A critical part of any scientific experiment is collecting and analyzing data (as seen in the WHAT'S UP IN THE ENVIRONMENT? Web site, long-term projects). In this lesson, students learn first-hand about the strengths and weakness of qualitative and quantitative data by gathering and analyzing data collected from a classroom poll. Using what they’ve learned, students design and conduct a poll of their own. As an assessment piece, students can use what they’ve learned to teach their peers about qualitative and quantitative data, or stage a debate over the merits of qualitative versus quantitative data.
This lab is based on one from Illowski and Dean's Collaborative Statistics book.
Students collect data and then calculate the measure of central tendency and dispersion. They create a histogram and a box plot. They look at outliers and use Chebyshev’s theorem to look at the dispersion of the data.
Student Learning Objectives
• The student will construct a histogram and a box plot.
• The student will calculate univariate statistics.
• The student will examine the graphs to interpret what the data implies.
The following is a set of suggested activities for a third grade curriculum unit on the Earth/Sun/Moon system. The goal is to provide students with an understanding of the motions of the three objects in the system and the way in which they determine the periodic changes we observe. In particular, students should develop an understanding of the way the Earth's daily rotation determines the cycle of light and dark that we call day and night; the way the Moon's motion about Earth determines the monthly cycle of lunar phases; and the way the Earth's orbital motion around the Sun determines the annual cycle of seasons. We also discuss how eclipses - solar as well as lunar - come about.
The cyclic changes we discuss are a visible and essential part of students' experience. In finding that they can systematically state, quantify, and model these changes, and that they can furthermore comprehend the astronomical phenomena that underlie them, students acquire not only a familiarity with scientific methods and facts but also a sense that these methods render the physical universe they inhabit essentially comprehensible. This in itself is an important aspect of teaching the unit, and we have attempted to structure the activities to make it explicit.
The activities are constructed to fulfill the requirements of the North Carolina Standard Course of Study objectives for third grade science. Included in these is an understanding of some aspects of the nature of Light. Several of the activities address this - they occur early in the Unit, as the facts about light are used extensively in the following Activities. As a study of light this is woefully incomplete; some related enrichment activities are included for teachers interested in taking this to slightly greater depth.
Beginning with pictorial representation, this lesson teaches students to write expressions for linear story problems that include a rate of change and an initial value. Students progress from concrete answers ("How much will 4 pizzas cost with delivery?") to abstract ("How much will x pizzas cost?").
Students learn to translate between table, graph, and algebraic equation for linear patterns. The lesson focuses student attention on identifying the rate of change and initial value in each representation. Lesson comes with short PowerPoint slides designed to help the teacher move among students watching them work as they complete an Understanding Check at the end of the lesson.
Students use real-world knowledge and hands-on algebra tiles to learn the basics of equation-solving. The lesson progressive from a concrete scenario involving downloading music to abstract representations with variables. A companion PowerPoint slideshow scaffolds discussion and demonstrates proper use of algebra tiles.
Hooks students through an exciting number trick. Explores why number tricks work through a pictorial approach (algebra tiles), leading to the concept of operations that "undo" each other. Translates this concept to an understanding of canceling in algebraic expressions. Teaches students how to take a two-step expression and undo it. Finishes by asking students to creatively design their own number trick so everybody can try out someone else's.
Using a 1-100 (10 x10) Number Chart on paper, students create their own Times Tables by pointing,counting, and coloring the numbered boxes. This creates simple geometric color patterns that enable students to learn, predict, and prove arithmetic calculations and "families" of numbers. Students actually create their own "Math Tools for Fun at School"…
Environmental issues are often at odds with commerce. In the case of packaging, while environmentally friendly packaging is socially responsible, it is often hard to do in a cost effective manner. In this lesson, students have to balance the need for secure packaging with environmental and economic concerns. They will work together in groups of 3–4 students to create a mailing package for a fragile substance. In this case, students will be using a cookie as their substance. After the packages are finished, take them to the post office and mail them back to the students. When the packages arrive, schedule a second session to evaluate the results. Students will score their packages using a rubric.
BY ERIN DENNISTON
Provided by Kenan Fellows Program.
Our Changing Earth: Earthquakes, Volcanoes, and Tsunamis is a 6th grade Science unit to teach students how these three events have changed and still change and shape our earth. This unit is inter-disciplinary covering math, science, language arts, and technology.
This unit focuses on gathering, organizing and displaying data. The unit also addresses creating line graphs, circle graphs, bar graphs and pictographs with emphasis on labeling each graph correctly. In addition, this unit will develop and enhance mathematic arguments and proofs in regards to analyzing graphs.
This unit also teaches probability skills and concepts. Prediction, testing probabilities and finding outcomes are developed through game play and instructor modeling of lessons.
This unit focuses on the use of common fractions and improper fractions. It allows students to further their understanding of adding and multiplying fractions as it relates to geometry. This unit allows students to develop their understanding of geometric figures as they explore area and perimeter in the real world.