1. Technology acts a direct substitute, with no functional improvement
Draw Your Roller Coaster
Use Paint to draw a model roller coaster.
On the roller coaster, label potential energy and kinetic energy.
Print your final product and turn in.
This task uses:
Learning Objective(s): (PS-M-C1) I can compare potential and kinetic energy and give examples of each.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Teacher Notes:
Teacher’s name/ Sarah
School: DeQuincy Elementary School
Louisiana State Standard: PS-M-C1 Compare potential and kinetic energy and give examples of each
Grade Level/Subject: 5/Science
Special Directions/Considerations:
Activity Evaluation: Check labels/ Teacher Observation

2. a
Real World Coasters!
Search for photographs or illustrations of roller coasters and insert into a slide.
Label kinetic and potential energy on the pictures or illustrations you chose.
Insert a text box explaining why you labeled EACH point on the roller coaster.
-2 points labeled
-2 text boxes
This task uses:
Learning Objective(s): (PS-M-C1)
I can compare potential and kinetic energy and give examples of each.
AUGMENTATION
Technology acts as a direct tool
substitute with functional improvement
TEACHER NOTES:
Teacher’s name/ Sarah
School: DeQuincy Elementary School
Louisiana State Standard: PS-M-C1
Grade Level/Subject: 5/Science
Special Directions/Considerations:
Activity Evaluation: Check labels and explanations/ Teacher Observation

3. Design Your Interactive Roller CoasterM
Design Your Interactive Roller Coaster
Visit website Amusement Park Physics – Design a Roller Coaster: Height of first hill
Review your safety and fun ratings.
Rebuild your coaster until BOTH ratings are a thumbs up!
This task uses:
Learning Objective(s): (PS-M-C1)
I can compare potential and kinetic energy and give examples of each.
MODIFICATION Technology allows for a
significant task redesign.
TEACHER NOTES:
Teacher’s name/ Sarah
School: DeQuincy Elementary School
Louisiana State Standard: PS-M-C1
Grade Level/Subject: 5/Science
Special Directions/Considerations:
Activity Evaluation: Teacher Observation
Prerequisites for students:

4. Be a Roller Coaster Critic!
In the Coaster Crazy App on the iPad, create your own roller coaster with at least 3 points of POTENTIAL energy and 5 of KINETIC energy.
Share your coaster on our BlackBoard site, under the Orr-ENERGY discussion board. Name your coaster and leave a brief description of your coaster.
On our Blackboard site, under the other classes discussion boards (Brooks-ENERGY, Irwin-ENERGY, Johnson-Energy) choose one coaster from each class to give a peer review!
This task uses: Coaster Crazy App for iPad
Learning Objective(s): (PS-M-C1)
I can compare potential and kinetic energy and give examples of each.
REDEFINITION
Technology allows for new tasks,
previously inconceivable.
TEACHER NOTES:
Teacher’s name/ Sarah
School: DeQuincy Elementary School
Louisiana State Standard: PS-M-C1
Grade Level/Subject: 5/Science
Special Directions/Considerations:
Activity Evaluation: Read replies and descriptions/ Teacher Observation