Project Lesson Plan #2          Second Week Day Three and Day Four

 

Name:  Tzu-Li Tien

 

Title of lesson: Balloon Project Lecture & Lab

 

Length of lesson: 45 minutes

 

Source of the lesson:

 

 

TEKS Addressed:

           

¡±111.32. Algebra I

 

(b)  Knowledge and skills.

 

(A.1)  Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.

 

(A.2)  Foundations for functions. The student uses the properties and attributes of functions.

 

(A.3)  Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.

 

(A.4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.

 

(A.8)  Linear functions. The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.

 

The Lesson:

 

I.  Overview

 

The students will be engaged about the up coming project and the lessons that will prepare them for complete the project.

 

II.   Performance or learner outcomes

 

The students will be able to:

¡P        understand the meaning and the usage of ratio & proportion.

¡P        understand the meaning and the usage of linear function.

           

III. Resources, materials and supplies needed

 

 

IV. Supplementary materials, handouts.

 

 

Five-E Organization

 

Teacher Does                                                   Student Does

Engage:

In the beginning of class, I¡¦ll have a bottle with helium balloons tied on it floating in the classroom. (water will be added to the bottle to adjust make the bottle floating in the mid-air) Then I will review what they have learned in the past week regarding ratio and linear equations.

      

 

Students are encouraged to look forward to conducting the experiment.

 

                                                                 

Teacher Does                                                   Student Does

Explore / Explain:

After the review, I¡¦ll put the students into groups of 3 or 4.  With brief instruction and some safety guidelines, I will let the students start experiment.

 

 

Students are asked to work in groups and record the relationship of the amount of balloons to the weight that they lift.  After they got at least 10 set of data points on the graph paper, they need to draw a best-fit line and come up with a linear equation that fits their observation.

 

                                                      

Teacher Does                                                   Student Does

Extend / Elaborate:

After every group has completed the task, I will ask them to write their equation on the blackboard.  Then I will ask each group to do some brainstorming and explain what could be the possible reason for the difference in their answers.

 

 

The students are encouraged to present their results in front of the class and think on their own about the meaning behind their answers.

 

Note: enough helium balloons will be prepared prior to the class, but keep the helium tank near by just in case there is a shortage of balloons.  Also, this experiment could take up to two days depending on the efficiency of the students.