Basden & Favor - Amusement Park Unit

Help Wanted! Amusement Park Designers Needed!
http://amusementparkdesign2015.weebly.com/
Lesson #1 Heigh Ho
Lesson #2 A Whole New World
Lesson #3 One Jump Ahead
Lesson #4 Be Our Guest
We are looking for the perspectives of the worlds best amusement park customers:
kids! Share your perspective in this fun and interactive session where you will learn
about designing an amusement park. Amusement parks are made from creativity,
ingenuity and collaboration. If you think you have what it takes to design the next Six
Flags or Disney, come Imagineer with us!
What makes a successful amusement park?
Michelle Basden and D. Beth Favor

SPED 6402 Spring 2015
East Carolina University

Michelle Basden and Beth Favor
CONTENT RESEARCH PAPER

The Expert
Finding an expert, in the area of Imagineering, has been a challenge. With
several attempts to locate an expert, we had to rely on an online interview conducted by
Ricky Brigante.
Our expert is Don Carson. Walt Disney Imagineering employed him from 19891995. Since leaving Walt Disney, he has become a freelance artist. However, if Carson
is asked, he contributes to different Imagineering projects. He doesnt only provide his
artistic ability to Walt Disney but also to other entertainment companies, such as
Universal Studios. His overall interview did not just lend itself to Disney but completely
his own personal experiences.
Originally, Carson had no idea that the field of Imagineering even existed. He
majored in illustration at the Academy of Art College in San Francisco. While in college,
he did not like the idea of illustration, because he wanted to be able to come up with the
ideas to begin a project. However, as an illustrator, he was only working on the finish
work of a project. It was not until the publicity of the Fantasyland opening at Disneyland
that Carson learned about the career of Imagineering. He quickly realized that he
wanted to be an Imagineer not an illustrator.
Don Carson expressed that Imagineering is a large organization that consist of
many different disciplines such as, audio, engineering, architecture, etc. In order to
become a Walt Disney Imagineer, you have to able to demonstrate you have the skills
to tackle whatever job available that you are interested in.
Page 2 of 34

While working at Walt Disney, Carson was a show designer. As a show designer
and along with the concept design department, you are the ones responsible for
creating the first sketches of a new attraction. Carson expressed, Being a show
designer can be a lot of different things even into the category of being an artist. You
might be someone who spends your entire career doing nothing but storyboards so
having a really strong basic drawing ability, any artistic foundation that you can get
through art school is valuable.
Carsons advised that before trying to apply to Walt Disney Imagineering, you
need to able to show that you understand what Imagineers do. If you have any
background knowledge in theme park design, this is one way that you can express that
you truly understand the unique industry of Imagineering.
Finally, there is no real simple way to become employed as a Walt Disney
Imagineer. Carson informed that anyone who wishes to become employed at Walt
Disney Imagineering, you must have a high skill level and expertise as other employees
at Walt Disney Imagineering. His advice is to taking job opportunities with other
companies in order to gain more experience. There are numerous skills that come
under the title of Imagineering, so you options are opened to whatever you talent may
be.
Introduction
Magic Kingdom, Universal Studios, Six Flags, and Busch Gardens, just to name
a few, are some of the best US theme parks in North America (Laks, 2014). The yearly
attendance at the top 20 largest amusement parks is into the millions of attendees.
Page 3 of 34

Magic Kingdom in Orlando, Florida is ranked at the number one amusement park (List
of Amusement n.d.). What attracts people to want to attend these amusement parks
and keeps them coming back?
Theme parks are run through the collaborative effort of many people. These
people include operations, maintenance, food service, merchandising and management
(Acorn, 2010). Before any of these folks have jobs, the creative task is to create the
theme park.
There are certain steps to follow when starting an amusement park. Most
companies start with hiring a firm that specializes in leisure business planning, such as
Thinkwell Group or Leisure Business Advisors, LLC. Busch Gardens often goes out and
gets the expertise that it needs for a specific project since attractions require a variety of
talents that cannot be housed completely on site (Causer, 2012). These companies help
to streamline the process in creating the amusement park. They will complete some or
all of the following: raising the capital needed to start the project, putting a team
together, determining the location of the amusement park, obtaining permits and
licenses, securing insurance for the park, constructing the amusement park, hiring
personal, advertising the amusement park, and opening the amusement park (How to
Start , n.d.)
Getting Started
In the beginning, the conceptual development of the amusement park is the start
of the whole process. The concept development begins with visiting the location of the
Page 4 of 34

