1st nine weeks - suffolk public schools...

| Linda Ellis, Gifted Resource Teacher FGMS 1

Suffolk Public School’s

Portfolio Packet

1st Nine Weeks

Student’s Name: ____________________________________

School: ___________________________________________

Accelerated Course: _6th Science_______________________

Core Teacher: __________________________Block: ______

Gifted Resource Teacher: _____________________________

This packet must be submitted at the conclusion of this nine

week grading period, along with evidence of completed work.

Date Submitted: __________________________________

_______________________________________________ ____________________________________

Student Signature GRT Signature

GRT Comments:


Amusement Park Science

Linda W. Ellis Gifted Resource Teacher

7/30/12


Understanding By Design Unit Plan

Title: Amusement Park Subject/Course: Science

Topic: Force, Matter, and Energy

Grade: 6 Designers: Ellis

Quest Standards: Q1.1 The students will apply problem solving skills (ie: identify problems, formulate hypotheses, generate ideas, employ deductive reasoning, choose and apply solutions) to achieve an outcome or solution to problems. Q1.2 The students will use critical thinking skills (ie: inquiry, abstract logical thinking, inductive reasoning, critical analysis, and the ability to find and use information) to achieve understanding, evaluate view points, and solve problems. Q1.3 The students will be able to use effective communication in processing complex problems. Q2.1 The students will be able to identify and utilize inductive and deductive thinking processes. Q2.2 The students will gather and assess relevant information using abstract ideas to interpret the information effectively. Q2.3 The students will arrive at well reasoned conclusions and solutions, testing them against relevant criteria and standards.

Topic(s)

Scientific Investigation, Reasoning, and Logic, Force, Motion, Energy, and Matter

Activities

Website for roller coaster physics (includes make your own coaster) Amusement park design

Scientific process

Scientific Method

Types of Roller Coasters – classification

Brainstorming attractions for

1. Scientific Method 2. Weather 3. Matter 4. Energy (Potential and Kinetic) 5. Energy (Renewable and Nonrenewable) 6. Student Choice

Amusement park map Presentation of park to class

Assessments

1. Completed Website assignment 2. Completed Scientific Process Questions 3. Completed Scientific Method Graphic Organizer 4. Completed Amusement Park Map 5. Presentation of park to class

Stage 1 – Desired Results


Established Goals: 6.1 Plan and conduct investigations 6.6 Investigate and understand the properties of air and the structure and dynamics of the Earth’s

atmosphere 6.4 Investigate and understand that all matter is made up of atoms 6.2 Investigate and understand basic sources of energy, their origins, transformations, and uses

Students will Understand: 1. They need to continue to develop their

investigative and inquiry skills into the nature of science.

2. Air quality is an important parameter of human and environmental health and that there are both natural and human-caused changes to the atmosphere and the results of these changes are not fully understood.

3. The basic structure of the atom, including electrons, protons, and neutrons.

4. Knowledge of basic chemistry concepts. 4. The forms of energy and their transformations,

along with chemical reactions, force, and motion.

Essential Questions: 1. Why is it important to use the steps in the Scientific Method? 2. What are the properties of air? 3. What is the structure of the atmosphere? 4. How and why does weather form? 4. Why is air quality important to human and

environmental health? 5. What is the basic structure of the atom? 6. What are electrons, protons, and neutrons? 7. How does the Earth obtain its energy and from

what sources? 8. When and where would you use kinetic and

potential energy? 9. How and why do chemical reactions occur? 10. What causes force and motion?

Students will know…. 1. How to plan and conduct investigations. 2. The properties of air and the structure and dynamics of the Earth’s atmosphere. 3. The basic sources of energy, their origins, transformations, and uses.

Students will be able to…. 1. Plan and conduct an experiment. 2. Make predictions and inferences. 3. Differentiate between different forms of energy. 4. Analyze the differences between kinetic and potential energy. 4. Create, design and draw a science amusement park. 5. Present their park to the class.

