; Measurement sights
Documents
User Generated
Resources
Learning Center
Your Federal Quarterly Tax Payments are due April 15th

# Measurement sights

VIEWS: 8 PAGES: 8

• pg 1
```									                               Rolling, Rolling, Rolling

Theme:    Force and Measurement

Subject Areas Integrated: Math, Science, and Technology naturally integrated

Duration:
 Computer lab time to use measurement software
 1 week to investigate non-standard and standard measurement
 1 day to design and create pasta cars
 1 day for pairs to discuss and decide upon their independent and dependent
variables, race their cars, record and begin to analyze data
 2 – 4 hour-long computer lab sessions to use Excel to graph data and create
PowerPoint presentation

Standards: (See attached sheet)

Measurement sites:

Navigating Paths and Mazes
http://standards.nctm.org/document/eexamples/chap4/4.3/index.htm

This i-ME, the first of a four-part series, uses the E-example entitled
"Learning Geometry and Measurement Concepts by Creating Paths and
Navigating Mazes: Hiding Ladybug." The interactive applet allows students
to design a "virtual path" using 45 and 90-degree angles that will enable a ladybug
to reach its hiding place under a leaf.

http://forum.swarthmore.edu/paths/measurement/inchbyinch.html

Experimenting and designing with incline planes

Students who have created incline planes
http://weirdrichard.com/inclined.htm

The Elements of Machines:                     Work Is Simple With Simple
Simple Machines                               Machines
Exploring Leonardo Homepage                   Marvelous Machines
BrainPOP: Simple Machines
Software Materials:
1. Math Concepts One…Two…Three Bundle (Measurement)
2. The Clue Finders Adventure Series (Measurement)
3. Experience with Excel to create graphs explaining the data
4. Kid Pix software to build understanding of PowerPoint

Rationale: The purpose of this lesson is to provide students with an authentic
learning situation to apply understanding of force, measurement, and simple
machines. Students will show their understanding of experimental design by
creating an Excel spreadsheet, analyzing their results, and sharing their findings
with a PowerPoint presentation.

Long Term Goals:
Organize data into data tables and graphs to share the results of a
scientific investigation using Excel.
Discuss a variety of conclusions and determine which are reasonable based
on the results.
Students will understand and use software to enhance learning, increase
productivity and promote creativity.

Short Term Goals:
Create and race pasta cars.
Set up experimental design with one independent variable.
Gather quantitative data using simple measurement tools.
Accurately measure.
Create a PowerPoint presentation to share results.

Prior Knowledge: This lesson can be used as an imbedded assessment of force
concepts. Students will have identified the forces (push or pull) on a moving object
through various activities. The students will have also built their understanding
that there are a variety of forces acting on objects (gravitational, mechanical, and
friction in this case). They will have also had multiple opportunities to investigate
the relationship among the force applied, the mass of the object and the distance
traveled. These experiences are developmentally appropriate and tied to the
children’s real-life experiences. There were multiple opportunities for small group
and whole group discussion. Literature would be used to support the students’
understanding of the concepts as they fit naturally. Students would also have
multiple opportunities to explain their thinking in writing and as a tool to reflect
upon their experiences.

Description:
1. Students will utilize the measurement software (stated earlier) in
conjunction with hands-on measurement activities in the classroom. These
will consist of both non-standard and standard measurement investigations.
Literature such as How Big is a Foot and Inch by Inch will be used.
2. Students will have been immersed in a variety of force investigations
connecting the MAP concepts to their lives.
3. Students will create their own car out of pasta. This car will be used the
following day in an experimental design test. Pairs of students will define
their independent variable holding all others constant in order to see the
effect of different variables on the distance the car travels. Some possible
independent variables: length of ramp, surface of ramp, incline of ramp,
weight of car, distribution of weight on car, number of wheels, etc.
4. Pairs will conduct multiple trials and record results. Students will begin to
analyze results.
5. With vertical team buddy, students will create spreadsheet and graph
results.
6. Pairs will create a PowerPoint presentation and share results with class.

Assessment:
 Individual conferences will occur with students as they are create their
cars, set up their independent and dependent variables, discuss and analyze
