Analiz Ibarra-Villegas, 5th grade

STEM Unit Plan Information

EDG 4909

Science and Math Standards:

 SC.5.P.10.1 – Investigate and describe some basic forms of energy, including light, heat,
sound, electrical, chemical, and mechanical.
o SWBAT observe and record their observations to describe some basic forms of
energy, including light, heat, sound electrical, chemical, and mechanical.
o Misconception(s): Students may believe that energy is only associated with motion,
it’s a force, and is only found in living things.
 SC.5.P.10.2 – Investigate and explain that energy has the ability to cause motion or
create change.
o SWBAT observe and record their observations to explain that energy can cause
motion or create change.
o Misconception(s): Students may believe that energy is only associated with motion,
it’s a force, and is only found in living things.
 MAFS.5.MD.1.1 - Convert among different-sized standard measurement units (i.e., km,
m, cm; kg, g; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm
to 0.05 m), and use these conversions in solving multi-step, real world problems.
o SWBAT solve real world problems by converting different measurement units to
another measurement unit.
o Misconception(s): Students may believe that you can convert different measurement
systems to another (ex. mass to volume), and not know that some measurements are
larger than others (using prefixes: centi-, milli-, etc.).
 Big Idea:
o Students will become engineers by using engineering, math, and physical science to
create a roller coaster.
o Science: Energy can exist in different forms and can change from one form to
another.

Description of the Engineering Design Challenge:

 Students will engage in an engineering design challenge to design and create a new roller
coaster using science, engineering, and math.
o Problem: An amusement park is need of better ratings, so they have hired a group
of engineers to design and construct a new roller coaster. This roller coaster will
open to older children so it must be safe.
o Criteria: at least one tunnel, at least one hill (slope), at least one loop, and all
materials must be used. Materials will consist of tape, three paper cups, half of a
pool noodle (cut lengthwise), and a marble. Roller coaster must also be structurally
sound, and a marble must stay on the track.
o Students will need to come up with roller coaster that uses all materials, is safe and
fun, and consists of the necessary criteria. To determine the effectiveness of the
 roller coaster, a marble must stay on the track of the roller coaster to prove that it is
safe. Another goal is to have the marble travel a long distance.

Request for Proposals/Client Letter:

 Your group have been hired to design and construct a new roller coaster for the newest
and coolest amusement park: Ocean Bay Park! The park is in need for a new roller
coaster to boost their ratings to become the ultimate amusement park. The owner is
looking for the roller coaster to give people a thrill and have fun, but also safe enough for
older children to ride. You will use your knowledge of science and math to design,
construct, and test your roller coaster. You will be applying your knowledge of physical
science, math, and the engineering process.
The owner is requiring these features for the roller coaster:
o Must have at least one tunnel somewhere on the roller coaster.
o Must have at least one hill (slope) somewhere on the roller coaster.
o Must have at least one loop on the roller coaster.

Days of Instruction:
 DAY 1
o Summary of learning goal(s):
 SC.5.P.10.1 – Investigate and describe some basic forms of energy, including
light, thermal, sound, electrical, chemical, and mechanical.
 Students will learn about the basic forms of energy (light, heat, sound,
electrical, chemical, and mechanical). This will help them in their engineering
challenge by giving them the background of the energy forms related to their
roller coaster.
o Learning activities:
 Review what energy is and the basic forms of energy by going over a
presentation describing these types of energy.
 Have students take notes on this presentation and/or create a graphic organizer
to show the forms of energy as subcategories.
 Students can brainstorm examples of these forms with a partner (think pair
share) and then share it with the class.
o Formative assessment:
 Science – Exit slip: 3 things I learned today, 2 things I found interesting, 1
question I still have…
 Students must complete an exit slip and respond to those three prompts.

