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This lesson provided by:
Author: Summer Johnson
System:Roanoke City
School:Roanoke City Board Of Education
Lesson Plan ID: 33183
Title:

Michael Phelps.... or not?

Overview/Annotation:

This lesson is created to have students compare themselves to Michael Phelps and the features that make him such a good swimmer. Students will measure their height and arm span and graph them on a coordinate graph. Students will then compare their height and arm span to their classmates' to see who might be the best swimmer in the class!

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
MA2013(6) 11. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6-NS8]
MA2013(6) 25. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6-SP1]
Local/National Standards:  
Primary Learning Objective(s):

The students will measure, plot, and compare their height and arm span using coordinate graph.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Michael Phelps article link
Chart paper
Tape Measure
Markers

This book can be purchased with other data and statistics resources. Extensions to this lesson are included in this text.
http://ebookee.org/Data-about-Us-Statistics-Connected-Mathematics-2-_263948.html 

Technology Resources Needed:

Student computers

Background/Preparation:
 
Procedures/Activities:

Before:

1.  If students have access to computers, link the article to teacher webpage or share the link in a document. 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?"
http://www.scientificamerican.com/article.cfm?id=what-makes-michael-phelps-so-good 

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 respresent x or y. Armspan will represent the other.) 


Attachments:**Some files will display in a new window. Others will prompt you to download.
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.

Extension:

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?

Remediation:
 
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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