Stage 2 – Assessment Evidence

Performance Task: Summary in GRASPS form Goal(s): Create an Amusement Park, using information from the Scientific Method, Weather, Matter, and Energy Role: Park Engineer Audience: The class and teachers Situation: Independent work Performance: Completion of the Portfolio, and Amusement Park, Presentation to class Standards: 6.1, 6.6, 6.4, 6.2

Stage 3 – Learning Plan


Learning activities:

1. Students will work independently to meet project due dates. 2. Students will learn about the scientific method, weather, matter, and energy. 3. Students will design a science amusement park based on science knowledge. 4. The teacher will provide a positive learning environment to foster student independent

learning.

At the end of this Unit you will be designing and drawing your own Scientific Amusement Park. The information in this packet will help you. Vocabulary Terms for this Unit

SOL 6.1 SOL 6.6 SOL 6.4 SOL 6.2 1. Experiment 2. Hypothesis 3. prediction 4. inference 5. independent

variable 6. dependent

variable 7. purpose 8. conclusion 9. dichotomous key

10. triple beam balance (scale)

11. graduated cylinder

1. air 2. air pressure 3. humidity 4. troposphere 5. stratosphere 6. mesosphere 7. thermosphere 8. warm front 9. cold front

10. temperature 11. barometer 12. anemometer 13. air mass 14. cumulus cloud 15. stratus cloud 16. cirrus cloud 17. zone 18. ultraviolet radiation 19. hygrometer 20. front 21. stationary front 22. occluded front 23. maritime air mass 24. continental air mass 25. tropical air mass 26. polar air mass 27. cumulonimbus cloud 28. weather vane 29. thermometer 30. rain gauge

1. atom 2. proton 3. neutron 4. electron 5. nucleus 6. atomic number 7. element 8. compound 9. matter

10. chemical equation 11. chemical change 12. physical change

1. potential energy 2. kinetic energy 3. renewable resources 4. nonrenewable

resources 5. energy transformation 6. geothermal energy 7. hydroelectric power 8. solar energy 9. tidal energy

10. fossil fuels 11. biomass 12. wind energy


6thSCI-P1-1

Amusement Park Science The reason most visitors go to an amusement park is to enjoy the many rides and attractions that they have to offer. In this unit you will be using information that you learn in Science to build your own amusement park. In most amusement parks there are attractions or shows that educate you, rides that thrill you, and of course food that you might not always get outside of the park (think funnel cakes, or fried pickles, yum, yum.) Most amusement parks have a theme, for instance Disney World’s Magic Kingdom Park is mainly cartoon characters like Mickey Mouse, Cinderella, Peter Pan and Buzz Lightyear. MGM Studios Park is all about movies and television like Indiana Jones and the Last Crusade or Who Wants to be a Millionaire? Epcot showcases educational topics and new technologies like hydroponics or aquaculture. They also have shows that demonstrate how your brain works as well as rides into the prehistoric past. Your amusement park must have a science theme and your rides should reflect that theme.

Go to the following website and answer the following questions:

http://www.learner.org/interactives/parkphysics/parkphysics.html

1. Travel around the park and click on the different park icons. (You can click on things like the balloon stand as well). List 3 things you learned in your exploration of the park?

2. What would happen to the carousel if it could go fast enough?

3. How does a roller coaster work? What is the type of energy it uses to go up? Down?

4. How many tries did it take you to design a roller coaster that was safe and thrilling? What mistakes did you make the first time?

5. Do you think you could design a better one? How would you design a roller coaster?

http://www.learner.org/interactives/parkphysics/parkphysics.html


6thSCI-P1-2

Energy Using the vocabulary from SOL 6.2 Energy, write the vocabulary words on one side of an index card and the definition of the word on the other side. Include a picture representing the word. Get some string, hole punch your cards and tie them together with the string.

Kinetic Energy

Kinetic Energy is energy that is in use – the energy an object has due to its motion. For example moving water and wind have kinetic energy.