proposed amusement park (How to Build, n.d.). There the development company will
meet you to help review your concept and discuss options to enhance your amusement
park. By the end of the conceptual development, there will be fundamentals for moving
forward with your idea and beginning to build the amusement park you have been
waiting. The conceptual development is a crucial from the early stages because it will
affect the future work on the project (Getting Started, n.d.).
Once the concept development process is complete, and then you must begin
the market analysis. The questions to answer are who is going to be your market and
what is the potential of the market? In this process, the economist team will
quantitatively ascertain who the market is, the amount of time people who will visit the
amusement park, how large the project should be at the opening, what size the project
can grow over time, and what the competitive environment is. Through the market
analysis, the best choices in creating a profitable amusement park will be determined.
The market analysis can be a continuing process through the other stages of
development (Getting Started, n.d.).
The feasibility study is the next crucial step in building an amusement park. This
study provides guidance for designers, construction companies, and management.
Within the study, it will provide the total land size needed and building space required.
The study will take into consideration the recommendation of the attraction mix and
major components.
The firm working on the feasibility study can provide initial amusement park
design and master planning. The design can be based on what a typical amusement
Page 5 of 34

park visitor may be looking and feeling for within an amusement park. The Feasibility
Study will be the first meaningful projection of: the warranted investment for your
project; operating cost; and the financial potential of your project (Getting Started,
n.d.).
Once the feasibility study is complete then the next step is the master planning.
In this process, a working proposal is developed to plan for the layout, configuration,
and operating characteristics for every facility planned for the amusement park. Through
this process, the themes are evaluated to see how it fits together and how it will work on
the location site. This is an important step because it will help you optimize the use of
the site as well as any creative development planned for the future (Getting Started,
n.d.).
Building Amusement Park

Once the getting started process is complete, it is time begin the process of
building the amusement park. During this step, a sketch of the layout of the amusement
park can be created. This step is called the schematic design. At this time, all the key
systems, entertainment, rides and shows are determined and where they will be located
within the amusement park. Once the schematic design is developed, the architect can
design the buildings for all the sites within the amusement park. These sites are for ride
attractions, entertainment, food venues, and souvenirs. Also within this process, basic
engineering, civil, electrical and mechanical, is quantified and prepared. As mentioned
previously, in the marketing analysis, the cost projections can change throughout the
Page 6 of 34

different stages of development. So during this time, cost projections can be refined
even further and project adjustments are made according to the needs (Building Your
Dream, n.d.).
Now has come the time to work with the amusement park architecture. The job of
the architecture is described as an extremely complex and creative skill. It is the job of
the architect to work with other designers to ensure the buildings are functional,
beautiful, and colorful as well as enhancing the theme of the amusement park. The
mission of the architecture is to build the experience of the visitors and provide the
richness of the amusement park atmosphere. Architecture in theme parks is generally
manipulated to emphasize a theme and/or accentuate a particular ambience (Building
Your Dream, n.d.).
The third step in building your dream is design development. In this process, the
focus of the work has shifted. Once the work was focused on the conceptual
development, now the focus moves to the technical development. Finally, it comes time
in this process that will allow preparing a final, comprehensive budget and schedule.
Also, this will allow for the process to prepare to move into preparing construction
documents (Building Your Dream, n.d.).
Within designing the amusement park, retail, food, and beverage options need to
be considered. Retail shops provide the visitors the opportunity to make memories while
visiting the park. As well, the shops will help with the look of the park. Food and
beverage is always a must at an amusement park. The type of food and beverage
Page 7 of 34

