Artifact 1
This task is designed for students in a secondary mathematics classroom learning slope and the relationship between time and distance.
CCS: Grade 8 Expressions and Equations - Understand the connections between proportional relationships, lines, and linear equations.
Technology Standard, from the Florida Technology Plan: Enhance the integration of technology in curricula - Educators apply technology appropriately in their content area to enhance instruction.
In this lesson students are in groups of four and each student has a role to play; Dropper, Pusher, Timer, Recorder. Groups will begin at the starting line when both time and distance are at zero. The timer will instruct the pusher and dropper to begin and call out "time" every two seconds. The dropper is to drop a Starburst each time he/she hears the word "time". A few trial runs may be necessary because it is important that the timer be diligent in calling out the key word every two seconds and that the pusher pushes at a constant rate.
Once students have their data recorded in a table they are to come back to their desks and using Excel they will input their data to see a graph of their data. From this they are to converse with one another and include typed observations that they make. From here we will compare graphs from across the class and discuss what we see. Eventually the word slope is introduced and will be applied to real-world applications such as driving a car.
Assessment: I would assess students on these standards in multiple ways. First I would conduct a class conversation where the students would share their findings and what their data looks like. They would describe what information their graph provides them. I would then have students submit their Excel file for closer inspection on my part. I would look to see how students scaled their axes and if their data matches their hand written data from their recording sheet. The final way I would assess them on this topic would be through a mini quiz the following day about the concept.
Analysis: I believe that this lesson would fall under the Active-Adaptation category because students are working independently in Excel to create a representation of their data. The teacher has left it open-ended, not assigning a specific type of graph. Students are to choose the graph they think is most appropriate given their situation. This will provide additional talking points during the class discussion.
Possible things to consider when implementing this lesson could include the varying experience levels of my students when using Excel. I expect some will be very proficient with it, and others may only know how to input values. I will need to continuously circulate throughout the room to ensure all students are progressing along. I will also want to be sure to discuss the different graph choices the students had to choose from. They should share with one another which graphs are appropriate for different situations and why a scatter plot was probably the most appropriate graph for this activity.
Then as always, the regular safety concerns when doing this activity. The hallways are cleared out and students are safely situated on the cart. There should be no horse-playing.
CCS: Grade 8 Expressions and Equations - Understand the connections between proportional relationships, lines, and linear equations.
Technology Standard, from the Florida Technology Plan: Enhance the integration of technology in curricula - Educators apply technology appropriately in their content area to enhance instruction.
In this lesson students are in groups of four and each student has a role to play; Dropper, Pusher, Timer, Recorder. Groups will begin at the starting line when both time and distance are at zero. The timer will instruct the pusher and dropper to begin and call out "time" every two seconds. The dropper is to drop a Starburst each time he/she hears the word "time". A few trial runs may be necessary because it is important that the timer be diligent in calling out the key word every two seconds and that the pusher pushes at a constant rate.
Once students have their data recorded in a table they are to come back to their desks and using Excel they will input their data to see a graph of their data. From this they are to converse with one another and include typed observations that they make. From here we will compare graphs from across the class and discuss what we see. Eventually the word slope is introduced and will be applied to real-world applications such as driving a car.
Assessment: I would assess students on these standards in multiple ways. First I would conduct a class conversation where the students would share their findings and what their data looks like. They would describe what information their graph provides them. I would then have students submit their Excel file for closer inspection on my part. I would look to see how students scaled their axes and if their data matches their hand written data from their recording sheet. The final way I would assess them on this topic would be through a mini quiz the following day about the concept.
Analysis: I believe that this lesson would fall under the Active-Adaptation category because students are working independently in Excel to create a representation of their data. The teacher has left it open-ended, not assigning a specific type of graph. Students are to choose the graph they think is most appropriate given their situation. This will provide additional talking points during the class discussion.
Possible things to consider when implementing this lesson could include the varying experience levels of my students when using Excel. I expect some will be very proficient with it, and others may only know how to input values. I will need to continuously circulate throughout the room to ensure all students are progressing along. I will also want to be sure to discuss the different graph choices the students had to choose from. They should share with one another which graphs are appropriate for different situations and why a scatter plot was probably the most appropriate graph for this activity.
Then as always, the regular safety concerns when doing this activity. The hallways are cleared out and students are safely situated on the cart. There should be no horse-playing.
Artifact 1 | |
File Size: | 13 kb |
File Type: | xlsx |