Slope And Function: The Foundations of Extreme Sports
Students
are at the point where they have worked with linear equations and are moving
into further applications and understanding how lines are related, whether
parallel, perpendicular, slope, etc... Students are also beginning to learn
about the concepts of relations and functions and assessing pertinent
information.
This project will tie all these areas together and enable the students to
better understand the application of functions and relations, and how they
apply to everyday life.
While there are many practical applications for the use of math, most 7th
and 8th grade students still have problems relating what they are
being taught to how this may apply to the world around them. Keeping their attention and enabling
students to bring math to life is what this unit is about. Sparking at minimal the student to stop
every once in a while to look at life around them and how math and other school
subjects may come into play through the things they do each day. Extreme Sports such as snowboarding,
ski jumping, inline skating, skateboarding, bicycle motocross and the such are
growing in pop culture each year; from the Olympics, to ESPN’s X-Games,
music videos, and computer games.
Utilizing Extreme Sports will hopefully engage the students’
creativity.
For this
project students will be assigned into groups of 4 - 5 students to research
Extreme Sports via the Internet, TV, Video and magazines and determine how
slope and function f(x) enables athletes to safely and efficiently accomplish the tricks
and moves involved to excel in their respective sports. Students will use the
Internet and various media sources for research, build mock arenas, ramps or
applicable slope related equipment via Geometer’s Sketchpad, determine
the costs of entering into their sports including lessons, equipment, medical
costs and travel and represent these costs in Microsoft Excel, and create a
class presentation via PowerPoint sharing all their data. Final results will be
integrated into a Microsoft Word and Excel document to be turned in following
their presentations.
This
project is broken in to four individual weeks that each build upon one
another. Students will receive a
unit plan overview at the beginning of the project to help them understand the
full scope of the project and the timelines, followed by individual handouts
each week to help guide them through each step of the process. Students need to have access to the
computer lab for at least one 50-minute period per week for research and
project development.
Some resources that will be used to help students better understand the scope of this project and relate to how slope and function f(x) are integral in various aspects of life include video excerpts from ESPN’s X-Games, “Making of the X-Games”, guest speakers including an athlete, video game designer, and a extreme sport course designer. The videos will be used to help spark their interest at the beginning of each section and get them thinking. The guest speakers will end each section in order to help the students look forward and also consider possible career opportunities that require their math skills.
Technology is fully integrated into this project since it is a key part of the learning process and better understanding math and the goals of this project. The number of computers required during this project is 1 computer per every 2 students with Internet access. Students will be using the following applications in order to complete their projects: Microsoft Excel, Geometer's Sketchpad, Internet Explorer, Microsoft PowerPoint or Hyperstudio Stack, and Microsoft Word.
Project Overview
The following is a weekly project overview with the weekly goals and objectives and the desired student outcomes. Please consult the attached calendar for detailed objectives and procedures broken out by day.
Week 1 – Introduction to Slope and Extreme Sports. Students will utilize the Internet to research Extreme Sports and to determine their sport of choice. Students will utilize www.backflip.com to bookmark any websites they may use for their team projects. Students will submit their chosen sport and their websites at the end of the week.
Video: Excerpts from ESPN’s X-Games.
Guest Speaker: X-Games Athlete.
Week 2 – Students will investigate what all is involved in their chosen sport. What training is required, what equipment does the athlete need, how are courses and ramps designed, how the sport originated, and what costs are involved for an athlete to become competitive? Students should also look at what other industries or professions support their chosen sport. Students will create an Excel spreadsheet to show all costs and summarizing overall cost of entry to their sport.
Video: X-Box or Nintendo extreme sport video games. (Computer based games can also be used).
Guest Speaker: Video Game Designer.
Quiz: mid-point, distance and slope formula.
Week 3 – Getting dirty. Students working as teams will use this week to actually get their hands on building a mock course with ramps or half-pipes, or the apparatus required in their chosen sports. Students will use Lego’s, building blocks, Hot Wheel track or similar resources to build their apparatuses. Once their apparatuses are built teams will measure the slope and determine any relations that exist in their structures and record this data using Geometer’s Sketchpad. The students will then spend a day in the area around the school trying to locate structures that are similar to the apparatuses they have just created. Students will submit their Geometer’s Sketchpad version of their apparatus.
