Six Flags Over Matthews and Cotton Candy & Roller Coasters
MENU of Activities for SEW 2011
Six Flags Over Matthews And Cotton Candy & Roller Coasters
by
G/ T Intern: Krista Kirkpatrick
MAP Intern: Cayla Barnes
Big Questions:
What effects does a particular culture have on theme parks?
What careers can be found within the theme park industry?
What makes a theme park successful?
Krista Kirkpatrick’s Activities
Type 1 Activities
1) View Video of PMK (with accompanying Video Quest) so that students may learn about the physics of park attractions and how a park is ran from a managerial point of view.
2) Listen to Dr. Hubner , UA Aerospace Engineer Professor, so that students may learn about laws of motion that all rides and attractions as well as people must abide by in order for the rides to operate as they are designed to operate (physics of theme parks).
3) Read Roller Coaster, by Marla Frazee, and participate in riding roller coaster simulation so that students may learn what it feels like to ride a roller coaster.
4) Guest speaker from Alabama Adventure so that students learn about the economics of running a theme park.
5) Watching Disney DVD and planning video so that students can learn about Walt Disney World without having to have actually visited Walt Disney World.
6) Completing web quest about facts from theme and amusement parks to be able to compare the differences between a theme park and an amusement park.
7) Research various types of careers people can carry out to make an amusement or theme park run functionally and effectively so that students can understand what jobs there are at a park.
8) Watch Video of Theme parks from the past. so that students can learn about the history of theme parks.
9) Learn about park safety by researching safety devices used at theme parks.
10) Complete a web quest about theme parks around the world so that students can understand how culture influences the theme of them parks.
11) Watch a PowerPoint about closed amusement parks so that students learn about the history of amusements parks and why those closed parks are no longer open.
12) Watch commercials or view materials with ads for amusement parks and rate ads on how successful the campaign is so that students learn about advertisement in the amusement park and theme park industry.
13) View a PowerPoint to learn about the history of amusement and theme parks.
14) Toss a blow up globe around. Where your finger lands research a theme park from that continent so that students learn about how various cultures around the world influence theme parks.
15) Listen to Disney Theme Park Music from various attractions so that students learn about the effect music has on creating the atmosphere or theme of a theme park.
16) Explore a recipe book of various recipes from different Disney movies and attractions located in different parks so that students learn how food can be featured at a theme park.
17) Design a virtual roller coaster online so that students learn about the effects the laws of motion and energy transfers on roller coasters and how these forces work together or work against particular roller coaster designs.
18) Manage a virtual theme park using Roller Coaster Tycoon software so that students learn about some of the factors in running a theme park.
19) Play Scream Machine with a group of students so that students can learn about how to properly manage a amusement park or theme park so that it generates a profit. (Advertisement)
20) Play Junior Monopoly Theme Park Edition to gain insight into managing a theme park. (Management and Economics)
21). Play Six Flags on Nintendo Wii so that students can learn about different types of rides and attraction that are featured in a theme park to help to make that park successful.
22) Draw a caricature of yourself using a mirror so that students can experience a typical attraction at an amusement park or theme park.
23) Play Epic Mickey on Nintendo Wii so that students can learn about how a theme and character can be implemented and marketed to help to create successful theme that transcends the physical theme park.
24) Play Sea World software to gain insight into different genres of theme parks.
25) Read Designing Disney to learn about how Walt Disney along with engineers and other designers created Walt Disney Land.
26) Read Hidden Mickey’s, then design your own Hidden Mickey in an architecture element and draw your example to learn about how a theme of a park can be implemented and executed in such a way that the architecture of a park becomes amusing.
27) Play puzzle amusement park game to learn about some common attractions and rides featured in many amusement parks.
28) Write a letter to a theme park about something you wish to know more about.
29) Watch a video on theme park and amusement park safety to learn about safety.
30[mattlab1]) Participate in get to know you game: That’s not just any loop! (to be played silently students can act out loops or use gestures).
31) View PowerPoint to learn about basic parts of a roller coaster before playing before mentioned [mattlab2]game.
32) View PowerPoint to learn about possible careers at a theme park.
33) View an up close view of the structural elements of a steel roller coaster. Then view the up close structure of a wooden roller coaster chart. Think about how the structures are similar and different to learn about the different structural elements of a theme park. (design & architecture)
Type 2 Activities
1) Think of many, varied, and unusual themes for a theme park (productive thinking talent).