served can go along with the theme of the park or the designated area theme (Building
Your Dream, n.d.).
Finally, the last process in building the amusement park is construction.
Now that the planning and designing has been completed, now it is time to build the
park. The amusement park site and facilities are constructed. The attractions, shows,
retail shops, restaurant elements are fabricated and built. This is the time of the process
that the paper form of the design is brought to reality, The project management, art
directors, construction management and owners representatives work together to
assure that all aspects of the amusement park are being completed (Building Your
Dream, n.d.).
Summary
There are multiple companies that can help create amusement park or themed
attractions. These companies all employ similar techniques as they go about designing
the amusement park. The underlying current is that of collaboration and communication.
These are two skills that are vital to the projects success throughout the process.
Bibliography:
Interview: Answering, How do I become an Imagineer? with Disney artist Don Carson.
(n.d.). Retrieved from http://www.insidethemagic.net/2011/03/interview-answering-howdo-i-become-an-imagineer-with-disney-artist-don-carson/
Alcorn, Steve. (2010). Theme Park Design: Behind The Scenes With An Engineer.
Florida: Theme Parks, Inc.
Apogee Attractions : Build Theme Park : Build Amusement Park : Theme Park
Page 8 of 34

Consultant : Amusement Park Designers : Theme Park Designer : Theme Parks

Design. (n.d.). Retrieved from
http://apogeeattractions.com/services/04a_buildingyourdream.htm
Causer, Craig. (September/October 2012). Screams, themes and dreams: your ticket to
amusement park engineering. IEEE Potentials, 14-22.
Laks, Zachary. (August 30, 2014). 10 Best US Theme Parks for 2014. Fodors Travel.
Retrieved from http://www.fodors.com/news/photos/10-best-us-theme-parks-for2014#!1-intro
List of Amusement Park Rankings. (n.d.). Retrieved from
http://en.wikipedia.org/wiki/List_of_amusement_park_rankings#North_America
How to Start an Amusement Park. (n.d.). Retrieved from
http://www.wikihow.com/Start-an-Amusement-Park
How to Build a Theme Park: The First Steps. (n.d.). Retrieved from
http://www.leisure-business.com/build-theme-park.html
Theme Park Services: Apogee Attractions.com. (n.d.). Retrieved from
http://apogeeattractions.com/services/01agettingstarted.htm
Annotated Bibliography:
Print
Alcorn, Steve. (2010). Theme Park Design: Behind The Scenes With An Engineer.
Florida: Theme Parks, Inc.
Theme Park Design is a book that will help any student interested in pursuing a career
in theme park engineering. This book goes over one mans journey through college, his
career and his business.
Goldish, Meish. (2011). Amazing Amusement Park Rides. New York: Bearport
Publishing.
In the book Amazing Amusement Park Rides, students will learn about the design,
theme and architecture that goes into designing rides. They will gain a deeper
understanding of the importance of the customer experience that is part of the design
process.
Hillman, Jim. (2013). Amusement Parks. Oxford: Osprey Publishing, Ltd.
Page 9 of 34

Amusement Parks is about the history of the worlds premier amusement parks. Kids
would find this fascinating to learn about the famous Coney Island and other
amusement parks that have vanished over the years.
Irving, Diane. (2010). Perimeter and Area at the Amusement Park. Minnesota:
Capstone
Publishing.
In this book, students that are interested in the mathematical applications of an
amusement park will get to read all about the history and mathematical intricacies of
amusement parks.
Mitchell, Susan. (2009). Amusement Park Rides. New York: Gareth Stevens Publishing.
In this book, students will learn fun, factual information about the top 10 amusement
park rides. Amusement Park Rides will help students think about rides other than roller
coasters as they design their park.
Online
Amusement Park Physics: Design a Roller Coaster. Retrieved from
http://www.learner.org/interactives/parkphysics/coaster/
On this website, kids can work on creating a roller coaster. Kids can choose from a
series of 3 options to design different aspects of a roller coaster. At the end, a safety
score is given on how safe the roller coaster would be.
Theme Park Engineering Group. Retrieved from http://themeparkeng.org.ohiostate.edu/
This website showcases a collegiate group designed to learn more about the theme
park and entertainment industry. This would be interesting to students who would like
more information on what degrees to pursue for working in the amusement park design
field.
Theme Park Ride Designer and Engineer. Retrieved from
http://vacareerview.org/k5/whats-that/unusual-occ/theme-park-ride-designer
This website provides students with an overview of exciting careers within the
amusement park industry. It also provides links where students can learn more
information.
Advice from Disney Imagineers. Retrieved from
http://www.insidethemagic.net/2010/04/want-to-be-a-theme-park-designerdisney-imagineer-and-universal-creative-experts-offer-advice/
This website provides students with insight interview of Disney Imagineers.
Roller Coaster Tycoon 4 Mobile. Retrieved from
https://play.google.com/store/apps/details?id=com.atari.mobile.rct4m&hl=en
Page 10 of 34

