Florida Math and Science Day 2009
Lesson Plan Template
Theme: Space Exploration
Lesson Title
Grade Span
Content Emphasis
(Mathematics or Science)
Targeted Benchmark(s)
(from the table below)
Microgravity! Quadratics! Vertical Motion!
9-12
Mathematics
Algebra Body of Knowledge
Benchmark MA-912.A.2.2 Interpret a graph representing
a real-world situation.
SC.912.P.12.2 Analyze the motion of an object in terms of
its position, velocity, and acceleration (with respect to a
frame of reference) as functions of time.
Author(s)
Jenny Ellis
School
Palm Beach Gardens High School
District
Palm Beach County
Email address
ellisje@palmbeach.k12.fl.us
Phone number
561-308-7378 (cell) 561-684-9155 (home)
Lesson Preparation
Learning goals: What will students be able to do as the result of this lesson?
Students will be able to analyze the graph of a vertical motion problem to determine
initial velocity, initial height above the ground, and amount of time for the object to reach
the ground.
Students be able to explain the math-science connection between gravity, acceleration,
and vertical motion.
Estimated time: Please indicate whether this is a stand-alone lesson or a series of
lessons.
The lesson is intended to be stand alone for this application. It is presented in two
PowerPoint files. It can be accomplished in a one 100-minute class or two 50-minute
classes.
The first file (Gators in Mathland.ppt) is entertaining and is the “hook” that will get the
students interested in the lesson that connects math and science. It includes a 13-min
video from NASA on parabolic flight. It also includes video clips of my students as they
demonstrate instances of microgravity on the surface of the earth. It takes approximately
25 minutes to run.
The second shows how the quadratic equation becomes the vertical motion model and
how we can use it to determine initial velocity, height above the ground, etc. It includes
an Investigation with Mario the carpenter. An Extension Activity is included for more
advanced students or for a follow-up homework problem. Not including the Extension
Activity, this part of the lesson should take 30 – 40 minutes.
Teacher Preparation: What do you need to do to prepare for this lesson?
Watch the video and clips in Gators in Mathland.ppt to be familiar with the sequence.
Watch/work through the lesson on the MathDay2009.ppt file to get familiar with the
lesson. Most slides move with a mouse-click.
Lesson Procedure and Evaluation
Introduction: Describe how you will make connections to prior knowledge and
experiences and how you will uncover misconceptions.
Begin with a brief discussion about roller coasters and other amusement rides that make
you feel like you are lifting from your seat as they rise and then drop. Ask if anyone
knows why? How does it feel? Someone may also bring up rides that spin you around.
Keep that in mind for later – that is a different Law of Motion.
There are three questions to remember during the NASA video on microgravity and
parabolic flight. They are imbedded in the PPT, but it is a good idea to bring them up
before you begin.
1. What is microgravity?
2. Why is the KC-135 called the “Vomit Comet”? (note: THIS is the real hook!)
3. Why were all those people floating around the cabin of the aircraft?
Application: Describe how students will be able to apply what they have learned
to other situations. If you browse through Algebra I and Algebra II textbooks, you will
find dozens of problems that deal with the vertical motion model. Most of the time,
students apply a “plug-and-chug” method to get an answer, often without understanding
the mathematics and the science behind it. This lesson gives a concrete connection in a
memorable way. They will be able to identify the acceleration, the initial velocity, and the
initial height because it will have meaning.
Additionally, students will be able to reason the way through application problems that
ask how high at a particular time, how long to hit bottom, etc.
Teacher Self-Reflection: Record your thoughts on the lesson and describe any
modifications you would recommend based on the outcomes.
This was my first attempt at operating a camcorder to record my students. They,
apparently, are all frustrated actors and they love to be in front of the camera. I plan to
use that hook in future lessons. Oddly enough, the only malfunction that we had was
when a water balloon exploded all over me when we were filling them in the ladies’
room.
Next time, I will give up some of the control and let the students be more creative and
produce a product on their own. I also would include a piece on using Geometers’
Sketchpad or the TI-graphing calculators to solve the problems. Some students still
struggle with solving the quadratic equation for x. I would make sure that I had them
effectively paired with a stronger student during the lesson. I would also include
questions about identifying points on the graph that indicate the height at intervals during
the drop and how those points fit into the vertical motion equation.