Author (s): Jerica Ayers and Chloe Marshall Team Members: Jerica Ayers and Chloe Marshall Title of Lesson: Barbie Bungee Date lesson will be taught: 11/22/13 and 11/25/13 Grade level: 9th grade Algebra I Lesson Source (kit, lesson): Concepts/Main Idea – In this lesson, students model a bungee jump using a Barbie doll and rubber bands. The distance to which the doll will fall is directly proportional to the number of rubber bands, so this context is used to examine linear functions. From this relationship, they will find the equation of a line that models their data, and explain what the intercepts and slope of this line mean. Objective/s- The Students Will Be Able To: Understand the relationship between the distance Barbie falls and the number of rubber bands in her bungee cord. Explain the meaning of the slope and intercepts of the best fit line. Predict how variables (Barbie weight, Barbie height, bigger rubber bands, etc.) would affect Barbie’s drop distance. Evaluation Formatively, we will monitor the students for understanding while they are collecting, graphing, and interpreting data. Students’ responses to questions will be vital in this process. The summative assessment (exit slip) is at the end of the lesson plan. Common Core Standards
Safety: Include a general statement and any specific safety concerns Students will be cautioned to avoid rough behavior to avoid injury while participating in this activity. Make sure rubber bands and dolls aren’t used to hit people. Establish consequences for inappropriate use of materials. Encourage students to participate and answer questions. Create an environment where students will feel safe participating, even if their answers are incorrect. Respect all points of view. Engagement: Estimated Time: 10 min What the teacher does AND how will the teacher direct students: (Directions) Probing Questions: Critical questions that will connect prior knowledge and create a “Need to know” Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:
Use Geometer’s Sketchpad or a graphing calculator to find regression equations of student data. Talk about residuals. Compare regression line equations to best fit line equations. The procedure here will differ depending on which software is used. Have students enter their data or table, and perform the regression analysis. Explain that the r-squared value tells you what percentage of the data fits the regression line. How does your best fit line compare to the regression line on your calculator? What do you think the calculator does to determine its best fit line? What are some of your r-squared values? What do you think they represent? What’s the highest an r-squared value can be? Calculate how many rubber bands you need for your drop using this equation. How does it compare to your previous prediction? They’re pretty similar. Students may not know, but we can explain how the calculator minimizes the sum of the distance between the regression line and the data points, and that these differences are called the residuals. Responses should be close to one. This determines the accuracy of the best fit line. They should be close. The closer the two values, the better the drawn best fit line. Teacher Decision Point Assessment: Students have entered their data, and found the regression line and residuals. Students have discussed what these mean. Evaluation: Estimated Time: 10 min Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
it take for Barbie to bungee from my roof, getting as close to the ground as possible? this question vary based on equation.) variable. Incorrect answer. Explain what the slope of your best fit line represents. What does the of your best fit line mean? No answer. Can explain either slope or (Slope is how far the Barbie falls per rubber band, or the y-intercept is the height of Barbie). Can clearly explain what either the slope or y-intercept represents, and demonstrates limited understanding of the other. Can clearly explain both slope and Explain what would be different about our experiment if Barbie was heavier. No answer. Incorrect answer with explanation. Says that Barbie needs more rubber bands because she is heavier and needs more support, e.g. Correct answer (fewer rubber bands needed) with limited explanation. Gives correct answer (fewer rubber bands needed) with well thought out explanation about how the rubber bands will stretch further with more weight. Student instruction sheet/questions: Knowledge package: Collecting and Interpreting Linear Data All important foundation concepts – Prior knowledge