Thanks to my kids to be so engaged !

“We are curious about how explorers used maps to find new places.”

“We think about the best ways to represent journeys and discoveries.”

What a wonderful journey !!!

Goal:

Students design and build a model roller coaster using recycled materials, exploring ideas of motion, gravity, and energy, while being creative and eco-friendly ( Group activity )

Learning Objectives

By the end of the project, students should be able to:

• Understand basic concepts of gravity, force, and motion.

• Use problem-solving and design thinking skills.

• Collaborate and communicate ideas effectively.

• Show environmental awareness by reusing materials creatively.

Materials (Recycled or Reusable)

Encourage students to bring these from home or the classroom:

• Cardboard tubes (toilet paper, paper towel rolls)

• Plastic bottles and caps

• Old cereal boxes / shoe boxes

• Straws, paper straws, or bendy straws

• Aluminum foil, string, rubber bands

• Tape, glue, scissors, markers

• Small balls or marbles (to test the coaster!)

Step-by-Step Process

1. Explore and Imagine (Discussion & Brainstorm)

• Talk about how roller coasters work -gravity pulls the car down, hills give speed, turns slow it down.

• Watch a short kid-friendly video about roller coasters or show pictures.

• Ask:

  • “What makes a roller coaster fun?”

  • “What shapes or parts can we include?” (loops, hills, turns, tunnels)

2. Plan

• In pairs or small groups, students draw a design of their roller coaster.

  • Include start, hills, turns, and an end point.

  • Label materials they’ll use.

3. Build

• Construct the track using cardboard tubes, boxes, and tape.

• Encourage testing and adjusting - the marble must roll smoothly from start to finish.

• Remind them that failing and fixing is part of engineering!

4. Test & Improve

• Drop a marble at the start - does it make it to the end?

• If it stops or falls, what can they change? (Add support, adjust angles, make smoother joints.)

5. Present & Reflect

• Groups present their roller coaster to the class:

  • Name their ride 🎡

  • Explain what materials they reused

  • Describe challenges and how they solved them

    
    

Medium: Oil pastels

Process:

1. In group of 3 , students take turns lying on large paper while a partner draws a full-body silhouette.

2. Without using books or images, students imagine what is inside the body.

3. Using pastels, collage and paint, they fill the silhouette with:

   • Invented organs and shapes

   • Lines, patterns and textures

   • Expressive colours to show movement, energy or feeling

Key Focus:

• Drawing from imagination

• Understanding that art is about ideas, not accuracy

Reflection questions:

• Why did you choose these colours?

• What do you think this part of the body does?

Key Concepts

• Form: What parts make up the body?

• Function: What do body parts do?

• Connection: How are our bodies connected to who we are?

• Perspective: Everyone imagines the body differently.

Approaches to Learning (ATL)

• Thinking skills: Imagining, making connections

• Communication skills: Explaining ideas through art and words

• Self-management: Careful use of materials, focus during long tasks

• Social skills: Working respectfully in groups

Learner Profile Attributes

• Inquirers: Curious about how the body works

• Communicators: Sharing ideas visually and verbally

• Risk-takers: Drawing without reference

• Caring: Respecting classmates during body outlining activity