What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions Students will be given a sketch of the current park with the walking trail emphasized. They will be given the following criteria for the contest One new trail must add 30 minutes without backtracking at all. One new trail must reduce the original time by 30 minutes without backtracking. The may not pass through restricted areas, due to human and environmental impact. The most creative trail will be implemented in the park. The final product will be on a larger presentable paper utilizing a scale factor of 2. Student will work in groups of 3-4 with Ozobots to determine the time and ultimately speed of the different trails. How can we add variety to additional trails? How would curves and hills impact the time it takes to complete the trail? Would curves add or reduce time? How do we determine a scale factor of 2? What you have to do to the Ozobots to have them compensate for the topography and stay away from protected areas? Curves and could be included. Trees, plants and flowers could be added but need to be avoided. Up a hill will slow down, down a hill will speed up. Curves would add time. Multiply everything by 2. Use the codes to make it slow down, speed up, turn around. Draw curves to restricted areas. Evaluation/Decision Point Assessment Assessment Student Outcomes If students are understanding how to find scale, as well as utilizing the ozobot to represent various speed and topography Observation of blue prints and dialogue with student groups. Appropriate equations represented. Students will appropriately determine that in the final design, time and distance will be multiplied by 2. Students will be able to
ELABORATION Time: 45 Minutes What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions The teacher will remind students that they are in a contest. Discussion will occur as to what additions could be made to make their trail more appealing. As students continue to work on making additions, the teacher will circulate and assist students in placement of additions. What are some things you need to consider when making your trail the most appealing one? How do you decide which materials would be best for the environment and durability of your track? How do decide where place the additions, such as bathrooms, benches, lights, etc.? Why would we want the benches and lights spread out? Materials, landscaping, restrooms, benches, lighting, bike accessible. The cost of the material will be a factor. Are the materials environmentally friendly/renewable? Benches and lights need to spaced out along the trails. Restrooms would need to be at the entrance. People might get tired at different spots. If it’s dark then you don’t want dark spots on the trail. Evaluation/Decision Point Assessment Assessment Student Outcomes If students are understanding how and where to place appealing additions. Through conversations with students and observation of blueprints. Students will be able to understand that benches, lights, restrooms, etc. are placed strategically in Students will be able to realize that things can change the appeal. EVALUATION Time: 5-10 Minutes at the end of 2 or 3 class periods. What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions Throughout the scenario, students will be given various What would the speed be of a person who Speed would be 1.5 miles per hour
exit slips to determine their ability to find speed and distance; dimensions given a scale factor; and ways humans impact the environment. The teachers will also look the students’ final products to determine if criteria of original task is met. walked 3 miles in 2 hours? If a person walks at a rate of 2 miles per hour, and they walk for 1.5 hours, how far have they walked? If the distance on a diagram of a car from front to back is 4 inches and the actual car is built with a scale factor of 2, how long will the car be? List 3 ways that humans impact the environment. The person will have walked 3 miles. The model car will be 8 inches long. Pollution; graffiti; destruction of habitats; erosion from irrigation; endangering animals; etc.