Lesson Plan Subject: Mathematics/Science (8 th -12th grades)

Transcription

1 Lesson Plan Subject: Mathematics/Science (8 th -12th grades) Lesson Focus: Technical Presentations Time: minutes (preparation) Allow more time, if requiring visual aids. 3-5 minutes (presentation) View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE Course Level Expectations (Physical Science): CLE 3202.Inq.6 Teaching the Lesson: Today s careers require working with teams and making presentations. Discuss with students the parts of a good technical presentation. (Visual aids are optional.) 1. Introduction (Names of team members and topic of discussion or agenda) 2. Problem Statement (What?) 3. Methodology (How?) 4. Results (What Happened?) 5. Discussion/Conclusions (What you learned or what you might do differently?) 6. Take questions from the audience. 7. Acknowledgements (Thank all contributors.) Allow students time to prepare a presentation, based on a group activity that they have completed.

2 Assessment: Use a rubric style assessment to help students identify strengths and weaknesses. This activity may or may not be graded. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.

3 Lesson Plan Subject: Geometry/Physical Science (6 th -12th grades) Lesson Focus: 3D Visualization and Communication Time: minutes Essential or Guiding Question: How important is having an eye for detail and communicating effectively? View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE , CLE , CLE Course Level Expectations (Physical Science): CLE Inq.2; CLE 3202.T/E.2; Materials: Lego-Duplo Blocks (or other similar manipulatives) Preparing the lesson: 1. Prior to class, the teacher will build a structure using Duplo blocks. This structure is to be hidden from the students. It may be placed in the hallway, closet, or behind a partition. Make the structure interesting by using a variety of colors and orientations. 2. Divide students into small groups. (3-4 students) 3. Provide Duplo blocks for each group. Teaching the Lesson: 1. Explain to the students the importance of noticing details and communicating those details effectively. Describe situations where lack of these skills could have catastrophic results. 2. Have the students make a list of examples of situations where not noticing details or not communicating effectively can cause the wrong result. 3. Begin the Lego challenge, by informing students of the following guidelines: One member, at a time, will leave the group to view the structure. Upon returning, he or she will describe the structure to the other team members and attempt to build a replica of the structure. Each member must return to their seat before another member may leave to go look. No use of cameras, pencil, or paper are allowed. 4. After a designated period of time, have each group bring their building to the front of the room. Unveil the original structure and make a side-by-side comparison. Assessment: Award 1 team point for each correctly placed block.

4 Closing Activity: Have students reflect on their method(s) of problem solving and communicating. What could they have done differently to improve accuracy and efficiency? Extension: After reflection, repeat the activity using a more complex structure. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.

5 Lesson Plan Subjects: Algebra/Geometry/Physical Science (8 th -12th grades) Lesson Focus: Incline Plane Activity Time: minutes View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE , CLE , CLE , CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Physical Science): CLE Inq.2, 3,4,5,6; CLE 3202.T/E.2; CLE 3202.Math.1; CLE 3202.Math.2; CLE ; CLE ; CLE ; CLE ; CLE ; CLE Materials (per group): Materials from 1 K NEX Education Roller Coaster Physics Set Computer Building instructions CD-ROM File: Incline Plane II (for a ball) model 1 Golf ball Meter Stick or Metric/Standard Tape Measure Science/Mathematics Journal Preparing the lesson: 1. Divide students into small groups. (4-5 students) 2. Provide 1 K NEX set and other materials for each group. Teaching the Lesson: 1. Students will open their K NEX set and familiarize themselves with the parts. 2. Students will open the Inclined Plane II (for a ball) file on the CD-ROM (Note: The colors on the CD-ROM do not match the colors in the set. Students will have to determine which parts correspond with the parts shown in the diagram.) 3. Students will work with their groups to build the ramp shown in the diagram. 4. Discuss the slope of the ramp (rise/run) and it s relationship to acceleration (F=ma) and the distance the ball will travel on the floor beyond the ramp. 5. Students will experiment with varying slopes of their ramps and then record their data in an x-y table. (X represents slope(cm), Y represents distance(cm)) Record at least 5 trials. 6. The teacher will determine a distance in cm between 4 and 7 meters. 7. Students will use their data to determine a slope that will make the ball travel the designated distance.

