Reflection: Day 3: Roller Coaster Support System - Section 4: Reflect & Apply

 

I am hoping that by providing design review questions in the envelopes, students will remain focused on the engineering process and how they are building, testing, and improving their models. This way, their conversations are meaningful and purposeful... and will hopefully impact their designs in the future. 

By giving students design review questions, I am also taking a risk that students will focus too much on which question they are going to ask instead of analyzing each other's designs. While this seems to be a problem a times, the questions ultimately lead students a more in-depth conversation: Design Review Questioning.

The above video also shows the importance of teacher presence and guidance to encourage successful student discourse at times. 

 

  Meaningful Student Discourse
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Day 3: Roller Coaster Support System

Unit 1: Gravity
Lesson 12 of 19

Objective: SWBAT use the Engineering Method to design a paper roller coaster.

Big Idea: In this lesson, students will build their support system, identify failure points, and improve their supports. Students will complete about half of the roller coaster support structure during this lesson.

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6 teachers like this lesson
Subject(s):
Science, engineering, roller coasters, engineering method
  75 minutes
student s supports
 
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