2) Plan a day/ week at Walt Disney World using a brochure and schedule. (planning talent)
3) Think of many, varied, and unusual rides for a theme park and as an extension then design one of the rides. (Productive Thinking)
4) Draw a ¼ scale drawing of the K’Nex model Ferris wheel.
5) Use communication talent # 5 to make a network of ideas using many varied complete thoughts in written language to introduce your theme park. Then use a thesaurus to use more descriptive words. (Communication # 5)
6) Use cloth to design an outfit for a miniature model to fit your theme park and their job in the park. Then using communication talent #5 to make a network of ideas using many varied complete thoughts in written language to describe the job of your model in your theme park. (Communication #5)
7)Have students to play : (free game) economics behind running a theme park or (Academics)
8. Use the planning talent to plan a recipe to fit with your park theme. (Planning)
9) Design a ride to fit three groups of people: children, handicapped, and elderly (that fits your theme).
10) Use the decision making talent to decide on a song you like. Then design a ride that fits that song.
11) Use the decision making talent to decide on a work of art. Design a ride to fit that work of art.
12) Use the Decision Making talent to decide on a geographic region or land form. Design a ride for that area.
13) How to plan a scientific experiment with a hypothesis. (Academic)
14) Use the forecasting talent # 1 to predict the many, varied causes of why an amusement park closed.
15) Think of many varied and unusual designs for a theme park advertisement (Productive Thinking).
16) Create a roller coaster using pattern printing. (masking tape and printing ink red yellow and blue).
17) Use the decision making talent to decide appropriate foods for a theme park.
18) Use planning talent to plan a day for your family at Disney World.
19) Use the Humpty Dumpty Egg Drop to design a safety device for an egg to be dropped at varying heights.
20) Use the forecasting talent #2 to predict the possible effects of not having safety devices on rides at amusement parks and theme parks (before watching safety video).
21) Use the communication talent 1 using many varied single words to describe how your egg acted after the egg safety design experiment. (Communication #1)
22) Think of many, varied, and unusual uses for how a paper towel role relates to a theme park or amusement park. (Productive Thinking)
23) Use the decision making talent to decide which theme they should focus on for their theme park design.
24) Survey your friends and family and have them to select one of the rides they would like to see built.
25). Make a timeline of the history of amusement parks and theme parks (Academic).
26) Use the productive thinking talent to think of the many, varied, and unusual designs for your roller coaster track. Pick one design and transform your line into what your invisioned. (Productive Thinking)
27) Write a short narrative describing your design (Communication #5).
28) After drawing your caricature using communication talent number 1[mattlab3] to make a list of all the things your drawing reminds you.
Type 3 Activities
1) Build a model of a roller coaster that demonstrates properties of physics (and be able to identify some) that works.
2) Design 10 unique rides with illustrations for each and narratives of how each will operate to fit a chosen theme park theme.
3) Design 2 costumes that fit a chosen theme to be worn by theme park employees.
4) Research the history of theme parks make a book complete with pictures that is appropriate for your age group.
5) Research and create an economic expense account to run a theme park for a week.
6) Design 2-3 rides for a theme park and safety structures for those rides.
7) Design and illustrate 10 dishes with recipes to be served at a theme park to fit a chosen theme.
8) Create a presentation on history of now closed Amusement Parks.
9) Choreograph a dance routine to fit the theme of your theme park.
10) Visit a variety of theme parks and keep pictures and reflections of your favorite rides.
11) Write and perform a song to fit the theme of your theme park.
Cayla Barnes’ Activities
Type I Activities
1) Visit these two websites: and to help learn about the origins of amusement parks. Discover how far developmentally the coasters and rides have come since the opening of the first theme park. (History)
2)Participate in a discussion about what is the purpose of theme parks to understand the importance of planning for a particular audience and for special interests. (Purpose).
3)Use Productive Thinking talent to create many, varied, and unusual themes that you could use throughout your theme park. (Types, Purpose) Then use your Decision Making talent to help you decide which theme would be best to create and work on throughout SEW.
4)Think about what kinds of music you would want in a theme park? (on rides, in the restaurants, playing throughout the park.) Find music that you think people would enjoy at your designed theme park? Use this website, to try and help find music for your theme park. (Purpose)
5)Use this website to discover some of the numerous locations of theme parks across the United States.
(Locations)
6)Watch Reading Rainbow’s Archibald Frisby movie to learn how roller coasters work and function. (Mechanics).
