Standards Assessed
Common Core State Standards (CCSS) assessed:
Source: www.tncore.org
Math:
CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.
CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems
CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Science:
GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.
SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0707.11.1 Differentiate between the six simple machines.
SPI 0707.11.2 Determine the amount of force needed to do work using different simple machines.
SPI 0707.11.3 Apply proper equations to solve basic problems pertaining to distance, time, speed, and velocity.
SPI 0707.11.4 Identify and explain how Newton’s laws of motion relate to the movement of objects.
21 Century Skills Assessed/ Objectives for 21 century skills:
1. Learning and Innovation Skills
a. Creativity and Innovation- students will be required to create a new and technologically improved rollercoaster design
b. Critical Thinking and Problem-Solving- students will have to apply the information learned about scientific and mathematical principles for their
designs
c.Communication and Collaboration- students will work in teams and be evaluated based on their productive communication and collaboration
2. Life and Career Skills
a. Flexibility and Adaptability- students will be required to work within deadlines and around events or changes in scheduling, as well as absences
b. Initiative and Self-direction- students will have to exert initiative and self direction to complete the project within the time constraints.
c. Social and Cross-Cultural Skills- students will work in diverse groups and be evaluated on their effective group work and conflict management
d. Productivity and Accountability- students will be required to set and meet goals while working in an effective group environment
Source: www.p21.org
Source: www.tncore.org
Math:
CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.
CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems
CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Science:
GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.
SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0707.11.1 Differentiate between the six simple machines.
SPI 0707.11.2 Determine the amount of force needed to do work using different simple machines.
SPI 0707.11.3 Apply proper equations to solve basic problems pertaining to distance, time, speed, and velocity.
SPI 0707.11.4 Identify and explain how Newton’s laws of motion relate to the movement of objects.
21 Century Skills Assessed/ Objectives for 21 century skills:
1. Learning and Innovation Skills
a. Creativity and Innovation- students will be required to create a new and technologically improved rollercoaster design
b. Critical Thinking and Problem-Solving- students will have to apply the information learned about scientific and mathematical principles for their
designs
c.Communication and Collaboration- students will work in teams and be evaluated based on their productive communication and collaboration
2. Life and Career Skills
a. Flexibility and Adaptability- students will be required to work within deadlines and around events or changes in scheduling, as well as absences
b. Initiative and Self-direction- students will have to exert initiative and self direction to complete the project within the time constraints.
c. Social and Cross-Cultural Skills- students will work in diverse groups and be evaluated on their effective group work and conflict management
d. Productivity and Accountability- students will be required to set and meet goals while working in an effective group environment
Source: www.p21.org
Objectives for PBL unit
Objectives for this unit:
These objectives are the measurable learning goals that students will accomplish throughout this project
Groups will recieve a rubric and objectives guide to enhance group products
Groups will also recieve a checklist of activities with descriptions to guide productivity and groupwork
CCSS Standards
1. The Learner Will (TLW) develop a model (both graphic and physical) of a new rollercoaster (SPI 0707.T/E.1; CCSS.Math.Content.7.G.A.1-2;)
2. TLW apply principles of mathematical and scientific principles to rollercoaster models (CCSS.Math.Content.7.EE.B.3-4; CCSS.Math.Content.7.RP.A.1-3; SPI 0707.11.1-4)
3. TLW explain and present the design to the class
4. TLW justify the size, distance, and speed modifications applied to the design
5. TLW idenitfy the simple machines utlized in the rollercoaster (SPI 0707.11.1)
6. TLW label the simple machines used in the graphic representation of the rollercoaster model (SPI 0707.11.1)
7. TLW calculate angles to increase speed of the rollercoaster (CCSS.Math.Content.7.G.A.1-2)
8. TLW calculate changes in speed, distance, and time as percent changes (CCSS.Math.Content.7.RP.A.1-3)
9. TLW compare the rollercoaster design to an exisiting coaster to compare speed, drops, angles, distance, and time (GLE 0707.T/E.2; CCSS.Math.Content.7.RP.A.2)
10. TLW create a scale model of the rollercoaster with dimensions and scale size (CCSS.Math.Content.7.G.A.1-2)
11. TLW test the model of the rollercoaster prototype for speed, distance, and time. (SPI 0707.T/E.1-2)
12. TLW research engineering principles and compare their process to that of an engineer (GLE 0707.T/E.2)
13. TLW apply formulas of speed, velocity, distance, force, and work using variables to their rollercoaster models (SPI 0707.11.2-3; CCSS.Math.Content.7.EE.B.3-4; CCSS.Math.Content.7.NS.A.3)
14. TLW describe the time and speed of the roller coaster as a proportional relationship (CCSS.Math.Content.7.RP.A.2-3)
15. TLW identify and explain how Newton's laws of motion relate to their roller coaster designs (SPI 0707.11.4)
16. TLW idenitfy and justify how the roller coaster design adheres to set safety laws and regulations (SPI 07707.T/E.2)
17. TLW apply the size constraints of the rollercoaster to fit into a certain area of land allotted for the project (CCSS.Math.Content.7.G.B.6).