Kinetic Energy


6th SCI-P1-3

Scientific Process (SOL6.1) In order for Scientists to conduct valid experiments they need to follow a set of procedures with certain rules known as the Scientific Method. In order to begin our portfolio you will need to answer the following questions about scientific inquiry. 1. How would you study the following question: Does a plant need water? ____________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________ 2. Describe an experiment to test this question that includes the following: I predict that: If (this happens)…Then (this will happen) _________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 3. What materials will you need to conduct the experiment? _______________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 4. What steps would you take in order to conduct the experiment and in what order? ______________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 5. What data would you collect and how should you record it? ____________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 6. How would the data help you decide if your prediction was correct? ____________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 7. What are your independent and dependent variables? _______________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 8. Do you think that your experiment will work and that you can get valid scientific data? Why or why not? _________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________


6th SCI-P1-4

Scientific Method (SOL6.1)

The Scientific Method is a guideline for investigating scientific or technical problems. In order to conduct a

proper experiment you need to use the Scientific Method. Gather the information from your notes or text and fill

in the steps for the Scientific Method on the following diagram. Be sure to include a short definition of the steps

in each box.

Step 1

Step 2 Step 6

Step 5

Step 4

Step 3


6th SCI-P1-5

Weathering Heights (SOL 6.6)

You work behind the scenes at the local television station with the news department. It has been your dream to work in front of the camera as the local weatherman. You have gone to school to be a forecaster and have just been waiting for the right opportunity. Suddenly your boss calls you over and says the weatherman for today is sick and the other one is on vacation in Florida. He says you have to do the weather tonight to “save the show.” You are thrilled and want to do the best you can do and show off your atmospheric education. Write a weather forecast for tonight that is nice, warm and breezy. Also write a forecast for tomorrow where a front is moving in and there will be tropical storm weather. Use at least 7 vocabulary words from SOL 6.6 for each forecast.

Write your nice forecast for tonight here.


Write your stormy forecast for tomorrow here.


6th SCI-P1-6 Types of Roller Coasters

In an effective classification system, accurate comparisons and contrasts are made. The following information is from How Stuff Works, by Harris, Tom. "How Roller Coasters Work" 09 August 2007. HowStuffWorks.com. <http://science.howstuffworks.com/engineering/structural/roller-coaster.htm> 01 June 2012.

There are two major types of roller coasters, distinguished mainly by their track structure.

The tracks of wooden roller coasters are something like traditional railroad tracks. In most coasters, the car wheels have the same flanged design as the wheels of a train -- the inner part of the wheel has a wide lip that keeps the car from rolling off the side of the track. The car also has another set of wheels (or sometimes just a safety bar) that runs underneath the track. This keeps the cars from flying up into the air.

Wooden coaster tracks are braced by wooden cross ties and diagonal support beams. The entire track structure rests on an intricate lattice of wooden or steel beams, just like the beam framework that supports a house or skyscraper.

They can even flip the train upside down (though this is rare in modern wooden coasters). But, because the track and support structure are so cumbersome, a wooden track is fairly inflexible. This makes it difficult to construct complex twists and turns. In wooden coasters, the exhilarating motion is mainly up and down.

The range of motion is greatly expanded in steel roller coasters. The world of roller coasters changed radically with the introduction of tubular steel tracks in the 1950s. As the name suggests, these tracks consist of a pair of long steel tubes. These tubes are supported by a sturdy, lightweight superstructure made out of slightly larger steel tubes or beams.

Tubular steel coaster wheels are typically made from polyurethane or nylon. In addition to the traditional wheels that sit right on top of the steel track, the cars have wheels that run along the bottom of the tube and wheels that run along the sides. This design keeps the car securely anchored to the track, which is absolutely essential when the train runs through the coaster's twists and turns.

The train cars in tubular steel coasters may rest on top of the track, like the wheels in a traditional wooden coaster, or they may attach to the track at the top of the car, like in a ski lift. In suspended coasters, the hanging trains swing from a pivoted joint, adding an additional side-to-side motion. In an inverted coaster, the hanging train is rigidly attached to the track, which gives the designer more precise control of how the cars move.


6th SCI-P1-6

A tubular steel track is prefabricated in large, curved segments. The steel manufacturing process allows for a smoothly curving track that tilts the coaster train in all directions. A wooden roller coaster rattles as it rolls over the joints that connect the pieces of the wooden track. In a tubular steel coaster, the track pieces are perfectly welded together, making for an incredibly smooth ride. As any coaster enthusiast will tell you, each sensation has its own distinctive charm.