7)Use the Productive Thinking talent to create many, varied, and unusual rides you could have in a theme park by using your Productive thinking Talent. Use magazines to cut out food items to help make your ride to go in our bulletin board theme park. (Purpose).
8)Create a dance in groups using the Hawaiian Roller Coaster ride song from Lilo and Stich. Perform the dance in front of the audience (classroom) at the end of the week. (Purpose).
8)Communication talent # 5-Visit this website to discover different careers you could have by working for a theme park. Come up with many, varied complete thoughts and questions that you could ask our guest speaker from Alabama Adventure. (Communication talent 5, Technology).
9)Listen to ______guest speaker, from Alabama Adventure. Learn about what all it takes to own and run a theme park. (Economics) Learn about different career opportunities you could have in theme parks. (Staff/Careers)
10)Take a virtual roller coaster ride on the internet. Sit in your chair and pretend that you are actually on the coaster. Move your body in the exact way the passengers are in order to get the feeling you are actually on the ride of your life! Discuss how the force of the ride as well as the safety belt keeps you fastened to your seat. When you are going up a hill, they should be leaning back, down a hill they should be leaning forward etc. (Purpose, Rides and Thrills)
11)Conduct an interactive Read the book Roller Coaster by: Marla Frazee. Use the comprehension strategy Some Questions Are Answered, Others Are Not to help students understand that not all of the questions can be answered just within text.(Purpose) This book will also help students that have never ridden a roller coaster before visualize what the experience would feel like to an inexperienced rider.
12)Interview an engineer to see how long it would take to build and construct a theme park. Report your findings to the class. (Staff/Careers).
Type II Activities
1)Have students create a map of their own theme park that includes costumes, and types of food they would want inside the park and assimilate it on an image board to help gather all of their ideas together to get a better grasp of what they want their theme park design to look like before they create their own. Instruct students that several different kinds of designers use this same technique in their everyday jobs, such as, designers, editors, engineers, decorators, and landscapers. (Types, Staff/Careers)
2)Students must invent a “new” original (invention) ride of their own through raw materials provided within the classroom this design must correlate fluidly with their chosen theme of their park. (Staff/Careers.)
3)Play roller coaster tycoon to build their own virtual theme park. They can choose which rides they want inside their park, restaurants, the layout and the architecture. Within this game they also monitor how many guests they have as well as manage the money that is spent within the park: maintenance, building structures, employees, customer service, etc. (Mechanics, Economics, Staff/Careers).
4)Look at the PowerPoint of the artists’ work. Write on sticky notes to list which artwork you liked best and why. Then use Productive thinking to think of many, varied, and unusual rides based off of the painting you chose. Use communication talent 6 to describe the ride you chose. Show your feelings, thoughts and needs without using words. You may do this in any form you wish by creating: a drawing, a poem, a dance, etc. (Staff/Careers).
5)Examine maps of different theme parks. Compare and contrast different parks to see what attractions you would or would not want to have in your theme park. (Maps).
6)Use the planning talent to plan a trip to Walt Disney World’s Magic Kingdom. Use the map of the park to help decide what attractions to see and ride while you spend time at the Magic Kingdom. Have the student’s role play by giving them playing cards that designate what family member they are at the park to try and help them to realize that a park should have something for every age group in order to target a wider variety of customers. Without (son, daughter, mom, dad, grandmother, teenager, baby, little sister, little brother). (Planning talent, Maps).
7)Design and plan a creative advertisement or brochure for your theme park. Make sure it goes well with your specific theme and that it is colorful to catch your audience’s attention. Design your advertisement using poster board, the computer, or any other material you think would help to make your advertisement interesting and appealing to your target audience. Use images, and flashy captions to show off some of your theme parks rides and forms of entertainment! (Advertisements).
8)Choose a culture and research it’s geography, food, history, transportation, entertainment. (Cardboard, modeling clay, Styrofoam). Then sketch or construct a “mass model” of a theme park based on that particular culture. (design all of these elements).
9)Create a small Styrofoam stamp with the theme parks logo to use as a readmission pass for customers to return to the park on the same day.
10)Create a game board, using a blown-up copy of your own personal theme park. Design pieces that go with the theme of your park. (Maps, Purpose).
11)Design a product or souvenir that you would want to sell in your theme park that would go along with their park’s theme. (Advertisements)
12)Physics fun outside the classroom! Students test Newton’s three law’s of motion to understand the basics of how roller coasters operate. Then students will watch the forces in motion video clip to try and help them to remember Newton’s three laws. (Mechanics)