 DAY 2
o Summary of learning goal(s):
 SC.5.P.10.1 – Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
 SC.5.P.10.2 – Investigate and explain that energy has the ability to cause
motion or create change.
  Students will learn how energy can cause motion and create change. In the
engineering challenge, students will be able to apply this knowledge to how
energy had a role in the happenings.
o Learning activities:
 Quickly go over the basic forms of energy.
 Divide students into groups and tell them that they will be walking around the
room to group pictures based on the form of energy.
 Posted around the room are pieces of paper with forms of energy (light, thermal,
sound, electrical, chemical, and mechanical) written on them. Each group of
students will get a set of pictures and then choose which energy it best matches.
They will then tape it under the label.
 After all groups have completed this activity, students will return to their desks.
Teacher will review it with students and ask them if they agree with where the
examples are placed.
 Ask students to think about any changes that may occur due to energy, whether
in their own lives or in the examples presented.
o Formative assessment:
 Science – Writing prompt: How does energy have a role in your everyday life?
 Students must include at least two forms of energy and how it connects to
the real world.

 DAY 3
o Summary of learning goal(s):
 SC.5.P.10.1 – Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
 SC.5.P.10.2 – Investigate and explain that energy has the ability to cause
motion or create change.
 Students will further explore how different forms of energy can cause motion or
create change.
 Students will also learn about the engineering design process.
o Learning activities:
 Show pictures of motion or change (example: someone bicycling). Ask the
students what type of energy is being created (example: mechanical) and what is
the energy doing (example: creating motion).
 After this activity, students will learn about the engineering design process.
 Tell the students engineers don’t always follow the engineering design
process steps in order – for example, they can go back to an earlier step to
change something.
 Watch a video on the engineering design process. (I found this video helpful
and informative: Science Buddies: Engineering Design Process).
 If time allows, introduce the problem to the students.
 Many people don’t ride roller coasters because they don’t think they are
safe, and many parents say the same thing to their children.
 For this project, students will become engineers any design and construct a
roller coaster that will be safe and fun for all.
o Formative assessment:
  Science – student will get a sheet of paper that has pictures depicting motion or
change. Students will label the type of energy and the result of that energy.
 Engineering – students will participate in a think pair share on how they think
things are constructed before covering the engineering design process. What
process must be followed before, during, and after construction?

 DAY 4
o Summary of learning goal(s):
 Students will review the engineering design process and begin the process.
 Students will learn about the problem of the engineering design process.
o Learning activities:
 If there was no time in the previous day:
 Many people don’t ride roller coasters because they don’t think they are
safe, and many parents say the same thing to their children.
 For this project, students will become engineers any design and construct a
roller coaster that will be safe and fun for all.
 To continue: ask students to visualize a roller coaster and maybe remember the
last time they went on one. What made you like it or dislike it? How was it?
What made up the roller coaster, what features did it have? If you haven’t gone
on a roller coaster, think about what roller coaster you would like to go on.
 Have students share out their thoughts.
 Divide the students into groups and give them the papers with the Client Letter,
the Constraints, and the Criteria.
 Ask students to create a group name.
 Look over the information and take a moment to absorb it. After a few
moments, ask the students if they have any questions or concerns.
 Go over the materials that students will be using.

 DAY 5
o Summary of learning goal(s):
 Students will review how different forms of energy can apply to the roller
coaster project.
o Learning activities:
 Ask students to review the forms of energy: what do you remember about
energy? (This can be done whole group or as a turn and talk).
 Pass out the papers with the Client Letter, the Constraints, and the Criteria.
 Go over the materials that students will be using, which is tape, three paper
cups, half of a pool noodle (cut lengthwise), and a marble.
 Marble should also stay on the track to prove that the roller coaster is safe.
The marble should also travel a long distance.
 Ask the students how their knowledge of forms of energy and its properties
connects to what they read about the constraints and criteria.
 Ask for at least one volunteer from each group to share out their thoughts. How
can this help us when planning for the roller coaster?
 Students should write down their thoughts.
 DAY 6
o Summary of learning goal(s):
 Students will sketch out their initial design for the roller coaster.
 If time permits, students will begin gathering materials and begin building.
o Learning activities:
 Briefly go over the constraints and criteria of the roller coaster.
 Review the materials that students will be using.
 Students will work as a group to begin sketching out their initial design idea for
the roller coaster.
 Make sure that the students remember the constraints and criteria needed for
the roller coaster. Marble should also stay on the track to prove that the
roller coaster is safe. The marble should also travel a long distance.
 Remind students that they are working as a group – they must collaborate
and speak with each other respectfully.
 If time permits, students can begin to gather materials and to begin assembling
their first design.

