|Timestamp||Math objective.||Names||Title||Describe act one.||Student questions.||Our question.||Needed info.||Validation.||Sequels|
Measuring skills, both of length and angles. Real life skills of estimation, drawing experience, visualization of shapes will be very helpful.
|Shani Nelson||Twin Birds|
As I drew it, the students will see four drawings. These images are shown in order of creation. The drawing uses one point perspective and begins with a horizon, a vanishing point, a building and tree for background, and a large bird in the foreground. As the images progress, lines are drawn from the bird to the vanishing point. A second, smaller, Similar bird is then drawn based on those lines. Finally, the lines are erased. **(I hope to upload the images, and so have kept this process. However, with tiem I would change this to a video, make a photocopy of the larger bird shrinking it's size, and clue it into the drawing fit into the lines between the larger bird and the vanishing point.
How did you draw the building? What are those lines for? Why are the birds flying in the exact same position? When does the bird disappear? Why did you make the second one smaller? Why are the birds flat? How did you get them to look just the same? (with the original set of images). ** I do not expect that they will come up with my question, and believe that this task may not actually make them curious about this question. A serious downfall of this task.**
What is the same, and what is different about these birds? Give as many details, think about as many aspects of the birds, as you can.
A copy of the final drawing. I would have copies on hand of the drawing with lines intact, if they wanted that. Rulers, compasses, pencils, patty paper.
I would check to see how close their answers were to each others', regarding the angles. For proportionality of sides we could use the measurements of a cross section of students, and perform the operations together. This would be a great opportunity for students to demonstrate their work, perhaps on a projector.
If you make the wings curved rather than angular, what happens to the patterns you just discovered? Do the birds look the same?
Can you create an example of two shapes that are the same, one smaller than the other, where the corresponding angles are not the same?
The in put is the revolutions of the spin (input) and number of persons counted(output).
|Kenyatta||Spin the bottel|
1min video of adults spinning a partially filled water bottle. the person the bottle points to is the next person to spin it.
Adults play spin the bottle? Why are they playing spin the bottle how come no one is kissing? Why does the bottle not stay in the center?
what information do you get after each person spins? How can you get more information from one spin?
Generally students will need to know about counting.
Test with the students to see if can get more information. Projections and validation of students in say cafeteria over the lunch period.
What improvements on the current method of counting? What id we had large numbers(example given by students) of people. What might be a good method to count them?