This will be downloaded to the iPads. It will allow students the chance to design an
amusement park and improve it based on customer wants/needs. As they make money,
they can add to the amusement park to make improvements.
CONNECTION TO THE THEME
Perspective means to have a point of view on a certain topic or area. This can be
your attitude towards how something may be ran or designed.
Everyone has his or her own view of different topics. This can be very beneficial
because it can allow for more creative ideas to be generated by a group. As personal
perspectives are shared, collaborators can brainstorm together to get closer to a
common goal or a shared perspective. Through perspective, peoples point of view can
be utilized to help make the overall effectiveness of a project more effective.
Our unit on amusement park design will allow the students to tap into their
perspective of what their interests are and what they feel will make an amazing
amusement park. Children usually have a wonderful imagination and it can be applied
through this unit.
When it comes to amusement park design, there are different ways perspective
correlates with our topic. One way is the customer perspective. Customers are the best
credits of an amusement park. When a customer visits an amusement park, they
already have ideas of what they are interested in doing and seeing. It is important to
listen to the customers wants/needs in order to improve the amusement park. Many
amusement parks are geared to children and families. Who better to share their
perspective but students? All the participants in this process will have their own
personal perspective of what will make an exciting amusement park. Through this unit,
Page 11 of 34

students will be able to share their perspective views in choosing a theme for the
amusement park.
Another perspective will be layout of the amusement park. Students will be able
to share ideas of where different attractions, retail, and restaurants should be located.
They will need to view the layout from the customer perspective and the design
perspective. Conversation should be generated to challenge their perspective such as
locating the best roller coaster at the end of the park, thus ensuring that all customers
will walk through the park and find other attractions, restaurants and retail spaces to
stop at on the way.
Once students share their perspective ideas, these will provide the students with
the opportunity to give feedback on each others ideas and how they can possible apply
each students ideas in the overall design of the amusement park. Also, when students
are given the chance to share the their ideas, it helps others with ideas if they may be
struggling with the task at hand. This will allow students to use a type of SCAMPER
activity as a brainstorming tool. As well as, others may be able to elaborate on others
views to make the ideas even more effective.
Students will be given the chance to choose to be a creator or engineer.
Depending on what area they choose to focus, students will express their perspective
view of area their choice. They will also see how the different jobs share a common goal
with different perspectives, or jobs. Some students may possess a safety minded
perspective while others may possess a fun minded perspective when it comes to
creating the amusement park.
Page 12 of 34

Last, on day 1, students will participate in an activity titled Zoom. This activity
uses the book Zoom which gives ever-changing perspectives from the illustrators
view. Students will learn how each job is important in the sequence as well as how what
we see isnt always the whole picture.
TECHNOLOGY INTEGRATION
There will be integration with technology for the students throughout the week.
Students will interact with programs that will enhance their camp experience and allow
them to remain engaged throughout their time. Last, the pieces of technology that will
be utilized will give students new perspectives for completing presentations in future
courses and classes.
Weebly
A website will be created using Weebly.com for our amusement park design
class. The website will contain the material for the class including the videos, activities
and resources for the week. The site will also serve, as a gateway to access other
websites and resources that students will access to build their dream amusement park.
A blog page will be included within the website where students will be reflect on their
learning as well as ideas shared and discuss questions that arise from daily class
lessons. The blog will provide us with a dipstick to understand what the students are
learning on a daily basis and where any confusion may lie. This will also provide a
collaborative opportunity as students can comment on and share their perspectives with
Page 13 of 34

