Reflection: Standards Alignment Designing a Roller Coaster - Section 4: Evaluate


The graphic organizer used in this lesson was lifted from the book, The CORE SIX, by Silver, Dewing, and Perini. The 3 x 3 Writing Frame is explained the chapter called Writing to Learn. I love it because it is so simple and the students easily understood how to use it.

The word evidence implies statistics and quotes. Most students put in exact evidence. In my formative assessment, I noticed some students who were trying to use their prior knowledge about roller coasters. The word evidence was a game changer because I explained they were finally able to copy from the book as long as they have quotes. I then taught them to examine the sentence they want to copy and copy the part that has the strongest evidence for their writing piece. The quotes they used from my references were powerful.

With the 3 x 3 Writing Frame, students wrote the sloppy copy and I gave the papers to the ELA teacher. They worked with the students, teaching them how to write a formal piece. The students were thrilled that an assignment in STEM was used as a grade in ELA. 

  Common Core Tie In
  Standards Alignment: Common Core Tie In
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Designing a Roller Coaster

Unit 2: Generating Energy
Lesson 2 of 5

Objective: SWBAT use a roller coaster simulation to design a roller coaster using potential and kinetic energy transfers.

Big Idea: Looking for a fun way to helps students understand how engineers use potential and kinetic energy transfers? This lesson simulates a roller coaster and helps students understand the physics behind the fun.

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