Group Web 2.0 Lesson Plan
Team members: Pascha Adamo, Mendy Broadwater, Sarah Kelly
Lesson Title: The Practice of Sport Science: Math, Science, and Olympic Bobsledding
Lesson Goal: Students will apply mathematic and scientific principles to investigate the physics of
bobsledding.
Content area(s): Mathematics and Science
(This lesson is for a block science class or a two day lesson. The final presentations will take up to a week
to present).
Grade level: 8th grade
Wikispaces Address for Lesson: http://ci605-group1-summer2012.wikispaces.com/
Subject CSOs:
http://wvde.state.wv.
us/policies/csos.html
SC.O.8.1.04
conduct and/or design
investigations that
incorporate the skills
and attitudes and/or
values of scientific
inquiry (e.g.,
established research
protocol, accurate
record keeping,
replication of results
and peer review,
objectivity, openness,
skepticism, fairness, or
creativity and logic).
SC.O.8.2.23
graph and interpret the
relationships of
distance versus time,
speed versus time, and
acceleration versus
time.
SC.O.8.3.03
communicate
experimental designs,
results and conclusions
using advanced
technology tools.
Subject Objectives: What will students
do to show that learning has taken place?
-The students will be able to work
collaboratively to conduct an experiment
and keep track of time trials.
Subject Assessment: Assessments
must match objectives. How will you
know that students reached these
objectives?
-The teacher will walk around and
observe that the students are
actively participating in the research
and completing the time trials
worksheet.
-The students will be able to create
graphs showing the time of the sled
versus the mass.
-The teacher will score the students
graphs that are created using
chartgizmo.com using the provided
rubric.
-The students will create a Prezi to
present experimental data and
conclusions from the “Banking on Speed:
Bobsled” activity.
-The teacher will evaluate the Prezi
using the “Sharing the Results” Prezi
Rubric.
Group Web 2.0 Lesson Plan
M.O.8.2.10
Identify a real life
problem involving
change over time; make
a hypothesis as to the
outcome; develop,
justify, and implement a
method to collect,
organize, and analyze
data; generalize the
results to make a
conclusion; compare the
hypothesis and the
results of the
investigation; present the
project using words,
graphs, drawings,
models, or tables.
MO.8.5.3
create and extrapolate
information from
multiple-bar graphs,
box and whisker plots,
and other data displays
using appropriate
technology.
21st Century CSOs:
http://wvde.state.wv.
us/policies/p2520.14
_ne.pdf
Standard 1:
Information and
communication skills
21 CO.5-8.1.TT9
Student uses
telecommunications
tools (e.g., email, web
pages, blogs, discussion
groups, list-servs, etc.)
to learn academic
content and to gather,
share and publish
information to various
audiences.
21C.O.5-8.1.TT.6
Student uses advanced
features and utilities of
-The students will complete all activities
as described on wikispace: blog, group
collaboration, experiment and final
presentation.
Completion of blog entry;
teacher observation and written
feedback on group collaboration and
experiment;
Activity and Excel sheet of
hypothesis, entered data and
analytical questions;
Final presentation of data and
conclusions
-The students will be able to gather data
to create multiple graphs and draw
conclusions about the effects of mass on
acceleration.
-The teacher will use the provided
presentation rubric to assess the
graphs that the students create.
21st Century learning skills:
21st Century technology tools:
-Students will post on the classroom
discussion board to share information
about bobsledding.
- Students will use the computers
with internet access to access the
class wiki page and research
bobsledding
-Students will create graphs and
interpret the results.
-Students will create a prezi
presentation.
-students will use Web 2.0 tool
bubbl.us tool to create a mind-map.
-students will use Web 2.0 tool
chartigizmo.com to create graphs.
-students will use Web 2.0 tool
prezi.com to create a group
presentation.
Group Web 2.0 Lesson Plan
spreadsheet software,
(e.g. functions, formulas,
filters, sorts, creates
graphs and charts), to
perform calculations and
to organize, analyze and
report data.
Standard 2: Thinking
and reasoning Skills
21C.O.5-8.2.LS.2
Student draws
conclusions from a
variety of data sources
to analyze and
interpret systems.
Standard 3: Personal
and workplace Skills
21C.O.5-8.3.LS1
Student manages
emotions and
behaviors, engages in
collaborative work
assignments requiring
compromise, and
demonstrates
flexibility by assuming
different roles and
responsibilities within
various team
structures.
21C.O.5-8.3.TT.5
Student models ethical
behavior relating to
security, privacy,
computer etiquette,
passwords and
personal information.
Student demonstrates
an understanding of
copyright by citing
sources of copyrighted
materials in papers,
projects and multimedia presentations.
-Students will use the experimental data
to make graphs and conclusions about
the effects mass has on acceleration.
- Students will use the computers
with internet access to access the
class wiki page.
-students will work together to use
Web 2.0 tool chartigizmo.com to
create and interpret graphs.
-Students will work together to create a
classroom presentation.
-Students will share links and cite
sources that they used to gather
information.