each other. Students will be able to access the daily newsletter through the Weebly
website. Also, students will have the capability to email us if they have any questions.
Last, this will serve as a communication tool to allow parents a window into what their
children are engaging in for the week. It is hopeful that this will encourage at home
conversations and help students explore other perspectives with people outside of their
camp group.
YouTube
Videos and clips from youtube.com will be used that will relate to our daily
lessons. The YouTube videos will mostly be used for the hook at the beginning of the
lessons or be embedded into the Weebly site to allow students a point to ponder or
serve as resources for them to examine as they develop their amusement park. Also,
students will use YouTube to access interviews of different Disney Imagineers.
Laptops
Students will be given the opportunity to build and print a photo of their own
amusement park item. The program students will use is Tinkercad. It is an online
software program where students will engage in the engineering design process to build
a piece of their amusement park.
Page 14 of 34

CONTENT OUTLINE
1. Engineering Design Process
a. Two main models
i. 5 Step Model
1. Ask, Imagine, Plan, Create, Improve
2. This is the one we will use
ii. 8 Step Model
1. Identify the Problem, Identify Criteria and Constraints,
Brainstorm Possible Solutions, Generate Ideas, Explore
Possibilities, Select an Approach, Build a Model or
Prototype, Refine the Design
b. Both are cyclical
c. Communication is an integral part even though it is not a step
2. Disney Resorts
a. Multiple Resorts throughout world
i. Disneyland in California
ii. Walt Disney World in Florida
1. 4 parks
a. Magic Kingdom
i. 6 lands
1. Main Street, USA
a. Opening Credits
2. Adventureland
a. Mystery of exploring foreign lands
3. Frontierland
a. American Old West
4. Liberty Square
a. American Revolutionary Town
5. Fantasyland
a. Young at heart
b. Wishing upon a star
6. Tomorrowland
a. Concept for Future
ii. All allow an escape, a feeling of anything can
happen, magic does exist
b. Epcot
c. Disneys Hollywood Studios
d. Disneys Animal Kingdom
iii. Tokyo Disney Resort
iv. Disneyland Paris
v. Hong Kong Disneyland Resort
Page 15 of 34

vi. Shanghai Disney Resort, to open in 2016

b. Disney Service
i. Exceed Customers Expectations
ii. Pay Attention to Details
c. Four Keys
i. Safety
1. This is providing for the welfare of the guests and cast
members, and maintaining their peace of mind through the
use of environmental protection, emergency services,
prevention and loss control, and security
ii. Courtesy
1. This involves respecting the individual. It requires treating
each guest like a VIP, making resources available to all,
meeting the needs of the individual, providing for service
recovery, and having employees treat each other like guests.
iii. Show
1. This means creating a seamless guest experience. For
instance, cast members are strictly prohibited from eating,
drinking, and smoking in front of guests. But, at the same
time, Disney ensures that they have time and space
backstage for that.
iv. Efficiency
1. This involves providing for the smooth operation of all of the
following: the capacity of the facility, guest flow patterns,
operational readiness, and teamwork.
3. Perspective
a. Point of View
i. SCAMPER
1. Substitute, Combine, Adapt, Modify, Put to another use,
Eliminate, Reverse
2. Connects to EDP
4. 3D Design
a. Software to help create 2d and 3d objects
i. Autocad
1. Used for architecture, engineering and construction
professionals
ii. Tinkercad
1. Online software
2. Allows to design and model for 3d
3. Can be printer with a 3d printer
a. Prints objects in 3 dimensions
Page 16 of 34

LESSON #1
Heigh Ho
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
I. DEFINE OBJECTIVES AND CONTENT

