Lesson 3

Lesson 3: "Data"

Overview

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Standards

WV State Standards:

Math: M.O.A1.2.21, M.O.A1.2.8. M.O.A1.2.3

Technology: 21C.S.9-12.1, 21C.S.9-12.3

National Standards:

Math: 4, 6

Technology: 2

Blooms Taxonomy: Analysis, Synthesis, Evaluation

21st Century Skills: Thinking and Reasoning, Personal and Workplace Productivity

Overview:

Students will test their gliders and collect data. The information collected will be weight, height of release, and distance of flight.

Objective(s):

Use multiple representations, such as words, graphs, tables of values and equations, to solve practical problems; describe advantages and disadvantages of the use of each representation

Extrapolate data represented by graphs, tables and formulas to make inferences and predictions on rate of change (slope) and justify when communicating results within a project based investigation

Evaluate data provided, given a real-world situation, select an appropriate literal equation and solve for a needed variable

Time Required:

45 minutes

Pre-Requisite Skills:

Graphing points, creating graphs in spreadsheet or graphing software

21st Century Tools:

computer with spreadsheet or graphing software

Instructional Materials:

Lesson 3 Rubric
Tape measures
Scale to weigh gliders

Procedure:

Provide a space large enough for teams to fly models and measure flight distances. If teams are comparing using height of release, various heights need to be made available for teams.
Mark off distances or fasten tape measures to the floor to determine distance of flight.
Determine when each model will be weighed and make scales available.

Differentiated Instruction:

Some students may need extra help with the measurements. The learning activities/strategies in this lesson vary so that each learning style and intelligence area is addressed. Students will be reading, writing, listening, speaking (verbal/linguistic); problem solving, reasoning, working with the abstract (math/logic); designing, drawing, creating, visualizing (spatial); crafting a model, using tools (kinesthetic); organizing, cooperating, communicating (interpersonal); setting goals, completing self-paced projects, reflecting (intrapersonal); and understanding/exploring nature (naturalist). Group students according to ability or intelligence style so that all students have the opportunity to participate and succeed in developing a glider for Lite-Flite Gliders.

21st Century Assessment:

The assessment for this lesson is a rubric made at http://rubistar.4teachers.org/index.php.