Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Michael Phelps article link This book can be purchased with other data and statistics resources. Extensions to this lesson are included in this text. |
Technology Resources Needed: |
Student computers |
Background/Preparation: |
Before: 1. If students have access to computers, link the article to teacher webpage or share the link in a document. http://www.scientificamerican.com/article.cfm?id=what-makes-michael-phelps-so-good Have students open the link and view the pictures and read the article about Michael Phelps. If the students do not have access to computers, the teacher will read the article to the students while showing a picture of Michael Phelps. The article discusses the features that make Michael such a good swimmer, his height and arm span comparison. 2. Host a class discussion about these features and how they could make someone a better swimmer. 3. Ask the statistical question, "Are my classmates like Michael Phelps?" During: 1. Students will be broken into small groups based on teacher preference. 2. Each group will be given a tape measure and a piece of chart paper. 3. Students will take turns measuring each other's heights and arm span while writing the data on a piece of paper. After: 1. The students will be required to create a coordinate grid on the graph paper. Each person in the group will receive a different color marker. 2. Students should write their name as well as their ordered pair (height, arm span) on the back of the chart paper in the color marker they are using. 3. Each student is required to plot their own height and arm span in their color on the graph paper. (Make sure you specify whether the height will represent x or y. Armspan will represent the other.) |
Assessment Strategies |
Students will be assessed based on the ordered pair they plotted on the graph. The teacher will be checking for accuracy of the ordered pair written beside their name and the plot the graphed. Each student will be held accountable for their own grade because each student has done their own work in his designated color. |
Acceleration: |
Have students collaborate in their group to determine who might be the most like Michael Phelps in the group. Would this person be a good swimmer? |
Intervention: |
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View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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