6 8. Each group will adjust the height of their tower to the measure they think will result in the required distance. 9. Each group will compete to determine the group that can achieve the specified distance. Assessment: Award team points based on most accurate distance. 1 st place - 10 points 2 nd place 8 points, 3 rd place 6 points, all other 4 points Closing Activity: Journal writing- Have students reflect on their method(s) of problem solving and communicating. What could they have done differently to improve accuracy and efficiency? Extension: Combine data from all groups and graph a line of best fit. Enrichment: Continue this activity with the Ski Jump 1 Challenge. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.

7 Lesson Plan Subjects: Algebra/Geometry/Physical Science (8 th -12th grades) Lesson Focus: Ski Jump 1 -Potential and Kinetic Energy continued Time: minutes View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE , CLE , CLE , CLE Course Level Expectations (Physical Science): CLE Inq.2, 3,4,5,6; CLE 3202.T/E.2; CLE 3202.Math.2; CLE ; CLE ; CLE ; CLE ; CLE ; CLE Materials (per group): Completed ramp from Incline Plane Activity Materials from 1 K NEX Education Roller Coaster Physics Set Computer Building instructions CD-ROM File: Inclined Plane II (for a ball) model 2 Golf Balls Meter Stick or Metric/Standard Tape Measure Science/Mathematics Journal Materials(testing area): Table 2 cardboard boxes Stopwatch Preparing the lesson: 1. Have students complete the Incline Plane challenge prior to this activity. 2. Set up the staging area. 3. Divide students into small groups. (3-4 students) 4. Provide K NEX set and other materials for each group. Teaching the Lesson: 1. Extend the Incline Plane activity by challenging the students to modify their structure in order to send a projectile (ball) over one box and then land in a second box. 2. Allow students to test their structure and make modifications prior to the official competition. 3. Time each group for 3 minutes and record the number of successful attempts.

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10 Assessment: Award team points based on the number of balls successfully launched into the second box in 3 minutes. 1 st place - 10 points, 2 nd place 8 points, 3 rd place 6 points, all other 4 points Closing Activity: Journal Entry: Have students reflect on their method(s) of problem solving and communicating. What could they have done differently to improve accuracy and efficiency? Extension: Continue experimentation with Ski Jump 2 or Half-Pipe Loop Activities. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.

11 Lesson Plan Subjects: Algebra/Geometry/Physical Science (8 th -12th grades) Lesson Focus: Half-Pipe Loop System Time: minutes View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE , CLE , CLE , CLE Course Level Expectations (Physical Science): CLE Inq.2, 3,4,5,6; CLE 3202.T/E.2; CLE 3202.Math.2; CLE ; CLE ; CLE ; CLE ; CLE ; CLE Materials (per group): K NEX Incline Plane from Ski Jump 1 or Ski Jump 2 activities Materials from 1 K NEX Education Roller Coaster Physics Set Computer Building instructions CD-ROM File: Half-Pipe Loop (for a ball) model 1 Golf ball Science/Mathematics Journal Preparing the lesson: 1. Have the students complete the Ski Jump 1 challenge prior to this activity. 2. Divide students into small groups. (4-5 students) 2. Provide 1 K NEX set and other materials for each group. Teaching the Lesson: 1. Extend the Ski Jump 1 activity by challenging the students to add a half-pipe loop to their ramp. 2. Students will open the Half-Pipe Loop (for ball) on the CD-ROM and follow the schematics to build the loop. (Note: The colors on the CD-ROM do not match the colors in the set. Students will have to determine which parts correspond with the parts shown in the diagram.) 3. Allow students to discover the forces required to successfully launch the golf ball through the loop.

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13 Assessment: Award team points based on fastest successful completion. 1 st place - 10 points 2 nd place 8 points, 3 rd place 6 points, all other 4 points Closing Activity: Journal writing- Have students reflect on their method(s) of problem solving and communicating. What could they have done differently to improve accuracy and efficiency? Extension: Provide a Parts List to each group with prices for K NEX pieces. Have students determine the cost of their structure and make changes to lower the cost, but still maintain accuracy of functions. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.

