Amuse Me
Design Process. Force and Motion
Embedded Files
Vocabulary for the Unit
force =Â Â Â energy that attributes to physical action or movement
motion =Â Â Â process of moving or being moved
destination =being a place that people will make a special trip to visit
compelling =Â evoking interest, attention, or admiration in a powerfully irresistible way
investor= Â Â a person or organization that puts money into financial plans, property, etc. with the expectation of achieving a profit
rejuvenate= Â give new energy or vigor to; revitalize
proposal =Â Â a plan or suggestion, especially a formal or written one, put forward for consideration or discussion by others
persuasive= Â making you want to do or believe a particular thing
acceleration= the rate at which an object's velocity changes over time
ascend =Â Â Â go up or climb
theme park=Â Â an amusement park with a unifying setting or idea
inversion=Â Â any portion of a roller coaster track that turns the riders upside down
General summary of unit:
Students form teams to design a destination park for tweens and teens and pitch their ideas to a group of investors for funding.
Teams use critical thinking and cooperative teamwork to reach a consensus on the park design, while developing persuasive communication and presentation skills.
Investors, including parents, school staff, and community professionals, vote on the best design and visiting guests provide additional feedback, creating an authentic audience experience.
Skills students need or will develop:
Critical thinking and decision-making skills: Students will analyze design options and make informed decisions.
Cooperative teamwork: Students will collaborate effectively within teams to reach a consensus on the park design.
Communication and persuasion skills: Students will create persuasive pitches to convince investors of their park concept's viability and appeal.
Goals For A Final Project:
The project aims to foster creativity, develop decision-making skills, and enhance communication abilities. Through the design of a unique destination park, students collaborate in teams to reach a consensus, creating compelling pitches to convince investors of their concept's value. By involving an authentic audience, including investors and community professionals, students receive feedback while honing their presentation and teamwork skills.Â
nit Overview
nit Overview
Teams of students will design a destination park for tweens and teens. The objective is to sell their idea to a group of investors to fund their park idea. The team must work cooperatively to reach a final consensus on the design. They will use critical thinking skills to determine the best approach to “sell” their idea then present those ideas to a group of “investors”. The “investors” will vote on the best design to underwrite. The “investors” in the audience can include parents, school staff and/or professionals from the community to provide an authentic audience.
Student Product, Process or Action
Student Product, Process or Action
Learners will create a presentation to investors about a park concept using communication and presentation skills to convince investors that their design additions are best. Investors vote to invest in their favorite design and/or best presentation will be chosen by visiting guests.(authentic audience)
Visual aid for presentation can be Prezi, Glogster, MovieMaker, Share, Frames, or another multimedia presentation
Driving Question
Driving Question
Explore these four well known amusement/theme parks that have been around for many years.
How can you rejuvenate them to become up to date with a modern facility that incorporates the latest technological advances?
You have been tasked to analyze a theme park that is outdated and losing money and provide a solution to bring the park back to life.
What is wrong?
Why is it losing money?
Why are the reviews so bad?
Provide a solution to the park owner and you will be a hero for thousands of kids. Â
Come up with a new park mascot and want a creative name after you. They should do this you are going to save the park!!!
Send proposals to…
Other Options:
How can we design an entire amusement park for middle school students?Â
What would your dream entertainment center have?
How would you redesign the media center into a prime location for middle school kids to get resources and hang out?
Type of driving question: Design
Standards
Standards
LAB21.6.30- Interpret and Communicate Info from STEM (MD SSP 3)
LAB21.6.30.04 - Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and multimedia) presented in diverse formats
LAB21.6.30.06 - Communicate effectively and precisely with others
LAB21.6.40 - Engage in Inquiry (MD SSP 4)
LAB21.6.40.01 - Ask relevant questions, gather appropriate information, refine the question, and develop new questions
LAB21.6.50 - Engage in Logical Reasoning (MD SSP 5)
LAB21.6.50.01 - Engage in critical thinking
LAB21.6.60 - Collaborate as a STEM Team (MD SSP 6)
LAB21.6.60.01 - Incorporate the skills of team members
LAB21.6.60.02 - Identify, analyze, and perform a STEM specific subject matter expert (SME) role
LAB21.6.60.03 - Share ideas and work effectively with the STEM team to achieve a common goal
LAB21.6.60.04 - Listen and be receptive to ideas of others
Need to Know List and Lesson Seeds
Need to Know List and Lesson Seeds
How to persuade (target audience, “sell ideas”, etc.)  How do we persuade an audience?
Where can we get ideas for our park? Research techniques
Vocabulary Terms
What details can we include to persuade our audience that our park is the best?Â
Persuasive Writing (utilizing commercials)
Persuasive writing (include draft, peer editing and final)
How do we present our ideas to persuade our audience that our park is the best?