TSWBAT (The student will be able to) shift perspective from that of a
consumer to that of a producer and designer in relation to amusement
parks.
Creating can be a linear process but most likely is a cyclical one.
How is the EDP (Engineering Design Process) evident in the design of an
amusement park?
a. Two main models
i. 5 Step Model
ii. 8 Step Model
1. Identify the Problem, Identify Criteria and
Constraints, Brainstorm Possible Solutions,
Generate Ideas, Explore Possibilities,
Select an Approach, Build a Model or
Prototype, Refine the Design
c. Communication is an integral part even though it is not a
step
2. Disney Resorts
a. Multiple Resorts throughout world
i. Disneyland in California
ii. Walt Disney World in Florida
1. 4 parks
a. Magic Kingdom
i. 6 lands
1. Main Street, USA
a. Opening
Credits
2. Adventureland
a. Mystery of
exploring
foreign lands
3. Frontierland
a. American
Old West
4. Liberty Square
Page 17 of 34

ii.
b.
c.
iii.
iv.
v.
vi.
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
a. American
Revolutionar
y Town
5. Fantasyland
a. Young at
heart
b. Wishing
upon a star
6. Tomorrowland
a. Concept for
Future
All allow an escape, a
feeling of anything can
Epcot
Disneys Hollywood
Studios
Disneys Animal Kingdom
d.
Tokyo Disney Resort
Disneyland Paris
Hong Kong Disneyland Resort
Shanghai Disney Resort, to open in 2016
II. PRE-PLANNING
Students will understand the process for designing amusement park. They
will also be able to draw connections between creating and the EDP.
Students will be able to create their own amusement park (through

sketching it out). Each amusement park must consist of 3 attractions, 1
entertainment area, 1 retail store, 1 snack bar, 1 restaurant and 1
technology tie-in.
Page 18 of 34

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
III. PLANNING
TIME: 10:55 11:10
Create a roller using recycled materials (listed in materials section). Give
students 15 minutes to create a roller coaster that has at least 1 loop and
can run a marble from start to finish, without crashing at the end. 2
teams of 2 and 2 teams of 3.
TIME: 11:10 11:20
Introduce the Engineering Design Process (EDP). Facilitate a discussion
on how the process was evident in their roller coaster activity. Provide
sticky notes so students can add evidences to the
EDP poster. Encourage students to keep notes in their composition
notebooks. Share video snippet on how communication is evident in EDP.
Connect the EDP to create amusement parks.
11:20 11:30
Share the challenge with the students through the use of a Help Wanted
Advertisement, with the rubric included as judging criteria
11:30 11:33
Have students complete a consensogram of their prior experience of an
amusement park. Each student will be given a colored dot, which they will
place above the category on the chart paper consensogram, that best
describes their knowledge of amusement parks and the process of
designing amusement parks.
11:33 11:38
Students will get in their groups from the hook and will interview each
other to get his/her perspective of a perfect day at an amusement park.
Share ideas and chart them.
11:38 11:45
Share maps of MK and background of MK. How does each section
represent its own theme? How does this theme work in to the overall
perspective of MK?
What are some ideas of other themes?
TIME: 11:45 12:00
Begin designing your theme park utilizing the steps of the EDP.
Students will be assessed through Authentic Assessment.
Page 19 of 34

include actual
assessment with
unit materials.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
*When you wish upon a star playing as students enter?
*Roller Coaster:
Pringles cans, plastic water bottles, index cards, wood, foil, straws, craft sticks, paper towel rolls,
toilet paper rolls, foam tubing, roll of masking tape, plastic cups, scissors, marbles.
*Post-It Notes
*EDP Poster
*Challenge Advertisement with expectations (rubric)
*Teaching Channel: Roller Coaster Physics: STEM in action 2:50 3:08 for communication.
*Chart Paper
*Consensogram
*Colored Dots
*Interview questions on chart paper: Have you visited an amusement park? What do you look
forward to the most when visiting an amusement park? What do you think makes an amusement
park exciting?
*Markers
*MK maps
*Composition notebooks for students to use?
*Different posters of EDP?
*Computers
*Projector
Page 20 of 34

