This is the storyboard for the first class designed for the SAV school in 2011. This will be a good model to move forward with our team project. The instructor recently told me, it is still best to creat a PPT and send him a few slides at a time via email attachment. The other capability is SKYPE or Google+. This time we need a 3rd grade class in math that involves shopping in their local culture. Let's see some ideas for how we want to develop the project by Sunday, Nov. 25. Many thanks!
1. Math, Measurements
and Mountain Bikes
A project- based math module for the
students of the 4th Grade at the SAV School
Instructional Designer: Deborah Heal
For Instructor Govinda Panthy
2. Learning Objectives
Chief Learning Objective: Identify right angles as 90 degrees
To use math to solve a real world Identify rulers, protractor and
problem in a collaborative setting measuring tapes
using an online module.
Understand the different functions
Math Question between a ruler, protractor and
measuring tape
How does measurement and
geometry help in the design of Understand basic vocabulary
mountain bike trails?
Knowledge Goals.
Identify parallel or perpendicular
lines.
3. Learning Objectives
Performance Goals discussion of personal thoughts
and a conclusion.
Design a dirt bike trail, race on the
trail and calculate the results.
Give an oral presentation (2.5 Behavioral Goals
minutes). Make good eye contact
and speak slowly and loudly. Work cooperatively in a group of
four students.
Label angles and parallel lines
Assume the role given and
Use a ruler or other tools to contribute good personal
measure lengths. performance.
Use ratios to determine length of
trails.
Complete a 3 paragraph reflection
paper with an introduction,
4. Vocabulary
Ruler – a measuring stick marked in centimeters
Scale – a ratio of size connecting to a map
5. Vocabulary
Measuring Tape – a thin metal piece used to measure
distance
Right Angle – the corner of a square = 90 degrees
Parallel Lines – lines that are side by side
6. Vocabulary
Centimeter – 1/100 of a meter
Decimeter – 1/10 of a meter
Scale Drawing – A drawing made small that can be much
bigger outside
7. Vocabulary
Map – a picture of an area showing all the parts
Trail – a path that can be walked or ridden
Bicycle - a vehicle with two wheels, pedals and
handlebars
8. Vocabulary
Timer – an app on a cell phone that measures how fast time is moving
Calculation – using numbers to explain what happened
Protractor – a tool used to measure angles
9. Vocabulary
Measurement – using a tool to decide how big something
is
Ratio – the relation of two numbers. Here the blue
triangle is 1/7th of the circle.
10. Vocabulary
Race – a competition for speed
Results – measuring what happened
11. Working in Groups
Working in groups is like working in your family. Each person in a
family has certain things they do to help the family.
You are now part of a math family.
Let your group decide, who will identify the measuring tools and and
decide on the measurements of the bike trail? Who will draw the map
for the bike trails? Who will build the trails outside near SAV school?
Who will decorate a bike and race on the day of the School Celebration
for this math lesson?
12. Let’s Get Started!
Here is what you need to know:
How do I use a ruler?
What is a centimeter? What is a decimeter?
How do I use a protractor to measure angles?
What is a right angle?
What are parallel lines?
How do I use ratios to create a trail map that we can take outside and
build a trail?
13. Identifying and Measuring
For the student who is chosen for this job, here is your
task:
Identify a ruler and protractor and take it to your table.
Make sure you also have paper and pencils.
Talk among your group about how long the bike trail
outside should be.
14. Designer
For the student who is chosen for this job, here is your
task:
With pencil and paper, draw the map for your group’s bike
trail. Remember 1 cm = 1m.
Mark which are parallel lines and which are right angles.
Try to use both shapes in your design.
Have the Identifier and Measurer student help you use the
correct tools.
15. Presentation Time
After the map is drawn and the group is happy with the design,
the Identifier and Measurer and the Designer will present their
design to the group.
Here’s what you both need to do:
The Identifier and Measurer talks about the tools and the
Designer talks about the map. Each one of you will speak for 2.5
minutes.
Make good eye contact with the class.
Speak slowly and loudly so everyone can hear.
16. Time to Go Outside
For the student who is chosen to the Builder, here are your
tasks:
With the Instructor’s help you will build the bike trail,
using sticks and string to mark the path according to map
and measuring to scale.
The Instructor and the student will use a tape measurer to
help measure the path.
17. Preparing for the Bike Race
The student who is chosen for this task:
Works with the group to decide how to decorate the race
bike.
