• Video-Thrill Ride Journal entry on prior experiences and observations of force and motion-Share
• Stand a raw egg on its head Newton's First Law from pg. 29,30 Action Labs and 13.18 from Science Inquiry

• The Wave from Algebra Experiments: Exploring Linear Equations I

Newton's Second Law

• Newton's Second Law pg.31-34 from Action Labs
• So nice of you to drop in Newton's Second Law pg. 28 Give it a whirl and 38 from Thrill Ride

• Bouncing Balls from Algebra Experiments: Exploring Linear Equations I

• pg. 35 from Action Labs
• Match missles Newton's Third Law 14.11 from Science Inquiry

• Rolling Stock from Algebra Experiments: Exploring Linear Equations I

• Balloon Rockets- teacher made sheet with resources from: pg. 36 from Action Labs
• Balloon race 14.10 from Science Inquiry

• Student assessment linear equations-short answer form

• Falling apples and falling fun Gravity and Acceleration concepts explored with pg. 50-54 from Action Labs
• Paper Fall like a Stone and Falling Pennies 13.2 and 13.3 from Science Inquiry

• Experiments in design and motion
• Roller Derby from Thrill Ride pg. 21-22

• Assign at-home roller coaster project
• Look at last years' projects using rubric
• Show examples of different materials

• Analyzing non-linear functions
• Pre-test match a given motion scenario to graph
• Graph Match using Pasco Science Probeware-motion detector

• Albertson's computer lab to create Inspiration diagrams on Newton's Laws-Review

• Exploring design elements using foam tubes and formulas

• Albertson's Computer Lab to research and build team database on roller coasters

• Analyzing Slope

• Albertson's Computer Lab to explore Internet sites on design and motion principles of roller coasters.

• Looking at the effects of slope on acceleration using photogates with hotwheels and track

• Science Assessment - Traditional multiple choice

• Looking at acceleration and force with traditional worksheets

• At-home roller coaster projects due. Students perform tests on their design and are evaluated by math and science teacher-same room.
• Class data charts are filled out on top speed, average speed, angle of steepness, distance, and time.

• At-home roller coaster projects due. Students perform tests on their design and are evaluated by math and science teacher-same room.
• Class data charts are filled out on top speed, average speed, angle of steepness, distance, and time

• Reviewed student-created database to narrow a topic to research

• Article Jig Saw on the Thrill Ride career sections. Groups assigned are the same groups for the final roller coaster group project.
• Students read their packet and create a mini-presentation to share with their group.

• Using graphing calculators (TI-83 plus) to find the line of best fit with previously collected data.

• Used student-created database to practice writing thesis statements

• · Assign group roller coaster project. Explain and assign job roles.
• Groups fill out brainstorming/rough draft sheet in red book. Groups decide on a design, research angle, stats of their design, car design, special features and selling points of their design.

• Using photogates to analyze speed and motion on the K'Nex roller coaster model-looking at the slide specifically

• Lesson on using the Reader's Guide (review)

• Watch World's Greatest Coaster Thrills. Take notes on statistics of the top 12 rides.
• Pass out red books.
• Groups revise or edit their group rough draft sheets on the design of their roller coaster.

• · Using photogates to analyze speed and motion on the K'Nex roller coaster model-looking at the loop.
• Graph-match post-test

• Review tips on writing a research paper (language arts students have already done some research work in a previous unit.

• Split into job roles.
• Engineers--first 85-min. Watch a video clip first time and design maquette model from group rough draft sheet-.
• Engineers--second 85-min. Fill out chart on speed, distance, time, and height.
• Engineers--third 85-min. Write technical report.

• Split into job roles
• Architects -first 85 minutes. Draw a continuous side view of the group's roller coaster design to scale
• Architects-second 85 min Finish design and label track Draw top view.
• Architects -third 85 min. Draw artistic renditions-3D view

• Split into job roles
• Researchers --first 85 min. Start research using database and library.
• Researchers -second 85-min. C omplete draft and editing using Alpha Smarts
• Researchers -third 85-min. complete final copy.

• · Same thing for science and language arts only:
• -Public relations go the computer labs with a Teaching Assistant. --
• Researchers go to L.A.
• Architects stay in the science room and work with their engineers making sure every detail matches.

• Roller Coaster statistics using the student created database

• Split time for language arts and science only:
• PR-presenters go to the computer stations.
• Architects go to the science room with the engineers.
• Researchers stay in language arts.

• Groups back together to prepare for final presentation-work time.
• Instructions and preparation for Lagoon Park trip

• Unit ended. Students begin preparing for math final.

• Unit ended. Students begin reviewing and preparing for Language Arts final.

• AMUSEMENT PARK TRIP

• AMUSEMENT PARK TRIP

• AMUSEMENT PARK TRIP

• Final group presentations in science class-videotaped.
• All teachers grade the presentations together after school

• Final group presentations in science class-videotaped.
• All teachers grade the presentations together after school

• Final group presentations in science class-videotaped.
• All teachers grade the presentations together after school