My students need to experience and apply concepts of physics, engineering, and design in a community field trip studying roller coasters at Great America.
The students in my classroom are bright, inquisitive, and compassionate. They reflect the rich ethnic, linguistic, and socio-economic diversity of San Francisco itself. Over 85% qualify for free or reduced lunch, 80% represent ethnicities other than white, and many live with trauma. Students develop a love of learning within their classroom community in reading and writing workshops, math, math lab, social studies, the arts, social emotional learning, and outdoor education. Every semester, all classes in our K-8 school, take part in project based learning to help develop skills in inquiry, science, engineering, technology, collaboration, and problem-solving skills. By supporting my classroom, you will greatly enhance the educational experiences of these hard-working and inspirational kids. Thank you!
My Project
A trip to Great America would be an unforgettable culminating experience of a 3-month long Physics, Engineering, and Design project working with roller coasters. Students will have explored and experimented with physical science concepts while designing their own roller coasters. They will also have learned how to work within the constraints of a budget and limited materials and pricing. They will work in teams to problem-solve design problems by recording their observations and reflections for how engineers of the amusement park had to consider and understand concepts such as gravity, friction, acceleration, velocity and balance when designing the roller coasters.
Observing and comparing the dynamic movements of the roller coasters in person will allow students to further internalize concepts dealing with forces and motion.
Furthermore they will have the opportunity to experience the physical science concepts we've learned in an overtly hands-on and memorable field trip.
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