 DAY 7
o Summary of learning goal(s):
 Students will begin gathering materials and begin building their first roller
coaster design.
o Learning activities:
 Briefly go over the constraints and criteria of the roller coaster.
 Review the materials that students will be using.
 Students will work as a group to begin sketching out their initial design idea for
the roller coaster.
 Make sure that the students remember the constraints and criteria needed for
the roller coaster. Marble should also stay on the track to prove that the
roller coaster is safe. No barriers can be made (such as using tape) to keep
the marble on track. The marble should also travel a long distance.
 Remind students that they are working as a group – they must collaborate
and speak with each other respectfully.
 If time permits, students can begin to gather materials and to begin assembling
their first design.
 Students should make sure to test, retest, and make note of any changes they
make to the roller coaster. Groups should discuss any problems they encounter
and come up with solutions.

 DAY 8
o Summary of learning goal(s):
 Students will build their roller coaster design and test the design.
o Learning activities:
 Students will gather materials and build their roller coaster design.
  Students need to test, retest, and make note of any changes they make to the
roller coaster. Groups should discuss any problems they encounter and come up
with solutions.
 Make sure that the students remember the constraints and criteria needed for
the roller coaster. Marble should also stay on the track to prove that the
roller coaster is safe. No barriers can be made (such as using tape) to keep
the marble on track. The marble should also travel a long distance.
 Remind students that they are working as a group – they must collaborate
and speak with each other respectfully.
 Students should finalize their design and create a sketch of their final roller
coaster design.

 DAY 9
o Summary of learning goal(s):
 MAFS.5.MD.1.1 – Convert among different-sized standard measurement units
(i.e., km, m, cm; kg, g; l, ml; hr, min, sec) within a given measurement system
(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step,
real world problems.
 Students will build their roller coaster design and test the design.
 Students will begin to connect to convert different-sized standard measurement
units to the same one.
o Learning activities:
 Students will construct their final design of the roller coaster.
 Make sure that the students remember the constraints and criteria needed for
the roller coaster. Marble should also stay on the track to prove that the
roller coaster is safe. No barriers can be made (such as using tape) to keep
the marble on track. The marble should also travel a long distance.
 Remind students that they are working as a group – they must collaborate
and speak with each other respectfully.
 Create a table including group name, and trials 1-3.
 Teacher will walk around and test it. Measure the distance that the cup travels
after the marble hits it/enters it in centimeters. Record this data for each group.
 After all roller coasters have been tested, tell students that they will be using
the data they gathered that day and compare it to other measurements.
 Ask students if they can compare different measurement units (example: cm and
m) effectively. Once it is pointed out that they can’t, ask why (example: you
may not compare them correctly which can lead to error). Ask how you can
resolve this issue (converting to the same measurement unit).
 Students will do this by converting the set of measurements to the same
measurement unit, preferably using the metric system (since that is what
scientists usually use). Students will begin this worksheet and can complete it
on this day.

 DAY 10 – FINAL DAY

o Summary of learning goal(s):
  SC.5.P.10.1 – Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
 SC.5.P.10.2 – Investigate and explain that energy has the ability to cause
motion or create change.
 MAFS.5.MD.1.1 – Convert among different-sized standard measurement units
(i.e., km, m, cm; kg, g; l, ml; hr, min, sec) within a given measurement system
(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step,
real world problems.
 Students will explain how different forms of energy caused motion and/or
change in their roller coaster design. Students will also explain how energy
influenced the distance the marble traveled by converting different-sized
standard measurement units to the same one.
o Learning activities:
 Students will begin or complete the worksheet of converting measurements to
the same measurement unit (preferably the metric system). Once students have
completed this, ask students to begin thinking about how energy affected the
distance the marble traveled.
 Teacher can help students ponder this by telling them to consider what
forms of energy were present in their roller coaster design.
 Students will take summative assessment on forms of energy, converting
measurements to the same unit, and identifying what forms of energy were
involved in the roller coaster design and its effects.
o Summative assessment:
 Criteria:
 Conversion of the Units (How can I convert measurements to the same
unit?)
 Relating to Energy (What types of energy were used?)