- Students will use the computers
with internet access to access the
class wiki page and use the
discussion board.
-students will work together to use
Web 2.0 tool bubbl.us tool to create a
mind-map.
-students will work together to use
Web 2.0 tool chartigizmo.com to
create graphs.
-students will work together to use
Web 2.0 tool prezi.com to create a
group presentation.
Group Web 2.0 Lesson Plan
Activities & Assessments: (can cross multiple lessons/days/class periods)
Activities (what will the students do?)
1. What is Bobsledding?
Now that you have been hired as a Sports Scientist,
you must learn everything you can about the sport
of bobsledding and how your background in science
and mathematics can help the team. You may begin
your investigation with the links provided on the
class wiki page. This information will guide your
experimental research, so take detailed notes.
Assessments (how will you know that they’ve
met the stated objectives?)
1.
The teacher will walk around and observe
that the students are actively participating in the
research and on-task
2.
The teacher will review the posts to make
sure the students’ posted valid comments and
participated.
After viewing the links, go to classroom discussion
board and respond to the prompt with two
comments. What did you learn from your research
about bobsledding and how is math and science
important to the sports?
2. Scientific Terminology
Now that you understand the importance of your
job, let's review some important terminology. These
terms will need to be used in your final presentation
and will be required for interpreting your
experimental data. Use the Bubbl.us to create a
mind-map that will be exported as a .jpg and used in
your final presentation. The mind-map must
provide a description of each term, how the term
relates to sports science of bobsledding, any
formulas needed for calculations, and how all the
terms relate to each other.
2. The teacher will score the mind-map based on the
provided rubric.
Key TermsForce ,Velocity, Acceleration, Mass,
Momentum, Friction, Drag
3. Conduct an experiment
In teams of four, you are to build a bobsled track
using a 10ft length of 1 ½ inch diameter PVC. You
must then fill five test tubes with different amounts
of metal fillings and water. The mass of each tube
must be recorded on the bobsled trial time sheet
below. Make a prediction about which sled (test
tube) your group thinks will be the fastest. Your
team will need to take turns dropping the sleds
down the track and timing how long it takes. Record
the times and repeat until all sleds have raced five
times.
3. The teacher will walk around and observe that
the students are actively participating with their
peers in the experiment.
Group Web 2.0 Lesson Plan
*Make sure you place a pillow at the bottom of the
track to stop the sled.
*Try to make each run the same, meaning letting
them go the same way each time.
4. Looking at your data
You and your team are going to determine the
winning sled by finding the averages. To find the
average for each sled, add the five times and divide
by 5. Your team must then go to
www.chartgizmo.com and create at least two
different types of charts to show your results.
5. Sharing your results
Now it is time to present your findings to the US
Olympic Bobsledding team.
4. The teacher will score the students charts based
on the provided presentation rubric.
5. The teacher will score the students based on the
provided presentation rubric.
Go to www.prezi.com to create your group
presentation.
Your presentation must include:
(1)Connection of math and science to bobsledding;
(2)Results from the experiment,
(3)Experimental conclusions with
recommendations for the team.
Teaching Guidelines and Suggestions: What do teachers need to know to successfully implement this
lesson(s)? Think about student differences, resources, time, etc.
For this lesson to be successful, teachers need to consider the students when deciding on the groups. Each
group should have different abilities, strengths and weaknesses. Students should be placed in groups
heterogeneously. Both math and science abilities should be taken into account.
The time frame for implementation should also be taken into account. Since it is a math and science lesson,
you may want to spread it out during both class periods. The presentations can also be more or less
elaborate depending on the amount of time you have available to spend on them. The lesson provides the
option of presenting in class or online due to the use of the cloud-based Prezi software. If time permits, you
can also use a web 2.0 tools such as Google Docs spreadsheet functions to let the kids create their own time
trials sheet. If you are short on time, the students could just post results on the classroom discussion page
instead of creating a whole presentation.
To allow the students to show more creativity, they could create their own sled using clay. They could also
take digital pictures of each sled to include in their presentation. To save on time, if your students have
internet access at home, you can have them complete activity one prior to the beginning of class.
For this lesson, each student will need a computer with internet access to research, plus pencils, and paper.
This should also be considered when conducting this lesson. Teachers should make arrangements for
Group Web 2.0 Lesson Plan
students who do not have a personal computer or one with Internet access to have time to complete online
segments in school.
Each team will need access to a stopwatch, mass scale, a 10ft length of 1 ½ inch PVC, test tubes, metal
fillings, water, and a pillow or other soft landing. Funding or donations should also be considered for any
supplies that the school does not have in possession.
Group Web 2.0 Lesson Plan
Mind-map Rubric
Developing
Accomplished
Exemplary
1
2
3
Scientific terminology
easily identified; most
details branch from main
idea.
Scientific terminology
not clearly identified;
details don’t
consistently branch
from main idea.
Most linking lines
connect properly; most
linking words accurately
describe the relationship
between concepts.