18. TLW identify and compute ratios (CCSS.Math.Content.7.RP.A.3)
19. TLW identify the tools and procedures needed to test the model of the roller coaster design (SPI0707.T/E.1)
Checks for Understanding
Students will complete an effort log to track their individual contributions to the group daily
Students will complete exit tickets or reflections to assess comprehension and understanding of the daily concepts
Students will complete a checklist of goals and activities and reflect in 1-2 sentences about each learning goal
These objectives are the measurable learning goals that students will accomplish throughout this project
Groups will recieve a rubric and objectives guide to enhance group products
Groups will also recieve a checklist of activities with descriptions to guide productivity and groupwork
CCSS Standards
1. The Learner Will (TLW) develop a model (both graphic and physical) of a new rollercoaster (SPI 0707.T/E.1; CCSS.Math.Content.7.G.A.1-2;)
2. TLW apply principles of mathematical and scientific principles to rollercoaster models (CCSS.Math.Content.7.EE.B.3-4; CCSS.Math.Content.7.RP.A.1-3; SPI 0707.11.1-4)
3. TLW explain and present the design to the class
4. TLW justify the size, distance, and speed modifications applied to the design
5. TLW idenitfy the simple machines utlized in the rollercoaster (SPI 0707.11.1)
6. TLW label the simple machines used in the graphic representation of the rollercoaster model (SPI 0707.11.1)
7. TLW calculate angles to increase speed of the rollercoaster (CCSS.Math.Content.7.G.A.1-2)
8. TLW calculate changes in speed, distance, and time as percent changes (CCSS.Math.Content.7.RP.A.1-3)
9. TLW compare the rollercoaster design to an exisiting coaster to compare speed, drops, angles, distance, and time (GLE 0707.T/E.2; CCSS.Math.Content.7.RP.A.2)
10. TLW create a scale model of the rollercoaster with dimensions and scale size (CCSS.Math.Content.7.G.A.1-2)
11. TLW test the model of the rollercoaster prototype for speed, distance, and time. (SPI 0707.T/E.1-2)
12. TLW research engineering principles and compare their process to that of an engineer (GLE 0707.T/E.2)
13. TLW apply formulas of speed, velocity, distance, force, and work using variables to their rollercoaster models (SPI 0707.11.2-3; CCSS.Math.Content.7.EE.B.3-4; CCSS.Math.Content.7.NS.A.3)
14. TLW describe the time and speed of the roller coaster as a proportional relationship (CCSS.Math.Content.7.RP.A.2-3)
15. TLW identify and explain how Newton's laws of motion relate to their roller coaster designs (SPI 0707.11.4)
16. TLW idenitfy and justify how the roller coaster design adheres to set safety laws and regulations (SPI 07707.T/E.2)
17. TLW apply the size constraints of the rollercoaster to fit into a certain area of land allotted for the project (CCSS.Math.Content.7.G.B.6).
18. TLW identify and compute ratios (CCSS.Math.Content.7.RP.A.3)
19. TLW identify the tools and procedures needed to test the model of the roller coaster design (SPI0707.T/E.1)
Checks for Understanding
Students will complete an effort log to track their individual contributions to the group daily
Students will complete exit tickets or reflections to assess comprehension and understanding of the daily concepts
Students will complete a checklist of goals and activities and reflect in 1-2 sentences about each learning goal