7th Grade Connections Roller Coaster Science UbD
Stage 1 – Desired Results
Established Goals
What power standards will
this unit address?
RST.6-8.3
Follow precisely a multistep
procedure when
carrying out experiments, taking
measurements,
or performing technical tasks.
RST.6-8.7
Integrate quantitative or technical
information
expressed in words in a text with a
version of that
information expressed visually (e.g.,
in a flowchart,
diagram, model, graph, or table).
RST.6-8.9
Compare and contrast the
information gained
from experiments, simulations,
video, or
multimedia sources with that gained
from reading
a text on the same topic.
WHST.6-8.1
1. Write arguments focused on
discipline-specific
content.
a. Introduce claim(s) about a topic or
issue,
acknowledge and distinguish the
claim(s) from
alternate or opposing claims, and
organize the
reasons and evidence logically.
b. Support claim(s) with logical
reasoning and
relevant, accurate data and evidence
that
Transfer
What challenge will be required of students at the end of this unit?
Students will design and create a 3D model roller coaster.
How will they transfer their knowledge to a new situation?
Speaking/listening skills, written communication skills, and teamwork skills
UNDERSTANDINGS
What specifically do you want students to understand?
Students will understand that…
-There are various forms of energy
-There are three Laws of motion
-Knowledge of energy and motion can be applied to real-world
situations.
ESSENTIAL QUESTIONS
What thought-provoking questions will foster inquiry,
meaning-making, and transfer?
-What is the importance of teamwork and good communication
skills when designing, building, and operating a roller coaster?
-What role does science play in the creation of theme parks
and roller coasters?
Acquisition
What basic concepts should students understand in order to be
What discrete skills and processes should students be able to
successful on the transfer level task?
use?
Students will know….
Students will be skilled at….
-How to speak and listen when presenting and creating their
roller coaster.
-Demonstrating successful cooperative learning
-They will differentiate between cause and effect and use
teamwork skills.
-Students will know physics concepts (Newton’s three Laws of
Motion, kinetic energy, potential energy, mechanical energy)
-Utilizing teamwork skills and conflict resolution strategies in
various settings
-Using effective communication in various settings
-Demonstrating knowledge of physics concepts in real-world
settings
demonstrate an understanding of the
topic or
text, using credible sources.
c. Use words, phrases, and clauses to
create
cohesion and clarify the
relationships among
claim(s), counterclaims, reasons, and
evidence.
d. Establish and maintain a formal
style.
e. Provide a concluding statement or
section
that follows from and supports the
argument
presented.
WHST.6-8.6
Use technology, including the
Internet, to produce
and publish writing and present the
relationships
between information and ideas
clearly and
efficiently.
WHST.6-8.7
Conduct short research projects to
answer a
question (including a self-generated
question),
drawing on several sources and
generating
additional related, focused questions
that allow for
multiple avenues of exploration.
WHST.6-8.2.a-f
2. Write informative/explanatory
texts, including
the narration of historical events,
scientific
procedures/ experiments, or
technical processes.
a. Introduce a topic clearly,
previewing what
is to follow; organize ideas,
concepts, and
information into broader categories
as appropriate to achieving purpose;
include
formatting (e.g., headings), graphics
(e.g.,
charts, tables), and multimedia when
useful to
aiding comprehension.
b. Develop the topic with relevant,
well-chosen
facts, definitions, concrete details,
quotations,
or other information and examples.
d. Use precise language and domainspecific
vocabulary to inform about or
explain the
topic.
e. Establish and maintain a formal
style and
objective tone.
f. Provide a concluding statement or
section that
follows from and supports the
information or
explanation presented.
SL.7.1
Engage effectively in a range of
collaborative discussions (one-onone, in groups, and teacher-led) with
diverse partners on grade 7 topics,
texts, and issues, building on others’
ideas and expressing their own
clearly.
Stage 2 - Evidence
Evaluative Criteria
What criteria will be used to
evaluate attainment of the
desired result?
-Rubric
-Checklist
-Observation
-Presentation
Summative Assessment
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
Students will present a proposal to executives at an amusement park. Through their presentation they will try to
convince the executives to design their next roller coaster using their roller coaster model. In their proposal,
each group will need to identify their knowledge of physics.
Formative Assessment
How will we monitor student progress to ensure that they will be successful on the summative (transfer level) task?
-Match cause and effect within a story
-Jumpstarts
-Energy Transfers
-Identifying and describing laws of motion in various situations
-Roller Coaster simulations
-Class discussion
-Webquests (research)
-Role play
Stage 3 – Learning Plan
Pre-Assessment
What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
Jumpstarts at the start of every lesson
Class discussion
Exit slips
Learning Events
Do the learning events support students in experiencing success on the
transfer level task?
Progress Monitoring
How will we monitor student progress?
Demonstration:
Model Newton’s Three Laws
Make claims about cause and effect
Support claims with evidence
Model creating parts for our roller coasters
-Class discussion
-Exit slips/reflections
-Student responses
-Student conversations while working in pairs/teams
Guided Practice:
Teachers will provide the criteria and guidelines to design and build a roller
coaster. Teacher formatively assess as she watches groups create their own
model and presentation. Students provided input when creating model roller
coaster.
Independent Practice:
Students use checklist and guidelines when working as a team to create their
model roller coaster.
Application/Transfer:
Students will evaluate other roller coasters and presentations.