Video: Making of ESPN’s X-Games.
Guest Speaker: Extreme sports course designer.
Week 4 – Multimedia. Students have already seen videos, played video games, used the Internet, TV, and other resources, and along the way heard a lot of music. But what is this music? What types of music have they heard? What do they like, not like? How does the music enhance what they are watching? Now how can they use music to help them in math? Students will write a quick song in music style of their choice that will help them to remember their formula of choice. Student presentations will occur at the end of the week with each student team giving a ten-minute oral presentation to the class utilizing PowerPoint slides or a HyperStudio stack. Final project portfolios are due by end of week.
Video: Music videos.
Presentations: Student teams, ten minutes each.
Quiz: Slope and Functions.
Student
Outcomes:
Activity
Checklist
Quiz -
Mid-point formula, distance formula, and slope.
Quiz -
Relations and Functions
Final
Class Project - Includes PowerPoint presentation, and a report in Microsoft
Windows documenting their findings. Students may also integrate photos, Excel
spreadsheet, or graphing data.
Class
Presentation - Groups will present their findings via PowerPoint to class.
Some
possible URL’s to help get the student started:
Extreme Sports http://www.extremesports.com/
Includes information, videos, news, and articles on snow, skate, surf,
motocross, bike, and wake sports
Extreme
TV http://www.extreme-usa.com/
Extreme Sports Channel, a rapidly expanding global 24 hour television channel
broadcasting in over 50 countries dedicated to action sports
All
Extreme Sports http://www.allextremesports.com
Allextremesports.com is home to extreme sports multimedia action. Extreme
Sports Movies, Pictures, News, Games, Free Stuff, Music, Links, Shopping and
More!
ESPN X
Games http://www.espnthegames.com/
ESPN hosts the X games twice a year. Once for Winter sports and once for Summer
sports.
EXPN http://expn.go.com/
Results, calendars and everything you need to find your favorite Extreme
sports.
Google http://www.google.com
Search Engine
CA- California K-12 Academic Content Standards |
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Subject
: Mathematics |
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Grade
: Grades Eight Through Twelve |
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Area
: Algebra I |
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Weekly
Lesson Plans Objective and Procedure Calendar
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Week 1 |
Objective: Introduce the
slope formula and one of it’s applications. Procedure: Show a short
film on ESPN’s X-Games. Discuss
where slope fits into extreme sports.
Lecture on what is the slope formula and do sample problems. Assign the homework for the week, and
do some in-class problems. Materials: VCR/TV, Video,
Overhead, Algebra books. |
Objective: Introduce
“Slope, Functions and Extreme Games” group projects, and assign
groups. Procedure: Review homework
and turn in. Introduce project
– Students will break into groups of 4-5 students to create a project
on how slope works in a particular sport. Student groups can choose any sport, though extreme sports
have the most obvious examples of slope. Provide students with a project handout that includes the
objective, procedure, requirements, and a sample project. Review handout and answer all
questions. Project will require
student to research their sport via the Internet, media, TV or any other
available means. Students will
be required to create a PowerPoint or HyperStudio presentation, a Word
document summarizing the project, and a model of the use of slope and function
in their chosen sports. Materials: Project Handout,
Group Assignment |
Objective: Orientate
students to Internet search engines. Procedure: Walk students
through “How to Search the Internet” handout, and have them do
sample searches on either Google or AltaVista. Students in groups will then begin to research extreme
sports websites and determine which sport they will use for their
projects. Students will create
bookmarks in Backflip.com for their projects. Materials: “How to
Search the Internet” Handout, 8 Lab Computers, 1 Instructional Computer
with Projection, Internet Access |
Objective: Build a better understanding of
slope. Review midpoint, distance
and slope formulas. Did what
they researched yesterday help them better understand how these formulas are
used? Procedure: Full class
lecture on the formulas working sample problems from their textbooks. Handout on slope and ramps that
includes discussion topics for the class. Review homework with in class examples. Materials: Algebra books,
slope and ramps handout. |
Objective: Meet an
athlete. Procedure: Guest Speaker:
Extreme sport athlete. Include
Q&A Materials: Extreme sports
athlete, projection device for speaker if requested. |
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Week 2 |
Objective: Introduce extreme sport video games and
their relation to math. Procedure: Demonstration of a couple different
extreme games video games on either X-Box, GameCube, or Playstation, followed
by lecture on their impact on pop culture and relation to math. Materials: Video games and player. Computer based games can also be
used. |
Objective: Supply and Demand. What is it and why is slope so
important? Procedure: Lecture on supply and demand and
it’s relation to slope.