Decorate your bike according to your team’s idea.
Get prepared to race your bike on your group’s trail. Be
sure to wear your helmet!
18. The Bike Race
Each group from the math class will have a bike to race on
their trails.
One by one the Racer from each group rides the trail
designed by his/her group.
The Designer times the race with the timer on a cell phone
with the Instructor’s help.
The Builder of the trail writes down the results on a piece
of paper.
19. Back Inside – Presentation Time
The Builder and the Racer give a brief presentation to the
class about their jobs and what they discovered. The total
presentation time will be 2.5 minutes each.
Remember:
Make good eye contact with your class.
Speak loudly and slowly so everyone can hear.
20. Calculating Results
The Designer and the Builder from each team tape the trail
map and the calculated result from the race to the wall.
The Class discusses the different maps and results and
decides the best trail and why.
The winning team is rewarded and the whole class
celebrates.
21. The Last Step
Each student will write three paragraphs in English about
their experience with this project. Provide an
introduction, personal ideas (reflection) and a conclusion.
What did you like about it?
What did you not like about it?
What was surprising?
What did you learn from the experience?
Editor's Notes
This project based math course is designed to provide students with an online learning experience and to show how collaboration and peer-to-peer instruction can be a powerful way for students to learn and build a student learning community. Please divide your class into groups of four students each, putting strong students with less strong for a balanced approach. Also group them in a way where there are high proficiency English speakers mixed with low proficiency speakers for peer to peer instruction to be effective. Have the students decide on four roles: Who will be the Designer of the Maps? Who will be the Measurer and Identifier of the Measurement Tools? Who will be the Builder of the Trails? Who will race the bike?
Go over Learning Objectives with your students. Please present the appropriate rubric for each task as you go through this lesson.
The student is oriented to two important concepts in measurement. Photos courtesy of office1000.com and uta.edu.
The student is introduced to more math measurement tools and terms. Photos courtesy ofoffice365.co.uk, hawknz.glogster.com, etc.usf.edu
The students are oriented to metric measurements and the meaning of a scale drawing. Photos are courtesy of: explore.ecb.org, explore.ecb.org, webquest.hawaii.edu
Students are introduced to more concepts that are relevant to this lesson. Photos courtesy of: wordtravels.com, basecamptrek.com
Students are introduced to using a timer on a cell phone and other math concepts and tools. Photos courtesy of: oswego.edu, wiki.laptop.org, helix.co.uk
Students are introduced to the concept of measurement and ratio. Photos courtesy of: future-edge.com, huntermoney.com
Students are oriented to the notion of a bike race and measuring the results of the race. Photos courtesy of: projectswiminternational.blogspot.com, lisisoft.com
The students are introduced to working in groups with the chief concept of working like a student math family in the small groups. Be sure to let the students know that they will be graded both for individual and group performance. The students must choose which role they will take and record it on paper. Photos courtesy of: ukapologetics.net
By giving the students the answers to these questions first, they can then apply their newly gained knowledge to the task.
Be sure that each table has a ruler and protractor if possible. They will also need paper and pencils or pens.
Notice how the students are working together and teaching each other.
Each group should have these two students give a brief oral presentation in English (a total of 5 minutes) about their experiences and what they have learned so far. Grading should be on content, use of English, making good eye contact, and speaking slowly and loudly so everyone can hear.
Each group will need several sticks and either string or yarn. The idea here is for the trail to be marked with sticks that are connected by string so that the path is easy to see. You will need to help your student translate their scale drawing to the out of doors space with a tape measurer.
Each group will need a bike. Do your students have their own bikes? Or can you borrow a few from your town to take to the school just for the day? Encourage the student who decorates the bike to use materials from home that they already have. Will your student’s have helmets for safety?
For the bike race, you will need a timer on your cell phone. Help the Designer use the timer. The Builder of the trail will need paper and pencil to record the results of the race for his/her team.
Again, a brief oral presentation in English for the Builder and Racer (a total of 5 minutes). They are to be graded on content, use of English, good eye contact and speaking loudly and slowly.
You now help the class discuss the different bike trails and why each team got different results. Encourage all students to share their opinions. Finally, have the class select the best trail and tell why. The whole class celebrates together with the winning team who gets a small reward of some kind.
In this last step, each student is to write in English three paragraphs. The first paragraph introduces the reader to what they are going to share, the second paragraph is the content (the answers to the questions above) and the last paragraph is a conclusion. This concludes the lesson.