Storyboarding and presentation writing
Multimedia techniques Google Slide Presentation
Content Vocabulary
Content Vocabulary
Quizizz Pre-assessment
Kahoot Review
Unit Plan and Pacing
Unit Plan and Pacing
Days 1-2
Entry event and class brainstorming:
Introduce concepts of investments and consumers; theme vs. amusement parks; “selling” ideas
Team formation (possible team formation by theme concept or ride focus)
Team reaches initial consensus through Brainstorming activity
Individual Brainstorming Sheet (Possibly at the end of the first day post as a homework assignment)
Difference between Amusement Park and Theme Park Worksheet (post as an assignment on google classroom)
Team Brainstorming  (post as announcement on google classroom, team leader put in team folder for sharing, each person in the group should be working on one document for the research)
Introduce concepts of investments and consumers; theme vs. amusement parks; “selling” ideas
Team formation (possible team formation by theme concept or ride focus)
Park Resources (Put on you Google Classroom About page for student access or post as and announcement)
Days 3-4
Research into existing parks for inspiration
Consensus building on final design (collaboration assignment, not graded)
Team Agreement (post as announcement on google classroom, team leader put in team folder for sharing with the group, each student type their name in the group document.)
Team Park Research (post as announcement on google classroom, team leader put in team folder for sharing)
Consensus building on final design which is at the bottom of the Team Park Research Document
Days 5-6
Write draft of persuasion letter to investors about why your design will attract the target audience of tweens and teens
Example Letter (Do not share in detail or they will all end up like this)
Investment Proposal Template (Post as an assignment in google classroom, team leader will share theirs with other team members, they will work on one)
Peer editing of letters
Days 7-9
Final of letter written and submitted
Lesson on storyboarding: Storyboard
Design a storyboard and write an oral presentation to “sell ideas”
Days 10-12
Create multimedia presentations
Lesson on how to use graphics and information legally
Lesson on how to save graphics
Day 13
Peer Evaluations of presentations
Make final revisions to presentations
Days 14-15
Presentations to class and professionals
Peer Feedback on presentations and products
Enrichments
Enrichments
Thumbnail/posters/park replica
Possible visits by professionals from community to share information on developing investment projects or presenting ideas
End of Unit Breakout EDU
End of Unit Breakout EDU
End of Unit do the 3rd Breakout EDUs (Digital)
End of Unit do the 3rd Breakout EDUs (Digital)
At The Carnival (Breakouts can be found here.) A similar one will be used for the tech Fair Competition.
Answers for TEACHERS EYES Only!!!
Resources
Resources
Resources: Lots of links to parks both national and international
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
I. Provide Multiple Means of Representation
Use brainstorming and collaboration to clarify vocabulary (2.1, 2.2, 2.4, 3.1)
Synthesis through graphic organizers and rough drafts (3.2, 3.3, 3.4)
Student choice for final product (2.5)
II. Provide Multiple Means for Action and Expression
Provide technologies for research, collaboration and product (4.1, 4.2, 5.1, 5.2)
Guide appropriate goal setting (6.1)
Support planning and strategy development through project stages (6.2)
Facilitate managing information and resources (6.3)
Use graphic organizers for synthesis (6.1, 6.2, 6.3, 6.4)
III. Provide Multiple Means for Engagement
Engage students through entry events, relevant driving questions, student choice final product and authentic audience (7.1, 7.2, 8.1, 8.2, 9.1)
Optimize engagement through student choice in research, design, graphic organizers, final product (7.1, 7.2, 8.1, 8.2, 8.4, 9.1)
Use variety of student selected resources (7.1, 7.2, 8.1, 8.2)
Foster collaboration and community through teamwork and peer feedback (8.3, 8.4)
Promote expectations and beliefs that optimize motivation (9.1)
Transdisciplinary Connections
Transdisciplinary Connections
Career Ready Practices Common Career and Technical Core
1 Act as a responsible and contributing citizen and employee
4 Communicate clearly, effectively and with reason.
5 Consider the environmental, social and economic impacts of decisions.
7 Employ valid and reliable research strategies
8 Utilize critical thinking to make sense of problems and persevere in solving them
9 Model integrity, ethical leadership and effective management.
12 Work productively in teams while using cultural/global competence.
Capacities of Literate Individuals CCSS for ELA & Literacy
1 They demonstrate independence.
3 They respond to the varying demands of audience, task, purpose, and discipline.
4 They comprehend as well as critique.
5 They value evidence
7 They come to understand other perspectives and cultures
Standards for Mathematical Practice CCSS for Mathematics
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively
3 Construct viable arguments and critique the reasoning of others.
8 Look for and express regularity in repeated reasoning.
Scientific and Engineering Practices Next Generation Science Standards
1 Asking questions (for science) and defining problems (for engineering)
3 Planning and carrying out investigations
4 Analyzing and interpreting data
5 Using mathematics and computational thinking
6Â Constructing explanations (for science) and designing solutions (for engineering)
7 Engaging in argument from evidence
8 Obtaining, evaluating, and communicating information
Inquiry Arc of the C3 Framework College, Career, and Civic Life (C3)
1 Developing Questions and Planning Investigations
3 Gathering, Evaluation and Using Evidence
4 Communicating Conclusions and Taking Informed Action
Salient 5
2 Collaborative Practice
3 Verbal Discourse
4 Questioning
5 Technological Expression and Delivery
Assessment
Assessment
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