The Arizona STEM Acceleration Project
Roller Coaster Marble Run
Roller Coaster Marble Run
A 1st Grade STEM Lesson
Trish Simmons
7/18/2023
Notes for Teachers
This lesson works well with 3-4 students on a team.
Use thinner foam pool noodles, pre-cut lengthwise for easier bending and manipulation.
Use masking or painters tape.
This lesson will take place over a 2.5 hour period during a STEM Day afternoon.�
List of Materials
Teacher Read Aloud Book:
“Rosie Revere Engineer” by Andrea Beaty illustrated by David Roberts
Standards
Physical Science �
P2: Objects can affect other objects at a distance.
P3: Changing the movement of an object requires a net force to be acting on it.
P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.
Students develop an understanding of the effects of forces and motions, and how they can impact or be impacted by objects near and far away. They explore the relationships between materials, as well as the effect of various forces and motion on materials including the ability of objects in motion to travel from place to place at various rates.
ELA
Writing
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Research to Build and Present Knowledge
1.W.7 With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of "how‐to" books on a given topic and use them to write a sequence of instructions). Record findings.
Standards
Science & Engineering Practices �
● ask questions and define problems
● develop and use models
● plan and carry out investigations
● analyze and interpret data
● use mathematics and computational thinking
● construct explanations and design solutions
● engage in argument from evidence
● obtain, evaluate, and communicate information
Math
1.MD.C Represent and interpret data.
1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Objective(s):
Today:
Students will explore Newton’s Laws of Motion.
Students will explore the effect of force on an object’s motion.
Students will share understanding of how roller coaster marble runs works.
Students will work cooperatively to build and modify roller coaster marble runs.
Students will record data on roller coaster marble runs efficacy and engineering.
Students will discuss modifications of build to improve efficacy (speed, twists and turns, height, marble staying on the track) of roller coaster design.
Agenda
Engage: 30 minutes
Teacher Read Aloud: “Rosie Revere, Engineer” by Andrea Beaty and illustrated by David Roberts.
Explore examples in the book of how perseverance and imagination are the best way to approach any engineering exploration. Ask students to brainstorm different methods of force and motion. Explain that they will build and test their ideas.
Explore and Create: 45 minutes
Students explore and choose materials to build their roller coaster marble run using thin pool noodles cut lengthwise, taping them together to create various configurations and lengths.
Teams create tracks experimenting with height and angle to discover what configurations work best to keep the marble on the track moving from point A to point B.
Teams experiment what affects the distance the marble will travel and how adjusting various factors affect the outcome.
Students will record findings and design notes in science notebooks as well as measuring distance, if they choose with their team measuring tape.
Agenda (lesson time)
Share: 30 minutes
Have students discuss their design process and explain the principles they explored during the activity. Explore critical thinking. Ask students how they applied Newton’s Laws of Motion (previously explored) and what forces and motion were observed.
Guiding questions revisited: 15 minutes
What determines how far the marble travels?
How can the roller coaster be modified and improved so the marble travels further?
Write in Science Notebooks details on engineering discoveries and improvements.
Challenge: 30 minutes
Students will use what they have learned to create an improved and/or more complex roller coaster marble run that supports the marble traveling a greater distance or with more complicated turns, twists, and loops.
Intro/Driving Questions/Opening
What are forces and motion?
What are the factors that will increase or decrease motion, force, and distance?
How can we affect motion: speed, distance, design of twists and turns, angles, and ramps?
How do we explain motion?
How do we explore and make sense of forces and motion?
How can we persevere when we are creating and exploring various engineering designs?
Hands-on Activity Instructions
Engage:
Teacher Whole Group Read Aloud: “Rosie Revere, Engineer” by Andrea Beaty and illustrated by David Roberts. Explore examples in the book. of how perseverance and imagination are the best way to approach any engineering exploration. Ask students to brainstorm and share various methods of force and motion. Explain that they will build and test their ideas. �
Explore and Create:
Have materials for building on a table for teams to choose what they need throughout the engineering process/exploration.
Students will work in teams of 3 using various areas around your room.
Students may want to use chairs or tables or walls as ramping tools to help support their foam roller coaster ramps.
Students explore and choose materials to build their roller coaster marble run using thin pool noodles cut lengthwise, taping them together to create various configurations and lengths.
Teams create tracks experimenting with height and angle to discover what configurations work best to keep the marble on the track moving from point A to point B.
Teams experiment what affects the distance the marble will travel and how adjusting various factors affect the outcome.
Students will record findings and design notes in science notebooks as well as measuring distance, if they choose with their team measuring tape.
Share, Revisit, Challenge:
Students discuss their design process and the principles they explored during the activity sharing critical thinking. Ask students how they applied Newton’s Laws of Motion and what modifications improved their design. Record design and findings in science journals.Ask students how they persevered and what elements of imagination did they incorporate into their design. Ask students what they would like to create next and why. Group share.
Assessment
Differentiation
Student has additional help from team to explore, build, and test roller coaster marble run creations.
Student works with teammates to record building process and discoveries, with illustrations and words in science notebook.�
Provide additional book and video resources as needed.
Create a word wall with key vocabulary and images.
Remediation
Extension/Enrichment
Student will explore/create additional models of roller coaster marble runs, to compare various ways to increase speed and distance.
Student will make a video presentation of their design and discoveries to share on school news and during STEM Day and with their families.