According to the Roller Coaster Data Base, there were 2,088 coasters in operation around the world in 2007 -- 1,921 of them steel, 167 wooden. The RCDB identifies eight main coaster types:

Sit-down Stand-up Inverted Suspended Pipeline: The track is attached to the middle of the train, instead of above or below

it. Bobsled: Wheeled trains slide down a U-shaped tube instead of being fixed to a track. Flying: Riders start out in a seated position but are rotated to face the ground as the

ride starts, giving the feeling of flying. Fourth Dimension: Two seats from each car are positioned on either side of the

track. The seats spin or rotate on their own axis - either freely or in a controlled motion. In 2007, there were only four Fourth Dimension coasters in operation.

http://science.howstuffworks.com/iron.htm

http://science.howstuffworks.com/iron.htm

http://www.rcdb.com/


6th SCI-P1-6

Directions: Using the information that you just read, match up the roller coasters to the correct information. Place a check mark in each category that matches the roller coaster. The coasters may be classified as more than one type. For instance a steel coaster might also be classified as a stand up coaster. The first one is completed for you.

Number of

Coaster

Wooden Steel Sit-down

Stand-up

Inverted Suspended Pipeline Bobsled Flying Fourth Dimension

1

√ √ √

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Do these coasters give you any ideas for designing your own coasters?


6th SCI-P1-6

1 2 3

4 5

11 10

9 8 7

6

12

15 14 13


6th SCI-P1-7

Brainstorming Scientific Method (SOL6.1)

Directions: Use the following chart and brainstorm ideas for rides and attractions that you would like to use in your Scientific Method section of the park. I am going to call this section of my park ______________________________________________________________________.

Scientific Method

The new name for this section

is…


6th SCI-P1-8

Brainstorming Weather (SOL6.6)

Directions: Use the following chart and brainstorm ideas for rides and attractions that you would like to use in your Weather section of the park. I am going to call this section of my park ______________________________________________________________________.

Weather The new name for this section

is…


6th SCI-P1-9

Brainstorming Matter (SOL6.4)

Directions: Use the following chart and brainstorm ideas for rides and attractions that you would like to use in your Matter section of the park. I am going to call this section of my park ______________________________________________________________________.

Matter The new name for this section

is…


6th SCI-P1-10

Brainstorming Energy (Potential and Kinetic) (SOL6.2)

Directions: Use the following chart and brainstorm ideas for rides and attractions that you would like to use in your Energy (Potential and Kinetic) section of the park. I am going to call this section of my park ______________________________________________________________.

Energy The new name for this section

is…


6th SCI-P1-11

Brainstorming Energy (Renewable and Nonrenewable) (SOL6.2)

Directions: Use the following chart and brainstorm ideas for rides and attractions that you would like to use in your Energy (Renewable & Nonrenewable) section of the park. I am going to call this section of my park _____________________________________________________.

Energy The new name for this section

is…


6th SCI-P1-12

Brainstorming ______________________Your choice) (SOL6.2)

Directions: Use the following chart and brainstorm ideas for rides and attractions that you would like to use in your _______________________________________ section of the park. I am going to call this section of my park _____________________________________________________.

The new name for this section

is…


6thSCI-P1-13

Amusement Park Design Your amusement park should have 6 sections about the following topics: 1. Scientific Method (SOL6.1) 2. Weather (SOL6.6) 3. Matter (SOL6.4) 4. Energy (Potential and Kinetic) (SOL6.2) 5. Energy (Renewable and Nonrenewable) (SOL6.2) 6. Choice ____________________________________________ Must be Teacher Approved Signed: __________________________________ _______________________________ _________ Student Teacher Date Your amusement park should contain the following: Each Section should have:

2 major and 2 minor rides/shows/exhibits/attractions (You may have more) Each section should have a restaurant or other source for food (at least 3

restaurants Each sections theme, i.e. Matter, should run through that section of the park. So in

the section for Matter you could have C-Burgers. C-Burgers are burgers that are charcoal cooked, Charcoal is a form of Carbon, the letter C is the chemical symbol from the periodic table for Carbon. (You could also call them Carbon burgers or Carbonators – like Baconator) Got it?