What causes a positive slope? Negative slope? Students will then break into small
group discussions about how supply and demand affects the making of video
games. What do game developers
have to consider when creating their games? Groups will then share their findings with the class as a
whole. Materials: Supply and
Demand handout. |
Objective: Assess the cost of entry into extreme
sport being researched. Procedure: In the computer
lab, students will use the Internet to research what it costs to get started
and become competitive in their respective sports. This needs to include training, equipment, facility rental
costs, coaches, travel, medical and such. Students will then compile their findings in an Excel
spreadsheet, summarizing approximate costs per year, number of years to
become competitive, and overall total costs. Materials: 1 Computer/2
Students, Internet Access, Microsoft Excel, Sample Excel Spreadsheet |
Objective: It’s not just math… Students will begin to look at other
academic areas to determine what other subjects are used in extreme sports. Science, economics, advertising? Procedure: Students will brainstorm other
subject areas that apply to extreme sports. Then in small groups each team will be assigned a subject
area to discuss how that particular subject plays into extreme sports. Each group will then review their
findings to the class. Materials: Chalkboard or
easel for brainstorming session. |
Objective: Evaluate
understanding of formulas. How
video game designers integrate slope and function into their jobs. Procedure: Quiz: midpoint,
distance and slope formula. Materials: Quiz, video game
designer, projection device for speaker if requested. |
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Week 3 |
Objective: Building
apparatuses with slopes. Procedure: Students will
work in their project teams and build an apparatus related to their sport. Students can use any materials
available in the classroom including Legos, building blocks, Hot Wheels
track, etc… Students will then measure
the heights and lengths of their apparatus and determine the slopes and
record this data. Students will
use this data on Wednesday to create their apparatuses in Geometer’s
Sketchpad. Materials: Building
supplies such as tape, paper, Lego’s, building blocks, Hot Wheels
track, etc… Rulers and
protractors. |
Objective: Sloping the
hood. Students will identify structures
in the community that tie into slope and function. Procedure: Students will work with their project
teams and explore the area around the school. Their goal is to identify structures similar to the models
they built in class on Monday.
Students will then measure these structures and record their data for
use in Wednesday’s lab. Materials: Tape measures
and digital cameras if available. |
Objective: Recreate model apparatus from Mondays
class in Geometer’s Sketchpad. Procedure: In the lab students will take
measurements from the models they built in class on Monday, or from
structures they identified in the neighborhood on Tuesday, and create a
graphic model of their sports apparatus. This graphic model will then be incorporated into their
class presentation and project portfolio. Rough sketches are due on Friday. Materials: Computer lab, Geometer’s
sketchpad. |
Objective: Further awareness of careers
involving mathematics in extreme sports. Procedure: Show the video “Making of
ESPN’s X-Games” showing how the stages are built for the
games. Students will then
discuss as a class their ideas and opinions. Via discussion class will wrap up with a class
brainstorming session of other jobs that may be related to what they learned
via today’s discussion. Materials: VCR/TV, “Making of ESPN’s
X-Games” video. |
Objective: Students will meet a course designer
and have the opportunity to ask questions. Procedure: Guest speaker: Extreme sport course
designer. The designer will start
out with a lecture and then open the class up for Q&A. Materials: Extreme sport
course designer, projection device for speaker if requested. |
|
Week 4 |
Objective: Students will
identify ways to utilize music in math. Procedure: In extreme sports music is used to
set the tone of the event, highlight video games, and the broadcasting of the
sport. Via lecture and class
discussion students will try to better understand the impact music has on the
sport. They will then brainstorm
ways they can use music to better understand or learn mathematical
formulas. Students will finally
break into small groups and write songs in the format of choice to help them
memorize slope, distance or mid-point formula. Materials: Music videos featuring extreme sports. y=mx+b song set to the tune
“YMCA” by Village People. |
Objective: Test knowledge of functions. Procedure: Give students a
test covering slope, mid-point, and distance formula as well as functions and
relations. Materials: Test. |
Objective: Finalize Reports and Presentations. Procedure: Students will
spend the day in the lab or in the classroom finalizing their written reports
and PowerPoint or Hyperstudio presentations. Students may also choose to rehearse their
presentations. Materials: Computer lab. |
Objective: Students
presenting will learn presentation skills while other students learn more
about how slope and functions relate to their world Procedure: Student groups
will have 10 minutes to present their projects via a PowerPoint or
HyperStudio presentation.
