Reflection: Day 9: Roller Coaster Prototype Analysis - Section 2: Focus

 

One of the best ways to help students understand the engineering process is to construct a high-interest task, such as building roller coasters, and give students choices. In this video, Conferencing with Student, a student takes ownership of his learning and responsibility for completing the engineering process because he is interested and invested. I love that he brought in his own electronic device to measure the ride times of each trial. In addition, this student was so inspired by other videos on YouTube that he created his own and had his dad send it to me over the weekend! 

  Encouraging Student Ownership
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Day 9: Roller Coaster Prototype Analysis

Unit 1: Gravity
Lesson 18 of 19

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

Big Idea: In this lesson, students will analyze the ride time of their roller coaster protocols by testing and calculating the average ride time.

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31 teachers like this lesson
Subject(s):
Science, engineering, roller coasters, engineering method, mean, analyzing data, line graph, average
  70 minutes
final tests
 
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