Each section should have a written description. The description should contain information about the attractions and why they fit into that particular section. Ex. If you have a roller coaster in the Energy section, explain how it works and the kinds of energy that it uses.

Include descriptions about your restaurants and food stands as well. What is the menu, why did you choose these items?

Amusement Park Display 1. You MUST design and draw a detailed map of your theme park showing all of your

exhibits and features. (Use poster board/science board or some other sturdy material for your map)

2. Landscape your park. Bush Gardens Williamsburg has been voted one of the most beautiful parks in the world because of its landscaping. For example you could have wind power (wind turbines) in your section for Potential and Kinetic energy, because wind power is Kinetic energy.

3. Label all of your attractions clearly and neatly.


6thSCI-P1-13 4. Your descriptions of the park should be attached together in the

following order: (use a folder, index cards, etc., be creative) Cover sheet with the name of your park and your name An explanation of your park and reasons that people would

like to go there Name and description of each part of the park (see above,

written descriptions) Choose 4 of the following items to complete for your park Brochure for your park Menu for 1 of your restaurants Draw a picture of the gift shop and some of the items you would sell there Draw pictures of extra features of your park.

Animal exhibits? Educational programs? Characters? (Astroboy)

Your choice __________________________________________(MUST be teacher approved)

Signed: __________________________________ _______________________________ _________ Student Teacher Date

Materials: You may use markers, crayons, colored pencils; paint. You may use a variety of materials on your map to keep it from being a flat drawing.(ex. foam, Popsicle sticks, cardboard, paper towel rolls, tubing etc). You may also make a 3D Model of your park for Bonus Points.

You may not use any store bought kits for roller coasters or rides etc. When you have decided on some of the rides or shows that you would like to have in your amusement park choose a name for your park and write it here:

______________________________________________________ Signed: __________________________________ _______________________________ _________

Student Teacher Date

Complete all of the activities in this packet.


6th SCI-P1-14

Amusement Park Map Use all of the information that you have generated for your amusement park and make your map. Make sure you follow the directions from Amusement Park Design (6th SCi-P1-2). Here are some sample theme park maps for you to look at (DO NOT COPY THESE)

Sample Theme Park

Maps

You may download, print and make copies of these pages for use in your classroom, provided that you include the copyright notice

shown below in all such copies. Copyright © 1999 Houghton Mifflin Company. All Rights Reserved.


6th SCI-P1-15

You are finished when you have completed the following: ____ 1. All of the assignments in your portfolio ____ 2. Your Amusement Park Map ____ 3. Your written descriptions for each section of your

park ____ 4. Your 4 choice items

You will present your park to the class.

Be prepared to explain your park, the rides you have designed and how they work.

Enjoy your project and be creative.

Above all answer the following question when you are designing your park

Would you and your friends like to visit your park?


Create Your Own Amusement Park

You will create your own Amusement Park. You will name your Park and it will contain the following items: You will work on this ongoing project/research based activity using the internet, text books, class notes and

supplemental materials. Due Date

Assignment 6th Science Portfolio

1st 9 weeks

Completion Date

Score 4= Advanced 3= Proficient 2= Basic 1=Below Basic

Amusement Park Science

6thSci-P1-1

Energy cards

6thSci-P1-2

Scientific Processes

6thSci-P1-3

Scientific Method

6thSci-P1-4

Weathering Heights

6thSci-P1-5

Types of Roller Coasters

6thSci-P1-6

Brainstorming – Scientific Method

6thSci-P1-7

Brainstorming – Weather

6thSci-P1-8

Brainstorming - Matter

6thSci-P1-9

Brainstorming – Energy (Potential & Kinetic)

6thSci-P1-10

Brainstorming – Energy (Renewable & Nonrenewable)

6thSci-P1-11

Brainstorming – Choice

6thSci-P1-12

Amusement Park Design

6thSci-P1-13

Amusement Park Map

6thSci-P1-14

Presentation to class

6thSci-P1-15

Teacher comments:

1st nine weeks - suffolk public schools...

Documents