Model
Curriculum-Technology Integration Project
(Project outline
based on ‘Management and Implementation Strategies)
Name: Mathematical
Models of Human Body Parts
Grade Level: ALGEBRA II
Curriculum Area: LINEAR RELATIONSHIPS/ MODELS
Goals & Objectives:
Students will collect and analyze
data;
Students will create a predictive
model based on their data;
Students will use Excel spreadsheet
to organize and present data;
Students will use Powerpoint
software to present their project.
Instructions
What are the
Mathematical Relationships
Between
Different Parts of My Body?
Day One (Lab):
- Bring in an eye model (if
accessible) and explain some background information on
why the blind spot occurs
- Hand out metersticks and
cards (with cross and dot) and some simple instructions
for taking the measurement
http://www.exploratorium.edu/snacks/blind_spot.html
- Have students write their
data on an overhead at the front of the room
- Have each student open an
Excel spreadsheet and enter all of the data that the
class has collected
http://instruct1.cit.cornell.edu/courses/chem207/excelgraph/
http://www.rdg.ac.uk/ITS/Topic/Spreadsh/SpGExl9701/
http://powayusd.sdcoe.k12.ca.us/smiddleton/tutorials/Excel%20Graphs%202.htm
- Discuss different things
that you can calculate by looking at this column of data
(i.e. range, mean, median, mode…..)
- Pose the question
"What are some other measurements that might have an
effect on the measurement of the blind spot?"
(Another possible question: "Are the left and right
eye the same?")
- Brainstorm and create a
list
- From this list choose one
to explore further
- Allow some time for the
students to collect this data and record in the same
fashion as the blind spot data
- Explore the types of
graphs that can be created to show the relationship
between these two measurements
Day Two:
Driving Question:
"What are the Mathematical Relationships Between
Different Parts of My Body?"
Brainstorm using driving
question in small groups using 2’ x 3’
posterboard to create WEBS
- Hang brainstorming webs
around the room to share with class
Have each student create
a list of their top 3 choices on an index card
- Teacher collects index
cards and forms groups of 3 for Day Three
- Other class work to be
done for the remainder of class time
Day Three:
Last ten minutes of class
students meet in assigned groups and begin work on KWN (homework)
"What Makes a Good
Presentation?" worksheet to be completed for
homework which will be used in creating Rubric on Day
Four
Day Four:
Create a Project Product
Rubric as a class using "What Makes a Good
Presentation?" worksheet: essential components
include use of technology (2), data table & graph,
mathematical model (equation), usefulness of
relationship, interesting presentation, peer evaluation,
frames per student (HOMEWORK?)
Allow students to use the
rest of the classtime to collect data--teacher must
organize a way to do so (if larger sample size is needed,
teacher may cooperate with others in the department)
Day Five:
Have students complete a Task
Sheet during
the last ten minutes of class to organize group members
Day Six and Seven:
- Schedule Lab time for
students to organize data for presentation
Day Eight:
- No formal classtime for
students to work—possible SRT time
Day Nine and Ten:
- Student presentation of
results to class
Resources
Meter sticks, tape measure,
computers, posterboard and markers, lesson plan for
‘blind spot’, index cards, project calendar
Evaluation
Student-created grading
rubric, group evaluation form
INDIANA’S ACADEMIC STANDARDS
(Mathematics):
Algebra I:
4.3 Write the equation of a
line in slope-intercept form. Understand how the slope
and y-intercept of the graph are related to the equation.
- 4.5 Write the equation of a
line that models a data set and use the equation to make
predictions. Describe the slope of the line in terms of
the data, recognizing that the slope is the rate of
change.
Algebra II:
- 1.4 Graph relations and
functions with and without graphing technology.
- Learning Skills of
Communication, Representation, and Connection.