The Arizona STEM Acceleration Project

Metric Olympics

Metric Olympics

A Middle School STEM lesson

Amy Lewis

10/28/2023

Notes for teachers

This activity could be given at the beginning of the year to review procedures on equipment, taking measurements accurately, and then graphing those findings in all types of graph (line, histograms, bar, and pie graphs)

List of Materials

• Triple Beam Balance
• Stop watches
• thermometer
• Meter Sticks
• Rulers
• box of marbles
• Paper
• cotton balls
• straws
• warm water
• yarn
• 2 beakers

Links for teacher:

Slow Reveal Graphs

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Teacher Lesson Plan

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Station Directions

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Student Data Sheet

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Science and Engineering Practices

Obtain, evaluate, and communicate information

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Analyze and interpret data

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Use mathematics and computational thinking

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Math Standards

8.SP.A.1 Construct and interpret scatter plots for the bivariate measurement data to investigate and describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line

6.EE.C.9

Use variables to represent two quantities that change in relationship to one another to solve mathematical problems and problems in real-world context. Write an equation to express one quantity (the dependent variable) in terms of the other quantity (the independent variable). Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

Objectives:

Today, students will practice gathering data by participating in a variety of events and collecting data through metric measurements.

Students will build graphs based on the data collected.

Agenda

1. Students will look at slow reveal graphs and talk about what the graphs could mean. Practice making predictions about what graphs can tell us.
2. Metric Olympics activity–gathering data.
3. Metric Olympics making graphs.

5-10 min.

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40-45 min.

20-30 min.

Intro/Driving Question/Opening

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How can data tell us a story about the information gathered? How is each part of a graph integral in telling the story.

Project the slow reveal graph:

Hands-on Activity Instructions

• Groups of 4
• 8 stations set up for gathering data
• 1 large graph for collecting data for foot size and arm span
• Model each station quickly reminding students of the measurements they will be using and how to measure water properly (eye level) or subtracting away the mass of the container that is holding the marbles
• The next few slides have pictures of the stations and the equipment needed

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Lab Station Samples

Lab Station Sample

Metric Olympics

You will have 5 minutes to complete each station. The directions are at each station. Please take a minute to review the directions before collecting data.

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REMEMBER TO MAKE A PREDICTION FIRST!

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Each of you are responsible for recording your prediction, data, and the difference between them on your group data sheet.

Metric Olympics Graphing

Graphing Checklist:

1. Title (remember DV vs IV)

2. Axes drawn with a ruler and labeled with description and units

3. Increments are equal

4. Key if displaying more than one data set

5. Space between bars if bar graph or Line drawn if line graph

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Station 1: Synchronized Lung Testing—Histogram (specialized bar graph using a range of data on x-axis)

Station 2: Cotton Ball Shot Put—Bar Graph (for your group)

Station 3: Left-Handed Marble Grab—Circle Graph (total all 4 partners and show the % each person contributed to the whole)

Station 4/5: Big Foot/Arm Span—Evaluate class graph

Station 6: Straw Javelin—Bar graph with collected data

Station 7: Right-Handed Sponge Squeeze—Circle Graph (total all 4 partners and show the % each person contributed to the whole)

Station 8: Finger Diving—Group choice. They can choose a way to display this data. They should explain why they chose that type of graph.

Assessment

Students will do a self assessment of their graphs. They will choose one of their graphs. On a sticky note they will evaluate if they have:

1. A title
2. Labels on Dependent and Independent axes
3. Units on axes
4. Equal increments on each axes
5. Data recorded properly

Graph chosen will be graded by the teacher to evaluate for graph construction.

Differentiation

For groups that are struggling. Provide them with graphs that have titles, and axes labeled. This will allow them to input their data. Have the students label the provided graphs with the location of the title, the independent variable and the dependent variable locations.

Remediation

Extension/Enrichment

For groups that have this, give them a set of data collected. Have them make a graph and answer questions regarding inferences that could be made based on the graph they are given. A great place to look for real data is Data Nuggets. It is a free website (see notes below). Pick one that relates to an area of study that you have during the year. I really liked The one about Biofuels. (It also has varying level of graphs that you can use to extend your students in their study of graphs)