14 Lesson Plan Subjects: Algebra/Geometry/Physical Science (8 th -12th grades) Lesson Focus: Ski Jump 2 -Potential and Kinetic Energy Time: minutes View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE , CLE , CLE , CLE Course Level Expectations (Physical Science): CLE Inq.2, 3,4,5,6; CLE 3202.T/E.2; CLE 3202.Math.2; CLE ; CLE ; CLE ; CLE ; CLE ; CLE Materials (per group): Completed Incline Plane from Ski Jump 1 Activity Materials from 1 K NEX Education Roller Coaster Physics Set Computer Building instructions CD-ROM File: Inclined Plane II (for a ball) model 3 Golf Balls Science/Mathematics Journal Materials(testing area): Table 4 cardboard boxes Stopwatch

15 Preparing the lesson: 1. Have students complete the Ski Jump 1 challenge prior to the activity. 2. Set up a staging area with a table and 4 cardboard boxes arranged as shown. 2. Divide students into small groups. (3-4 students) 3. Provide K NEX set and other materials for each group. Teaching the Lesson: 1. Extend the Ski Jump 1 activity by challenging the students to modify their structure in order to send a projectile (ball) into the 4 boxes, attempting to score as many points as possible. Explain that the K NEX ramp must not extend past the edge of the table. The box closest to the table is worth 1 point, the next box is worth 2 points, and then 3 and 4, consecutively. 2. Allow students to test their structure and make modifications prior to the official competition. 3. Time each group for 3 minutes and record the number of points earned from successful launches into the 4 boxes. Assessment: Award team points based on the most points scored by each team. 1 st place - 10 points, 2 nd place 8 points, 3 rd place 6 points, all other 4 points Closing Activity: Journal entry: Have students reflect on their method(s) of problem solving and communicating. What could they have done differently to improve accuracy and efficiency? Extension: Continue experimentation with Half-Pipe Loop and Package Delivery Activities. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.

16 Lesson Plan Subjects: Algebra/Geometry/Physical Science (8 th -12th grades) Lesson Focus: Package Delivery -Potential and Kinetic Energy Time: 45 minutes (modify structure and perform trials) 30 minutes (competition) 15 minutes (technical presentations) View detailed Tennessee Curriculum Standards: Course Level Expectations (Algebra I and II): CLE , CLE , CLE , CLE , CLE , CLE Course Level Expectations (Geometry): CLE , CLE , CLE , CLE , CLE Course Level Expectations (Physical Science): CLE Inq.2, 3,4,5,6; CLE 3202.T/E.2; CLE 3202.Math.2; CLE ; CLE ; CLE ; CLE ; CLE ; CLE Materials(per group): Completed Incline Plane from Ski Jump 2 Activity Materials from 1 K NEX Education Roller Coaster Physics Set 3 Golf Balls Science/Mathematics Journal Materials(testing area): Table 8 cardboard boxes Preparing the lesson: 1. Set up a staging area with a table and 8 boxes on the floor at the end of the table. Boxes should be arranged as pictured. 2. Divide students into small groups. (3-4 students) 3. Provide K NEX set for each group.

17 Teaching the Lesson: 1. Lead the activity by discussing the role that Federal Express plays in our community. 2. Delivering 20 Packages (balls)----on Time is the challenge. 3. Using the ramp from the Ski Jump 2 activity, the students will determine from what location on the ramp the ball will have enough energy to be delivered to each of the boxes. Students may modify the structure and mark ramp locations to prepare for the task. They will need to develop a way to control which box the ball will go into. 4. Competition: Provide each team with a randomly generated list of 20 box numbers (1-5). 5. One member of the team will call out the box number and the other team members will work together to use the ramp to deliver the ball into the designated box. If the ball is supposed to go into box 3 and it fails, the team must continue until the ball successfully goes into box 3, before they may proceed to the next number on the list. 6. Time how long it takes for each team to successfully deliver all 20 packages (balls) into the designated boxes. Assessment: Award team points based on fastest time. 1 st place - 10 points, 2 nd place 8 points, 3 rd place 6 points, all other 4 points

18 Closing Activity: Journal entry: Have students reflect on their method(s) of problem solving and communicating. What could they have done differently to improve accuracy and efficiency? Extension: Each team will present their experiences and outcomes, using the Technical Presentation guidelines. This activity was developed through support from the Women s Foundation for a Greater Memphis through the Girls Experiencing Engineering program.