VIEWS: 8 PAGES: 8 POSTED ON: 10/6/2010
Rolling, Rolling, Rolling Theme: Force and Measurement Subject Areas Integrated: Math, Science, and Technology naturally integrated with reading and writing 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: http://illuminations.nctm.org/lessonplans/prek-2/ladybug1/index.html 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 http://www.sciencenetlinks.com/curriculum/designwrld/ramp_k-2.html http://www.sciencenetlinks.com/curriculum/reviews/review_lrnsutexp.html http://www.sciencenetlinks.com/curriculum/designwrld/letitroll_k-2.html Students who have created incline planes http://weirdrichard.com/inclined.htm More information about simple machines. 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 spreadsheet. 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: Measurement Standard for Grades Pre-K–2 Expectations In prekindergarten through grade 2 all students should Instructional programs from prekindergarten through grade 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. Connections Standard for Grades Pre-K–2 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. Communication Standard for Grades Pre-K–2 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.
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