Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
| Letter to Parents |
| Assessments |
| Resources |
| Modifications |
| Grant |
Proposal Summary:
Project Director(s): Dana Alderman
Rebecca Johnson
Pedro Merced
Project Title: Where in the World is the
Elephant?
Total Budget Figure: $2,499.75
The purpose of the Where in the World is the Elephant? Project is to bring the real world into the mathematics classroom. The project is based off of the famous television show, Where in the World is Carmen Sandiego? Students will watch a 3-5 minute anchor video that will lead them to discover that the head of an international crime organization, Revolution del Elephante, is an elephant. Apparently, the Elephant has hired henchmen to steal national monuments located all over the United States. In the anchor video students will be presented a clue that the henchmen left behind at the crime scene where the Lady Liberty statue was stolen. The clue will be in the form of a mathematical word problem and students will be responsible for solving that clue to find out where the henchmen is headed next. Every week the students will discover a mathematical clue at a crime scene that presents a problem using a real world scenario. Students will be required to apply the mathematics they learn in the classroom to mathematical situations outside the classroom.
Where
in the World is the Elephant? will
be implemented in a 6th grade classroom. The students will be introduced to mathematical concepts
Monday through Thursday. During
this time students will be expected to explore the concepts they learn
in depth and practice applying them in word-problems. On Fridays, the students will discover
a new clue that will relate to the concepts covered in class that week. The students will work in groups to
solve the problem and set eyes on where the henchman is headed next.
As a result
of Where in the World is the Elephant?,
students will be more motivated and more inclined to solve word-problems
in mathematics. They will
be engaged with the idea of a henchman stealing monuments and then motivated
by a real-world scenario to solve the clue and catch the henchman in
his dirty work. Students will be expected to solve every
clue and discover where in the world the elephant is. At the end of the project, students
will not only have strengthened their problem-solving and map reading
skills but also will have a better understanding of how to apply mathematics
outside the classroom.
Grant Rationale:
Mathematics
education often lives in a world of procedure, which creates a huge
gap between math in the classroom and math in the real world. We intend to bring the real world back into the classroom
with mathematical modeling, problem solving in a engaging and “fun”
environment, and logical reasoning implementing the skills from
previous math courses. Studies
have noted that Texas education, especially in the field of mathematics,
is sorely in need of reform. In
order to set a firm foundation in mathematics for the youth of Texas,
we need to engage our students with activities that make the world of
mathematics more accessible to them. By
giving the students open ended investigations, each student will develop
strategies to make sense of the mathematics in their world. With
the economy of Texas becoming more dependant on the technology industry,
increasing the skills in math of the youth of Texas, will only benefit
the state economy in the long run. Also
with the city of Austin bringing in more and more technology based companies,
i.e. Samsung, Motorola, and Dell, the students will be able to see the
connections between mathematics and future careers.
Description:
Math education
today is a constant string of topics that do not connect and leave students
trying to make sense of it all. This
project will bring together many of the main topics of the 6th grade
mathematical concepts addressed by the Texas Essential Knowledge and
Skills, and engage the students with activities. These topics include but are not limited to estimation, rate,
ratios, scale drawing, representation of numerical values on a number
line, and area and perimeter of two dimensional objects.
Each topic
will be introduced in a fun and exciting way. The
topic of the number line utilizes the internet with different activities,
to catch the children and let them come up with different strategies
that are more applicable to each individual student. The topic of rate will be explored using remote controlled
cars as students not only record data but come up with an experiment
to best find out “top speed” and how the rate will be found
without a speedometer. The topic of area and perimeter challenges
the students to become architects to build a lifelike habitat for Penny
the Penguin. In each of
these lessons the students are not only asked to tackle the skills of
estimation, computation of area perimeter and rate, but will find other
questions in the course of their investigations.
