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Ms. Hill’s Classroom Edit display name

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For my project-based lesson, students will be using their knowledge of polynomial functions to create a model of a roller coaster. By the end of the project, students will be able to identify polynomial functions in the real world and describe their key features in a real-world problem that they created on their own. Students will also learn how to manipulate polynomial functions by restricting their domain to create their own roller coaster model. In addition, they will create their own real world problem involving their roller coaster. On day one of my lesson, I would like to hook my student’s attention for their project by giving them a virtual reality experience. Due to students creating their own model of a roller coaster, it would be great for students to experience a roller coaster! I would like to have about 15 pairs of virtual reality glasses for my students to experience a roller coaster ride (they will share). When students experience the ride, they will first just focus on enjoying the ride. I am sure many students love roller coasters while others may not go on the real thing. The second time they will use the virtual reality glasses, they will focus on the motions they go through on the roller coaster, in hope to connect it to polynomial functions. Their final summative project does not include using the virtual reality glasses, however, with further research I would like to provide an extension to the project where students can use their roller coaster model and create a virtual reality experience of their own!

About my class

For my project-based lesson, students will be using their knowledge of polynomial functions to create a model of a roller coaster. By the end of the project, students will be able to identify polynomial functions in the real world and describe their key features in a real-world problem that they created on their own. Students will also learn how to manipulate polynomial functions by restricting their domain to create their own roller coaster model. In addition, they will create their own real world problem involving their roller coaster. On day one of my lesson, I would like to hook my student’s attention for their project by giving them a virtual reality experience. Due to students creating their own model of a roller coaster, it would be great for students to experience a roller coaster! I would like to have about 15 pairs of virtual reality glasses for my students to experience a roller coaster ride (they will share). When students experience the ride, they will first just focus on enjoying the ride. I am sure many students love roller coasters while others may not go on the real thing. The second time they will use the virtual reality glasses, they will focus on the motions they go through on the roller coaster, in hope to connect it to polynomial functions. Their final summative project does not include using the virtual reality glasses, however, with further research I would like to provide an extension to the project where students can use their roller coaster model and create a virtual reality experience of their own!

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