results, and create graphs. Anecdotal notes will be recorded as the lesson
progresses.
 Students will also be assessed on the creation of their spreadsheet, analysis
of data, and dissemination through the PowerPoint presentation.
NCTM Standards:

Expectations
In prekindergarten through grade 2 all students should
Instructional programs from
12 should enable all students
to—

Apply appropriate techniques,      • measure with multiple copies of units of the same size, such as
tools, and formulas to determine       paper clips laid end to end;
measurements                       •   use repetition of a single unit to measure something larger than
the unit, for instance, measuring the length of a room with a
single meterstick;
•   use tools to measure;
•   develop common referents for measures to make comparisons
and estimates.

Instructional programs from prekindergarten through grade 12 should enable all students to—

   recognize and use connections among mathematical ideas;
   understand how mathematical ideas interconnect and build on one another to produce a coherent
whole;
   recognize and apply mathematics in contexts outside of mathematics.

Instructional programs from prekindergarten through grade 12 should enable all students to—

   organize and consolidate their mathematical thinking through communication;
   communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
   analyze and evaluate the mathematical thinking and strategies of others;
   use the language of mathematics to express mathematical ideas precisely.
Show Me Standards:

GOAL 1: Students in Missouri public schools will acquire the knowledge
and skills to gather, analyze and apply information and ideas.

Students will demonstrate within and integrate across all content areas
the ability to

1. develop questions and ideas to initiate and refine research

2. conduct research to answer questions and evaluate information
and ideas

4. use technological tools and other resources to locate, select
and organize information

GOAL 2: Students in Missouri public schools will acquire the knowledge
and skills to communicate effectively within and beyond the classroom.

Students will demonstrate within and integrate across all content areas
the ability to

1. plan and make written, oral and visual presentations for a
variety of purposes and audiences

3. exchange information, questions and ideas while recognizing
the perspectives of others

GOAL 3: Students in Missouri public schools will acquire the knowledge
and skills to recognize and solve problems.

Students will demonstrate within and integrate across all content areas
the ability to
1. identify problems and define their scope and elements

2. develop and apply strategies based on ways others have
prevented or solved problems

3. develop and apply strategies based on one’s own experience in
preventing or solving problems

4. evaluate the processes used in recognizing and solving problems

GOAL 4: Students in Missouri public schools will acquire the knowledge
and skills to make decisions and act as responsible members of society.

Students will demonstrate within and integrate across all content areas
the ability to

1. explain reasoning and identify information used to support
decisions

Mathematics
In Mathematics, students in Missouri public schools will acquire a solid
foundation which includes knowledge of

1. addition, subtraction, multiplication and division; other number
sense, including numeration and estimation; and the application of
these operations and concepts in the workplace and other
situations

2. geometric and spatial sense involving measurement (including
length, area, volume), trigonometry, and similarity and
transformations of shapes

3. data analysis, probability and statistics
National Science Standards:
I.    Scientific Inquiry

Plan and conduct a simple investigation that includes
formulating the question, gathering data, and constructing a
reasonable explanation.

Design a simple controlled experiment that has repeated
trials.

Use objects and tools in the implementation of the
experiments.

Gather quantitative data using simple measurement tools.

Organize data into data tables and graphs to share the
results of a scientific investigation.

Discuss a variety of conclusions and determine which are
reasonable based on the results.

II.   Scientific Relevance

Investigate, discuss and raise questions about the past and
possible future, contributions of science and technology to
individuals and society through literature.

III. Force, Motion and Mechanical Energy
Identify the forces (push or pull) on a moving object and
predict the direction it will go.

Discover that there are a variety of forces acting on objects
(mechanical, gravitational, magnetic, static electricity,
friction).

Investigate the relationship among the force applied, the mass
of the object and the distance traveled.

Analyze and evaluate the way a simple machine (gears, levers and
inclined planes) increases the applied force.

```
To top