```Lilla E. Green - Hartigan Community Arts Specialty School

Let's Outrage The BullLilla E. Green                 Hartigan Community Arts Specialty School                               8 West Root Street                               CHICAGO IL 60609                               (773) 535-1460Objective(s): This lesson is designed for grades Kindergarten - 8th, for a thirty-five minute, once-a-week science lab period.  The main objective of this Mini-teach is to:        (K - 2) understand principles of energy - kinetic energy vs. potential                 energy        (3 - 5)  construct a model roller coaster and demonstrate kinetic                  energy and potential energy         (6 - 8)  design and explain how a model roller coaster uses                  acceleration, momentum, gravity and principles of potential                  and kinetic energyAll pupils will be able to relate these principles to everyday life.  They will also be able to understand the effects of weight and speed in regards to momentum.Materials Needed:These materials are designed for groups of four - five pupils, in the intermediate - upper grades.  The Kindergarten - 2nd grade teacher should demonstrate the construction of the model roller coaster, eliciting suggestions from their pupils, in regards to the design of the class roller coaster model.              Each group needs:12 - 15 ft. of pipe foam insulation             overhead projector3 - 4 marbles                                   videoclip of "Roller Coasters" duct tape / masking tape                        VCR model roller coaster                                                                        *optional  * 4-5   12" x 12" tagboard squares             * a chair, or table Vocabulary list:  gravity, friction, energy, kinetic energy, potential energy, momentum, acceleration, laws of motion, Isaac Newton Strategy: 1) View a three - minute video clip of Nova's "Roller Coasters" or    Bill Kurtis' New Explorer's "Physics At the Amusement Park."  2) State the problem the pupils need to explore and have a model of the roller    coaster on the blackboard or overhead projector.     Problem:  How can I design a thrilling roller coaster ride that stays on    track?  (For K - 2, have a model roller coaster on the demonstration table.    Have pupils volunteer to demonstrate changes they'd like to make in the    teacher-made model).3) Pupils will share their hypotheses (guesses) of the problem. 4) Give each group the materials and assign them the problem of proving that    their design is the best, most thrilling ride.  Their ride must include at    least one loop in the design, and it must stay on the track. 5) Have the pupils show where the marble has potential energy, kinetic energy,    where it accelerates and where gravity keeps the roller coaster on track.     Their explanation needs to be clear - both to the class and on their group    report. 6) They must describe their winning design to the class. Performance Assessment:In Kindergarten - 2, pupils will draw the roller coaster, and use arrows to show the marble's trail from start to finish.  They will write a sentence that shows they understand that the higher you start off........ the farther your marble will roll before stopping. With grades 3 - 8, observe how pupils work together.  Note whether they put side motion to their track design.  This shows they understand how to develop momentum and acceleration.  Have pupils share orally and visually with the entire class.  They must summarize their results, using their definitions of the principles of gravity, acceleration, potential and kinetic energy and the laws of motion.Conclusions:Pupils conclude that the higher the inclined plane is (the place where the marble begins its descent), the more energy can be stored.  Their winning diagrams pinpoint potential energy, kinetic energy, gravity and acceleration.  All pupils should understand that potential energy is at the start of the first hill, and acceleration and momentum begin at the bottom of the hill.  Kinetic energy carries the marble through its course of loops, but as it runs out of energy, it slows to a stop.  This is an informal assessment which measures group collaboration and social behavior as well as their comprehension of vocabulary terms. References:Scholastic, Inc.Internet:  www.pen.k12.va/us/Anthology/Pav/Science/Physics/book/Simplecoaster/home.html An "AskEric Lesson Plan" - Downhill Discoveries, by Marty Stallings *email me at lil1017@aol.com for the pupil worksheet in the Scientific Method format```