Linking lines not
always pointing in
correct direction;
linking words don’t
clarify relationships
between concepts.
Reflects most of the
essential information; is
generally logically
arranged; concepts
presented without too
many excess words;
fewer than three
misspellings or
grammatical errors.
Contains
unconnected
information; is not
logically arranged;
contains numerous
spelling and
grammatical errors.
Graphic used
appropriately within the
Prezi; mostly enhance
the topic; good quality,
but situated in an
illogical places within the
presentation.
Graphic used
inappropriately
within the Prezi;
graphic does not
enhance the topic;
blurry and ill-placed.
Scientific terminology
easily identified; details
Arrangement of branch appropriately
Concepts
from main idea
Linking lines connect
related terms/point in
Links and
correct direction; linking
Linking Lines words accurately
describe relationship
between concepts.
Content
Reflects essential
information; is logically
arranged; concepts
appropriately presented;
no misspellings or
grammatical errors
Graphic used
appropriately within the
Image/Graphic Prezi; greatly enhance
the topic and aided in
comprehension; was
clear, crisp and well
situated within the
presentation.
Score
Group Web 2.0 Lesson Plan
“Sharing the Results” Prezi Rubric
CATEGORY
4
3
2
1
The
introduction
presents the
overall topic and
draws the
audience into
the presentation
with compelling
questions or by
relating to the
audience\'s
interests or
goals.
The
introduction is
clear and
coherent and
relates to the
topic.
The
introduction
shows some
structure but
does not create
a strong sense
of what is to
follow. May be
overly detailed
or incomplete
and is
somewhat
appealing to the
audience.
The
introduction
does not
present to the
audience what
will follow. The
sequencing is
unclear and
does not appear
interesting or
relevant to the
audience.
Content
The content is
written clearly
and concisely
with a logical
progression of
ideas and
supporting
information.
The content is
written with a
logical
progression of
ideas and
supporting
information.
The content is
vague in
conveying a
point of view
and does not
create a strong
sense of
purpose.
The content
lacks a clear
point of view
and logical
sequence of
information.
Sequencing of
ideas is unclear.
Sometimes the
fonts are easyto-read, but in a
few places the
use of fonts,
italics, bold, long
paragraphs,
color or busy
background
detracts and
does not
enhance
readability. The
layout uses
horizontal and
vertical white
space
appropriately.
Overall
readability is
difficult. The
layout shows
some structure,
but appears
cluttered and
busy.
Text and
Layout
The fonts are
easy-to-read and
point size varies
appropriately
for headings and
text. The
background and
colors enhance
the readability
of text. The
layout is visually
pleasing and
contributes to
the overall
message with
appropriate use
of headings,
subheadings.
The text is
extremely
difficult to read.
The layout is
cluttered,
confusing, and
does not use
spacing,
headings and
subheadings to
enhance the
readability.
Introduction
Group Web 2.0 Lesson Plan
Presentation has
no misspellings
or grammatical
errors.
Presentation has
1-2 misspellings,
but no
grammatical
errors.
Presentation
has 1-2
grammatical
errors but no
misspellings.
Presentation
has more than 2
grammatical
and/or spelling
errors.
Citations
Sources of
information are
properly cited
and the
audience can
determine the
credibility and
authority of the
information
presented. All
sources of
information are
clearly
identified and
credited using
appropriate
citation format.
Most sources of
information use
proper citation
format and
sources are
documented to
make it possible
to check on the
accuracy of
information.
Sometimes
copyright
guidelines are
followed and
some
information,
photos and
graphics do not
include proper
citation format.
Very
sporadically
copyright
guidelines are
followed and
some
information,
photos and
graphics do not
include proper
citation format.
Originality
Presentation
shows
considerable
originality and
inventiveness.
The content and
ideas are
presented in a
unique and
interesting way.
Presentation
shows some
originality and
inventiveness.
The content and
ideas are
presented in an
interesting way.
Presentation
shows an
attempt at
originality and
inventiveness
on 1-2 cards.
Presentation is
a rehash of
other people's
ideas and/or
graphics and
shows very
little attempt at
original
thought.
Project includes
all material
needed to gain a
comfortable
understanding
of the topic. It is
Effectiveness
a highly effective
research
presentation.
Project includes
most material
needed to gain a
comfortable
understanding
of the material
but is lacking
one or two key
elements. It is an
adequate
research
presentation.
Project is
missing more
than two key
elements. It
would make an
incomplete
research
presentation.
Project is
lacking several
key elements
and has
inaccuracies
that make it a
poor research
presentation.
Spelling and
Grammar
Group Web 2.0 Lesson Plan
Graphs
The graphs are
clear, logical and
attractive. They
have
appropriate
titles and
symbols. They
have labels for
both the x and y
axis. The graphs
include accurate
data.
The graphs are
clear, and
attractive. They
have a title and
symbols. They
have labels for
at least one of
the axis and
includes
accurate data.
The graphs have
a title and some
symbols. They
have no labels
for the axis.
The graphs do
not have a title
or symbols.
They have no
labels for the
axis.