Page 21 of 34

Page 22 of 34

Page 23 of 34

July 9, 2015
HELP WANTED:
Amusement Park Designer
Walt Disney World in Orlando, Florida is now accepting submissions for an exciting new
land at the Magic Kingdom. If you think you have what it takes, AIGimagineers want to
hear from you! Come and sell your land to AIGimagineers on July 9th, 2015. Design
must fit in the perspective of the Magic Kingdom and consist of the criteria listed below.
Let the designing begin!
Criteria
Each amusement park must consist of three attractions, one entertainment area, one retail store,
one snack bar, one restaurant and one technology tie-in.
Page 24 of 34

LESSON #2
A Whole New World
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
What will students

TSWBAT create a themed land within an amusement park and will
determine how they will convey their perspective in the park.
Just as you turn a kaleidoscope and view different perspectives, the MK
is a kaleidoscope.
What perspectives will you have to consider about your customers when
designing an amusement park?
a. Disney Service
i. Exceed Customers Expectations
ii. Pay Attention to Details
b. Four Keys
i. Safety
2. This is providing for the welfare of the
guests and cast members, and maintaining
their peace of mind through the use of
environmental protection, emergency
services, prevention and loss control, and
security
ii. Courtesy
1. This involves respecting the individual. It
requires treating each guest like a VIP,
making resources available to all, meeting
the needs of the individual, providing for
service recovery, and having employees
treat each other like guests.
iii. Show
1. This means creating a seamless guest
experience. For instance, cast members are
strictly prohibited from eating, drinking,
and smoking in front of guests. But, at the
same time, Disney ensures that they have
time and space backstage for that.
iv. Efficiency
1. This involves providing for the smooth
operation of all of the following: the
capacity of the facility, guest flow patterns,
operational readiness, and teamwork.
II. PRE-PLANNING
Students will understand that the theme and the perspectives of their
Page 25 of 34

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
customers should be related to the theme of the MK.
Students will design a layout of a smaller theme land. As a group, they

will decide where to place the different attractions, entertainment, retail
and food. These components must go along with the theme of the larger
park. They will be evaluated on day 4.
Page 26 of 34

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
III. PLANNING
TIME: 10:50 11:05
Using prebuilt Legos for prototypes, have students place the required
items on a premade map for a visual perspective of what their park may
look like. *Prototype of 3 attractions, 1 entertainment area, 1 retail store, 1
snack bar, 1 restaurant and 1 technology tie-in.
TIME: 11:05 11:10
Discuss the Lego activity as a group and connect to the EDP. Facilitate a
discussion on how the process was evident in this activity. Provide sticky
notes so students can add evidences to the EDP poster. Encourage
students to keep notes in their composition notebooks.
11:10 11:20
Watch video from Disney Planning DVD on lands of MK and the purpose
of MK. Discuss the perspective of the MK and how their land fits in to
this perspective.
11:20 11:45
Review preliminary work from yesterday and this morning to sketch out
the land, applying what they have learned from the video and lego
activity.
Share Disney 4 keys
TIME: 11:45 12:00
What are the perspectives of the MK parks? How does your themed land
share similarities and differences to the MK?

Page 27 of 34

*Prototype of 3 attractions, 1 entertainment area, 1 retail store, 1 snack bar, 1 restaurant and 1
technology tie-in.
*Post-It Notes
*Composition books
*Chart paper to sketch on
*Constraints for land areas
*Chart paper for assessment
Page 28 of 34

LESSON #3
One Jump Ahead
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?

TSWBAT design the theme park with an online design software system.
The first or best idea isnt always the final idea.
How does understanding the EDP help you as a theme park designer at
this point in the week?
1. Perspective
a. Point of View
i. SCAMPER
1. Substitute, Combine, Adapt, Modify, Put to
another use, Eliminate, Reverse
2. Connects to EDP
2. 3D Design
a. Software to help create 2d and 3d objects
i. Autocad
1. Used for architecture, engineering and
construction professionals
ii. Tinkercad
1. Online software
2. Allows to design and model for 3d
3. Can be printer with a 3d printer
a. Prints objects in 3 dimensions
II. PRE-PLANNING
Students will understand how to use an online software program to create
and build their theme park. This connects to the EQ by helping them
think about the stages in the EDP.
Students will create 3D representations or digital pictures of their

amusement park.
Page 29 of 34

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
III. PLANNING
TIME: 10:50 10:55
Show video on creating a wheel using Tinkercad
http://www.rokenbok.com/video-center/tinkercad-demo
TIME: 10:55 11:30

