ADAP T ED 1 / 2 0 1 4 FROM BUCK I NS T I T UT E FOR EDUCAT I ON

3 D A Y P R O B L E M - B A S E D T E M P L A T E
Name of Project: Its a Wild Ride! Teach Dates/Location
April 1, 3, 4
Harmony Science Academy
Subject:
Kinetic and Potential Energy
Teachers:
amida !o"amed#"an and $a%ren Wilson
$earning &oals
Primary Standard/s '%m(er) *+,, ,+*
$etter) A -*+,., A / 0 -,+*.
Deconstruct Kno1ledge23nderstanding Reasoning Per4ormance S#ills Prod%ct
The students will need to
demonstrate understanding of
different terms from the kinetic
and potential energy topics from
both the grade 6 as well as the
grade 8 level. The key words they
should acquire from the 3 day
lesson will be: force, velocity,
energy, the aw of !onservation
of "nergy and #ewton$s aws.
They should also be able to
understand the differences
between kinetic and potential
energy. %nowing the definitions
as well as how to apply them
using formulas should not be the
only knowledge the students need
to demonstrate& they should also
be able to take the terms and
connect them to their everyday
lives, for e'ample: sports, driving
a car, rides at amusement parks
and so on.
The students will need to master
the different changes in direction,
position as well as velocity in
association with an activity. (ur
lesson will be focused on
amusement park rides&
specifically, building and testing
out a rollercoaster track. )tudents
will be required to identify different
forces and types of energy while
testing out their roller coasters
using marbles.
The skills required would be a
thorough understanding of the
different concepts they will have
to know by the end of the three
days. They are required to be
able to connect the terms with
everyday life so they can truly
understand the terms*equations
rather than +ust memori,e them.
That is why we chose to have
them connect the concepts to a
sport activity so that the
understanding goes beyond the
classroom. The skills they require
are using technological gadgets
such as smart board as we will be
using it to accommodate all types
of learners. -e will also be using
a concept map so we can make
sure they understand all the
required terms and can connect
them
The product development
capabilities they must require is
an understanding of #ewton$s
aws and the basic terms such as
force and velocity in connection
with real life e'amples. That is
why we chose an amusement
park pro+ect as most middle
school students associate
themselves with that
Secondary Standards
Driving Question/s:
W"at is re5%ired to ma#e a roller coaster 1or# 4ast6
Attention o!n" #e$e%o&e'()
D!e to t*e *i"* (t+n#+'#( o, -+'.on S/*oo% o, Inno$+tion0 + ne1 +.!(e.ent &+'2 *+( #e/i#e# to (ee2 t*e *e%& o, (t!#ent( on
+ ne1 +##ition3 T*i( +##ition 1i%% /ont+in + (+,e +n# e4/itin" 'o%%e' /o+(te' t'+/2 t*+t 1i%% +tt'+/t +ttention ,'o. &eo&%e
Make sure to attach the following to this planner:
Student sheets, workshop outlines, rubrics and other assessment tools, entry document.
ADAP T ED 1 / 2 0 1 4 FROM BUCK I NS T I T UT E FOR EDUCAT I ON