Students will submit their reports upon completing presentation. Materials: Computer,
Projector, Screen |
Objective: Students
presenting will learn presentation skills while other students learn more about
how slope and functions relate to their world Procedure: Student groups
will have 10 minutes to present their projects via a PowerPoint or
HyperStudio presentation.
Students will submit their reports upon completing presentation. Materials: Computer,
Projector, Screen |
Notes, Suggested Modifications, Concerns
The
project “Slope and Function: The Foundations of Extreme Sports” is
a very comprehensive approach to integrating popular culture and technology
into the classroom. While the unit
plan and timelines are complete and cover a broad array of materials and
teaching resources it is meant mainly to be a guide and create ideas and
possibilities. In it’s
entirety it is up to each individual instructor to understand their students
current knowledge of applications, and ability of their students ability to
master new content and adjust the project accordingly. Any one week can be made into two
weeks, or any of the four weekly plans can be used independent of one another,
though the final weeks plan is a compilation of previous projects. The main idea and goal of this project
is to begin to enable students to understand how math fits into their everyday
lives, and how so much can be taken for granted. It will also hopefully make them aware of some career
opportunities, cross-subject relations with math, and encourage them to
continue to pursue math in their studies.
It is
understood that not all students will relate to extreme sports at the same
level or even show any interest in sports at all. But there is a broad range of sports that fall into this
category as well as some other activities that may relate. If there is a group of students that
aren’t really motivated by this activity due to a disinterest in sports,
either pair them with some one else in the class that is highly involved in
these types of sports to help motivate the team, or ask the group to brainstorm
other ideas that they could tie into the same theme. You never know what you may learn.
As stated
up front this is a fully integrated technology lesson plan. It is understood that various schools
and classrooms have a varying degree of resources available and may not be able
to integrate technology so deeply.
Any of the technology areas can use a variety of substitutes to accomplish
the same goals. If Internet access
isn’t available contact a publish of an extreme sports magazine and ask
them to donate past issues. Call
ESPN and request any videos they may have available. Use the school library for books on sports or use of
encyclopedias. There are a variety
of ways to modify this unit plan within any given constraints.
In
schools where the technology is available this lesson plan also makes the
assumption that students are already proficient in use of the Internet for research
projects, and the use of the following applications: Microsoft Excel,
PowerPoint and Word, HyperStudio Stack, Geometer’s Sketchpad, and either
Internet Explore or Netscape Navigator.
If the students are not familiar with any of these applications this
project can be modified to be a great instructional tool to introduce students
to the use of these applications.
Plan on dedicating one 50-minute period to the instruction of each
required application.
While not
highlighted via the unit plan it is highly recommended that an activity
checklist be created for the students.
The checklist should include all required student output, quizzes, and
learning objectives with due dates and scoring percentages for each area. This will help the students stay aware
of what is required of them and by when.
It can also serve as a weekly status report for you as the teacher to
make sure students are progressing in a timely matter. This checklist should tie directly into
the plan’s rubric.
And
lastly, assign the project teams.
Make sure that in each group you have a student with strengths in at
least one of each area so that each student can contribute to the total project
and so that no student feels left out or team feels overwhelmed. These teams will be working together
for four weeks and need to be able to work efficiently and affectively for the
duration of projects. As the
teacher you know your students best so I leave this comment at that. If you have inclusion students in your
classroom, make sure the team they are assigned to utilizes those
students’ strengths while helping to develop some of their IEP
goals. Small group projects can be
some of the best ways to help inclusion students progress via the support of
their peers.
Good
luck, enjoy and have fun with this project. And make sure your students have fun, which is what this
project is all about.
For
additional information or changes to this unit plan please go to: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=flzbf3clzefsck