The project
itself is a crime mystery. The
students are asked to pick up a badge as junior detectives as they aid
the police in tracking and catching the head of an international crime
syndicate. Each week the students unravel new clues
that lead our Junior Detectives on a road that will eventually lead
to the crime boss. In order
to unlock new clues the students will use the skills they have learned
during the week to answer the clues. The
questions will force the students to combine the topic of the week with
the topics already covered in the class. At
the end the students will present their findings and explain how they
solved each problem along the road. The
presentations are a vital part to the project as the students not only
demonstrate what they learned but be able to communicate how they implemented
the different skills, therefore showing comprehension.
The combination
of the different activities and the project lead the students to discover
the different topics and their applications in a real world setting. By doing this we are bridging the gap
between classroom mathematics and everyday mathematics. The students then will be more able
to not only retain the knowledge that they have accrued but be able
to apply that knowledge when faced with problems in the world around
them.
Potential Impact:
The underlying goal in the Where in the World is the Elephant? project is to bring the real world into the mathematics classroom. Students need to be able to ascertain the essential use of mathematics in the real world. In other words, students should be able to apply what they learn in a mathematics classroom to real-life situations outside the classroom. Using appropriate TEKS, Where in the World is the Elephant? will enlighten students with mathematical clues pertaining to the real world. These clues will help establish the relationship between mathematics inside and outside the classroom. Another pertinent goal is to strengthen students’ problem-solving skills. As stated earlier, students will be presented mathematical clues pertaining to the real world in the form of a word problem. The students will be responsible for not only solving the word problems but also for digesting and comprehending the word problems. Word problems are a vital part of mathematics and learning how to effectively solve these problems in the 6th grade is a great prerequisite for pre-algebra, algebra, geometry, etc.
Where
in the World is the Elephant? will
be implemented in a 6th grade classroom. Most likely one mathematics teacher will be executing this
project; unless there is more than one teacher teaching 6th grade
mathematics. There is
roughly 25-30 students in one math classroom, so about 150 -200 students
will be impacted by this project.
Evaluation Plan:
The primary goal of the project, bringing the real world into the mathematics classroom, will be assessed through a series of surveys. At the very beginning of the unit, students will be asked to fill out a survey, with the statement that their answers to the survey will not affect their grade or class standing in anyway. This is just a way to “get a feel for the class's opinions.” The survey will include questions that ask for their opinion about mathematics and its applicability and also test their problem solving skills. An example of a questions might be: On a scale of 1 to 10, rank the applicability (usefulness) of math in every day life, with 1 being that math is not applicable (useful) in everyday life at all and 10 being that math is extremely applicable (useful) in everyday life. Students will also be asked to provide two examples of times they have used something they learned in the math classroom in real life. Students will be given this survey three times, once at the very beginning of the project, once at the midway point of the project, and once at the project's conclusion. Survey results will be examined at the midway point and at the end to see if there is “significant improvement.” Paper copies of each student's three surveys will be kept on record.
The second goal, increasing students' word problem solving skills, will be assessed periodically throughout the project. Each clue, that the students receive weekly, is a word problem. Groups will be asked to provide not one, but two viable ways of solving the problem. The instructor will assign points based on attempts, presentation of two different methods, and accuracy. The points will be kept up with in a grade book.
Project Calendar: Where in the World is the Elephant?
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Week
1
|
Students
get Clue # 1 Estimation Lesson
|
Estimation
Application
|
Representing
Whole Numbers on a Number Line Lesson
|
Number
Line Application
Quiz #1
|
Students
get Clue #2 to work on project
|
Week
2
|
Representing
Fractions on a number line lesson
|
Fractions
on a number line application
|
Representing
decimals on a number line lesson
|
Decimals
on a number line application
Quiz #2
|
Students
get Clue #3 to work on project
|
Week
3
|
2D
Shapes: Area lesson
|
Area
application
|
2D
Shapes: Perimeter lesson
|
Perimeter
application
Quiz #3
|
Students
get Clue #4 to work on project
|
Week
4
|
Ratios:
Scale Drawings lesson
|
Scale
Drawings application
|
Ratios:
Map Reading lesson
|
Map
Reading application
Quiz #4
|
Students Clue
#5 get to work on project
|
Week
5
|
Ratios:
Rate lesson
|
Rate
application
|
Put
everything together
Quiz #5
|
Presentations
|
Presentations
|
Budget:
Where in the World is the Elephant?
