remotely? Adapt this unit using our Distance Learning Guides.

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Open-and-go lessons that inspire kids to love science.

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In this unit, students explore energy! Students investigate how energy is stored, how it can make objects move, and how collisions transfer energy between objects. Students also construct devices that convert energy from one form into another, such as heat into motion and electricity into light. Teaching remotely?

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How can we build machines to demonstrate the impact of force on motion?

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Lesson plan with alternate ideas to help with Coaster build day. 

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Lesson plan with alternate ideas to help with Coaster build day. 

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Designing a Roller Coaster Using the Law of Conservation of Energy (Potential/Kinetic Energy)

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In this lesson, students will learn to think and design like an engineer by utilizing the engineering process to design a roller coaster using pipe insulation, marbles, and objects within the room.. Computer simulation programs will aid in finding different ways roller coasters can be designed, taking into account variables like height, velocity, gravity, and the roller coaster path.

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Science:
3.P.10.2 Recognize that energy has the ability to cause motion or create change.
3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.
2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. 2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. Math:
MA.3.M.1.1

Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature.

Writing:
ELA.3.C.1.4
Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.
Reading:
ELA.3.R.1.1

Explain how one or more characters develop throughout the plot in a literary text.
ELA.3.R.2.2

Identify the central idea and explain how relevant details support that idea in a text.

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It would be helpful if they had some prior experience with the engineering design process.  We've done several actitivies where they had to revise and improve and continue to work towards an improved solution, so I feel like they will be able to pull from that.
They will also have experience in some form that will be helpful hopefully with increased energy creating increased speed and force. Kicking the soccer ball, throwing a ball, pushing a swing, etc all build the background necessary to get these activities going.

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Nat Geo Rollercoaster explanation by a kid

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Nat Geo Rollercoaster explanation by a kid

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How Roller Coasters Work! | Nat Geo Kids Roller Coasters Playlist - Bing video

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rollercoaster physics for kids - Bing video

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How Roller Coasters Work! | Nat Geo Kids Roller Coasters Playlist

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Why Roller Coasters Are Awesome! - Bing video

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rollercoaster physics for kids - Bing video

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Amusement Park Physics -- Design a Roller Coaster (learner.org)

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Amusement Park Physics -- Design a Roller Coaster

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Online Design Challenge Chain Reaction Machine

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Online Design Challenge Chain Reaction Machine

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https://www.engineering.com/GamesPuzzles/DynamicSystems.aspx

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Possible follow on to the rollercoaster unit is time building a Rube Goldberg machine. Could be a family/home project that is videoed and shared if time doesn't allow.

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"The Most Outrageous Way to Share A Coke"

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Great video to introduce chain reaction machines: AKA Rube Goldberg Machines

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What size hill will be necessary to complete each of the design challenges presented to our teams of Rollercoaster Designers?

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Students will watch videos and share experiences of rollercoasters they've been on to help understand the roll that the size of the hill has on the motion of the coaster.

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Students will work in teams to design a rollercoaster on paper to meet several different design challenges.

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Students will construct their rollercoasters out of the given materials and test them for each challenge.

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Students will have to work to improve each step of the process to pass the required element before moving on the next challenge. Once all challenges are met, students will use their gained knowledge to construct one final rollercoaster to share with their peers.

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I found an incredible number of useful resources for this unit. I feel like I will be able to use most of the rollercoaster resources to support the activity. The follow-on lessons with the Rube Goldberg type machines will be used throughout the year as an extension when we have time to polish our learning in this area.

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My teacher moves will be largely a supporting role. A good bit of this unit is based on hands on experience and front loading just enough info through videos to help them be successful. As they work through the design process, I'll be roving to provide support and encouragement and asking probing questions to help them see their way to necessary improvements.

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The entire activity is based on teams working together to design the rollercoaster. Each person plays and important role as one person cannot possibly assemble and support the rollercoaster. They will have to respond to the ideas of their peers to get the support they need to be successful. Early on, each student can devise their own drawings and plans, but as they move to the actual design, they will have to combine ideas and work together.

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Through the design process and increasingly difficult challenges, students will have many failed attempts. Helping them see the process...looking to see where the system failed and how to overcome that failure is a huge part of this activity. As the activity progresses and they get more experience at looking at the system for the areas that were successful and the areas that are problematic, they hopefully will become increasingly more adept at troubleshooting and finding solutions.

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Most of this unit has the student in the driver's seat. I'll be a guide on the side at most. My main goal is to facilitate with probing questions and gentle encouragement to keep trying. I'll be celebrating as well!!

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I do feel like the activities in the Mystery Science unit, while very hands on and connected to my content, do not provide a very open ended design challenge.  As a follow on, using the skills they have gained, we'll construct our own rollercoasters from pipe insulation. There will be a series of design challenges they will have to complete using their understanding of force and motion.  Challenges: 1 hump, 2 humps, a loop, 2 loops, a hump and a loop. Once they have mastered the design challenges, each group will create their best version of a rollercoaster to share with the class.

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Following the Mystery Science lessons, the students will engage in a design challenge to build a rollercoaster from given materials. There will be a rubric to go with the design challenge to assesses their application of the content in designing a rollercoaster to meet certain specifications.

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https://www.readworks.org/article/Amusement-Park-Motion/d1f5dae8-7d28-4f11-9239-1489cb082f78#!articleTab:content/

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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https://www.readworks.org/article/Up-to-Speed/ee82906b-5d24-44d0-b7d2-677a445bfd7f#!articleTab:content/

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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I'm only going to use the first 3 lessons in the Mystery Science unit. I'll then transition to a more STEM oriented design challenge applying the learning. Much of that will come from the European lesson plan on creating a rollercoaster. I'll use their data tracking and rubrics.

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I'm only going to use the first 3 lessons in the Mystery Science unit. I'll then transition to a more STEM oriented design challenge applying the learning. Much of that will come from the European lesson plan on creating a rollercoaster. I'll use their data tracking and rubrics.