Introduce Tinkercad and premade account information
Share TinkerCad introduction video
Allow groups time to learn TinkerCad and create 1 item from their park
TIME: 11:30 12:00

Using the SCAMPER method, take one of your creations and make it
better.
Allow students 2 minutes per letter and discuss results at end. Connect
SCAMPER to EDP with Venn Diagram

*Computers for Tinkercad
*Color Printer?
Page 30 of 34

*Poster of SCAMPER Method

*Poster of Venn Diagram
*Post-It Notes
Page 31 of 34

LESSON #4
Be Our Guest
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?

TSWBAT create marketing materials for the use of their land and reflect
on their use of the EDP.
Communicating to an outside audience is part of the EDP.
As a team, how can you successfully sell your design to Disney?
a. Two main models
i. 5 Step Model
c. Communication is an integral part even though it is not a
step
2. All lands in MK allow an escape, a feeling of anything can
II. PRE-PLANNING
Students will understand that their theme is the number one element of
their success but the marketing will seal the deal with the panel of
experts. This connects to the ideas the team comes up with in relation to
the EQ.
They will be able to evaluate the success of their theme park and utilize
the successful components to sell their park as the winning theme
based on the parameters.
Page 32 of 34

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
III. PLANNING
TIME: 10:50 11:00
Turn the tables
Students judge an exemplar and basic version of the example
TIME: 11:00 12:00

For the presentation students need to have:
- Map, both a sketch and a color print out of a prototype
- Team Name
- Presentation, every person must contribute and must be able to speak on
the rubric points
- Integration of MK theme
- Should be 2 minutes in length
40 more minutes in afternoon
20 minutes to finalize and 20 minutes for presenting
TIME:
How well did students complete the amusement park? What was the a-ha
moment when you really felt the EDP was evident this week?

*Computers
*Basic Presentation
Page 33 of 34

*Exemplar Presentation
Page 34 of 34

Basden & Favor - Amusement Park Unit

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Basden & Favor - Amusement Park Unit

Uploaded by

Copyright:

Available Formats

Help Wanted! Amusement Park Designers Needed!

What makes a successful amusement park?

Michelle Basden and D. Beth Favor

Help Wanted! Amusement Park Designers Needed!

CONTENT RESEARCH PAPER

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Building Amusement Park

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Consultant : Amusement Park Designers : Theme Park Designer : Theme Parks

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

vi. Shanghai Disney Resort, to open in 2016

Help Wanted! Amusement Park Designers Needed!

I. DEFINE OBJECTIVES AND CONTENT

Help Wanted! Amusement Park Designers Needed!

Students will be able to create their own amusement park (through

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

Amusement Park Designer

Help Wanted! Amusement Park Designers Needed!

What will students

I. DEFINE OBJECTIVES AND CONTENT

Help Wanted! Amusement Park Designers Needed!

customers should be related to the theme of the MK.

Students will design a layout of a smaller theme land. As a group, they

Help Wanted! Amusement Park Designers Needed!

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Help Wanted! Amusement Park Designers Needed!

Help Wanted! Amusement Park Designers Needed!

What will students

I. DEFINE OBJECTIVES AND CONTENT

Students will create 3D representations or digital pictures of their

Help Wanted! Amusement Park Designers Needed!

TIME: 10:55 11:30

TIME: 11:30 12:00

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Help Wanted! Amusement Park Designers Needed!

*Poster of SCAMPER Method

Help Wanted! Amusement Park Designers Needed!

What will students

I. DEFINE OBJECTIVES AND CONTENT

Help Wanted! Amusement Park Designers Needed!

TIME: 11:00 12:00

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Help Wanted! Amusement Park Designers Needed!

You might also like