Barbie Bungee – SSTI, CA (Responses)
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TimestampWhat are do's?What are don't do's?
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7/18/2014 13:25:58have a place to write objective after the lesson.
same hair style (bun) so that students measure head not hair.
create the want to know/need to know of materials and formulas
do not give all the step
do not give all materials, create a need for materials (have in room but not at desks)
do not put objective on worksheet.
don't give students the formulas.
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7/18/2014 13:29:14Provide table and graph on hint cards (QR Codes?).
Have a variety of tools available and give them when kids ASK for them. Have them predict. Give them handouts with more SPACE, more room for a variety of organizational styles. Have them write about their strategy.
Give them the question. Give them all the steps. Give them a box of certain materials. Tell them to draw a line of best fit. Give them a 50,000 word paper.
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7/18/2014 13:31:08-Add procedure pictures of how to tie rubber band
-Introduce the Barbie Bungee task at the beginning of the unit before students have tools for finding the line of best fit. End the task by asking for predictions and methods. At the end of the unit, revisit the task and have students use the tools they've gained to tighten their predictions.
-Don't be text-heavy
-Don't print everything on paper. To encourage fruitful discussion of interpreting results, stop students and prompt questions.
-Don't put intro directions (rubber bands, etc) on paper
-Don't put all of the models on one sheet of paper (break them up and hand them out as discussions progress)
-Don't type up all the questions on the worksheet, prompt questions to the class as they progress throughout the task to promote all groups to discuss.
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7/18/2014 13:32:51Do give students the opportunity to guess/estimate first (like #6).
Do give students an empty piece of graph paper, so they are in charge of axes and scale.


Don't make the task card unnecessarily wordy (like #4)
Don't tell them they're stuck with their first answer (like #2)
Don't turn this into a week-long project.
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7/18/2014 13:32:57provide hint cards/help about accurate measurement an how to tie the rubber bands
have the students come up with questions first
have students decide which tools and resources they need to answer the question
have a whole-group discussion about how to measure the position of the barbie after the bungee jump
influence students to choose a certain method or from a finite set of methods to answer the question or validate conclusions
provide a guided worksheet (blank tables, blank graph)
speak for students ('never say anything a kid can say')
give this task before students learn about the concept of line of best fit
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7/18/2014 13:34:16-Be clear in the objective.
-Giving out group roles.
-Giving them the opportunity to discuss what process/material will be needed.
-Have a table/graph ready to give out (BUT not handed out right away)
-Have a written error analysis at the end. (Maybe a sequel question for a higher bungee jump position?)
-Don't give out the labels for x-axis and y-axis on the worksheet (can always add later!)
-Don't give out too much information (don't give out the method to find the best fit line, leading them to "your" answer)
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7/18/2014 13:34:35Set the scene - provide a visual followed by a written description of the situation
Provide visual tutorials on tedious/mundane tasks (securing Barbie's feet, etc)
TMI
Do not provide labels, if a table/graph is provided at all
Do not overthink the instructions
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7/18/2014 13:35:51procedural pictures that save time (tying rubber bands)
table (with only 0 filled in) to help with organization
rubric (towards end of activity)
Designating space
Group Roles
Have space for hypothesis/estimate
extremely structured table of values
too many words/instructions
explicit directions
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7/18/2014 13:36:46The worksheet should state clearly the steps of performing bungee jump, which is not the core mathematical part.

The worksheets should keep the wordings as simple and short as possible.

The worksheets should allow some flexibility and room for the students, e.g. Only some blanks in the table are filled in.

Some guided questions are given, in which some should be open ended.

More pictures rather than words.
Do not show steps by step guidelines on calculations.

Avoid fill in the blanks questions.

Do not give the SAFETY vs THRILL issue

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7/18/2014 13:37:06*Have students make predictions
*Keep focus on desired content
*Provide visuals for how to tie the rubber bands and measure precisely
*Allow for some exploration-- even if it needs to be redirected later
*Don't reveal too much too soon (questions might be better placed on a second WS)
*Don't give students the variables. Ask them to identify the variables, depend. and independ.
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7/18/2014 13:38:22
Basic direction of the exercise
Add pictures for rubber band manipulation
Introduce graph paper after data table
Provide a venue for guesses or hypothesis
Assign group member roles
Don't explain everything at once
Don't tell them how many times to test
Don't create excessive text instruction
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7/18/2014 13:38:27
I like the introduction in problem 4, it was more entertaining. Provide some graphs but later in the problem to solve it.
Too much information given to the students (1, 3 and 6). The instructions are too specific organized for the student (2). The instructions how to solve it are too specific (4) and the purpose was given to early.(5)
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7/18/2014 13:38:30
make a prediction
Consider assigning group roles
Provide a table
prompt considerations of error
provide a blank graph
insist on a "test jump" AND MATHEMATICAL REVISION
consider providing images
consider a formal write-up that explains steps and justifies assumptions and conclusions
interpret for students ("thrill" vs. "safety")
label the axes
explain how to graph
explain what to expect
provide a formula

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7/18/2014 13:38:37
Give instructions for the non-essential learning steps: how to attach rubber bands, how to measure first rubber band jump, etc. Have many types of tools available as students determine they need to use them. Have students guess before any calculations. Revise using math.
Don't give too much unnecessary "context" or provide steps to work through the math skill you want students to learn. Don't label tables or axes of graphs. Don't tell them which methods to use too soon.
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7/18/2014 13:38:51
A visual representation of the barbie-bungee set-up on the handout.
A prompt for predicting the answer before beginning the modeling process.
Prompt to use two variables, hence two sets of data.
Avoid overwhelming amount of information on handout.
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7/18/2014 13:39:44
Hypothesis. How to attach rubber bands to barbie. Give graph. Give guiding questions in specific cases. Give work room. let them discuss strats. Time to reflect and change. Go back and do math before trying again.
Too many directions. No pics necessary on handout. Too much info is bad, too little is bad. Directions need to be clear thru ppt and guidelines verbal. No hint at which method of attack to use. Several trials at different levels is good.
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7/18/2014 13:41:45
Provide barbie/bands/measuring tools, once they generate the question and you agree on it as a class
Provide a blank graph with axes drawn but no scale or axes labels
Show 1 easy way to connect rubber bands as a suggestion
Tell students the operation to perform (slope-intercept, line of best fit, etc)
Explain procedure in writing
Provide tables - let them create their own
Don't insist they all connect rubber bands the same way
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