The Arizona STEM �Acceleration Project

2025

Mini Eco Theme Park

This is a STEAM project in which students will work in teams of 3 to design and build a small model of a sustainable theme park ride using recycled materials. while exploring concepts of energy and forces and using math to collect and graph data.

Virginia Garcia

A 6th Grade STEM Lesson

The Arizona STEM Acceleration Project

Notes for teachers

• This lesson was created for grades 6, but adjust to your standards as needed
• The project will require more than one class period. depending on how long classes are, it will probably require about 6 classes, but you can adjust as needed
• The key focus is designing and building a model of a sustainable theme park ride using forces, motion and energy transfer while using engineering, creativity and math
• Most of the supplies are recycled materials (boxes, toilet paper rolls, etc)
• Allow for student voice and choice
• This is meant to facilitate discussion and inquiry, instead of step-by-step instructions

List of Materials

Cardboard (recycled boxes)

Paper towel/toilet paper rolls

Hot glue gun/sticks

Tape

Scissors

String

Paper clips

Rubber bands

Straws

Popsicle sticks

Skewers

Small toy motors (Amazon $12 pack of 4)

LED lights (optional)

Markers/paint

3x5cm solar panels (Amazon)

Way to show Youtube video to the class

Batteries that work with the motor

Data Sheet Copy for Students

Rubric for the Project

Exit Ticket

Standards

Arizona State Standards 6th Grade Science:

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6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

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AZ Science Standards Placemat

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Arizona State Standards 6th Grade Math:

6.SP.B.4: Display and interpret numerical data by creating plots on a number line including histograms, dot plots, and box plots.

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6.SP.B.5: Summarize numerical data sets in relation to their context by:

a. Reporting the number of observations.

b. Describing the nature of the attribute under investigation including how it was measured and its units of measurement.

c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

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AZ Math Standards Placemat

Objectives:

Students will:

Understand and model energy transfer, forces, and motion.

Explain and model renewable vs non-renewable energy, energy transformation and efficiency. �

Apply the engineering design process.�

Integrate math and data collection.�

Explore creative expression in functional design.�

Use recycled materials to emphasize sustainability.

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Agenda

6 class periods (45-50 minutes each)

Day 1: Engage and explore (driving question, video clip, discussion, explore renewable energy sources, brainstorming, choose ride for design, choose sustainable power source)

Day 2: Engineering design process (create blueprints and materials list, label energy form, consider creative elements)

Day 3: Build prototype, integrate energy for function, test prototypes

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Day 4: Build and test power connection and movement, look at data, troubleshoot

Day 5: refine and add visual design elements (paint, color, etc), plan short presentation

Day 6: presentation, discuss which rides are more efficient and why, write a reflection about what was learned

Day 7 (optional) for more complex designs, peer review, creating brochure to incorporate ELA standards or technology integration (Scratch simulation, tinkercad, etc)

Intro/Driving Question/Opening

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Driving question: How can we design a fun and eco-friendly theme park ride that uses energy efficiently and models sustainable power sources?

Opening: show a video clip of a solar powered ferris wheel:

Youtube

Discuss: How do rides move? Where does the energy come from?

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Day 1: Hands-on Activity Instructions

• Suggested group structure: 3 students per group
• Students will watch the introductory video
• The teacher will introduce the driving question
• Images may be helpful to show how things are setup in examples
• Students begin brainstorming
• Students can research renewable energy sources
• Students choose a theme park ride (ferris wheel, swing ride, etc).
• Students decide what sustainable power source will be modeled by their ride (solar, stored, wind, hand crank, etc).

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Day 2: Hands-on Activity Instructions

• Students will sketch & draw their ride designs
• Students will label where the energy comes from and the type of energy that moves the ride (ex: potential energy with a rubber band)
• Students begin thinking about creative elements and art elements they would like to include (colors, signs, mini figurines)

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Day 3: Hands-on Activity Instructions

• Students will begin their prototypes
• Students will use recycled and craft materials (straws, cardboard, toilet paper rolls, rubber bands, etc).
• Begin adding the power system to the prototype (pulleys, gears, wind blades, etc).
• Test prototypes

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Day 4: Hands-on Activity Instructions

• Students will test their prototypes for at least 6 trials
• Students will collect their data for their prototypes
• Students will use the following questions to collect data:

-How many rotations did the ride do in 30 seconds

-How long does it run before stopping

-Does adding weight (figurines) change the performance

-What is the average number of rotations for the trials

-What is the median, mean and variability

• Students will display their data

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Day 5: Hands-on Activity Instructions

• Students will discuss how they can make their rides more efficient
• Students will consider the following for improvements:

-reduction of friction

-balance weight

-stronger power/energy transfer

• Students will make improvements to their designs
• Students will decorate their rides
• Students will begin planning their presentations

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Day 6: Hands-on Activity Instructions

• Students will give presentations on their group designs
• Students will consider the following for their presentations:

-The ride they built

-The power source the ride used

-How the ride uses sustainable energy

-The test data

-Improvements that were made

• Students will show their rides in action
• Students will discuss each ride
• Students will write and reflect on which rides are more energy efficient and why

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Assessment

The teacher will use the following assessments:

• Formative assessment rubric to use while students work on their projects in groups
• The teacher will ask the following questions:

-What energy transformations are happening?

-How could you improve efficiency?

-What worked well?

-What did you learn about using sustainable energy?

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• The teacher will use the rubric to evaluate the students’ presentations and models, looking for the following:

- Understanding of the AZ math and science standards

-Engineering/functionality

-Data & math application

-Creativity & aesthetics

-Teamwork & collaboration

-Presentation & reflection

• Exit ticket: Students will reflect on which ride is more energy efficient & why

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Rubric for the Project

Exit Ticket

Differentiation

Remediation

Extension/Enrichment

Pre-cut design templates

Graphic organizer with steps needed

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Students can calculate mechanical efficiency using math

Teachers can tie in ELA by having students create a persuasive brochure for their “eco-friendly ride”

Invite those familiar with solar panels/energy or amusement park engineers for discussion with the class