Item
|
Cost per item
|
Quantity
|
Net Cost
|
Yarn—95 yards
|
$3.00
|
1
|
$3.00
|
Jeff Gordon® NASCAR® RC
|
$9.97
|
18
|
$179.46
|
"AAA" I-C3 15-Minute Rechargeable Battery 4-Pack
|
$7.47
|
16
|
$119.52
|
I-C3 15-Minute 4-Bay Battery Charger
|
$19.97
|
3
|
$59.91
|
Ni-Cd/Ni-MH Overnight Charger (for 9V batteries)
|
$9.99
|
3
|
$29.97
|
8.4V (9V)/120mAh Rechargeable Ni-Cd Battery
|
$10.99
|
21
|
$230.79
|
Stopwatches
|
$1
|
24
|
$24
|
Texas Instruments TI-36X Scientific Calculator
|
$19.79
|
90
|
$1718.10
|
Pumpkins
|
$5
|
3
|
$15
|
Measuring tape
|
$2
|
60
|
$120
|
TOTAL
|
|
|
$2,499.75
|
Dana Lynn
Alderman
4900 E. Oltorf,
Apt 1129
Austin, TX 78741
210.872.9211
EDUCATION
The University
of Texas Austin, TX
B.S.,
Communication Studies
GPA
3.2, Degree Expected: May
2007
Concentration: Corporate Communication Studies
Teaching Certification,
UTeach Mathematics
EXPERIENCE
Hyde
Park Baptist Child Development Center Austin,TX
Teaching Assistant Summer 2006
·
Supervised 5-8 two-year-olds, M-F afternoons
·
Engaged two-year-olds in learning activities and moral manners
READ
Program at Dobie Middle School Austin,
TX
Intern Spring 2006
·
Plan and organize the READ Awards Ceremony.
·
Submit student’s read summaries into Excel.
·
Design bulletin boards and flyers promoting the READ program.
·
Collaborate ideas with the READ coordinator on a regular basis about
the program.
Americorps Austin,
TX
Roadrunner
Academy After School Instructor Fall 2005-Spring 2006
·
Teach a newspaper/magazine class to 6th graders on Tuesday
and Wednesday afternoons.
·
Write the curriculum for the newspaper/magazine class I teach.
·
Communicate with diverse staff and students and motivate students..
Science
by the Horns Austin,
TX
Math Tutor Spring 2005
·
Assisted the Math teacher at T.A. Brown with classroom math activities.
·
Prepared 5th graders for the Math and Science TAKS test by
means of tutoring.
·
Implemented Math games into the classroom lecture.
SKILLS
Teaching: Experience
using 5-E Lesson Plan
Interpersonal: Proven ability to work and interact with people from
diverse backgrounds and professional levels.
Computer: Microsoft
Word, Excel, PowerPoint, Internet Explorer
Communication: Public
Speaking, leadership
Business: Organized, strong multi-tasking abilities under pressure of concurrent deadlines, detail-oriented, self-directed, committed to the pursuit of excellence in work and learning
Rebecca
Lynn Johnson
7744 Northcross
Drive, Apt. N127
Austin, TX 78731
512.297.8279
EDUCATION
The University
of Texas Austin, TX
B.A.,
Mathematics: UTeach Secondary Teaching Option
GPA
3.6, Degree Expected: May
2007, College of Natural Sciences Honors
Teaching Certification,
UTeach Mathematics
EXPERIENCE
Girlstart www.girlstart.org Austin, TX
Program Leader/Saturday Camp Specialist Long
semesters Fall 2004- Fall 2006
- Wrote
curriculum for, organized and trained staff for five themed Saturday camps
per semester
- Trained club leaders in after school Aiming for Algebra curriculum and classroom management with a middle school emphasis
- Lead two weekly after school clubs of 25 girls (one math based, one technology based) in high needs middle schools in Austin ISD and Pflugerville ISD
- Organized and coordinated materials for 16 after school clubs
- Coordinated special event activities for booths
- Emceed Expanding Your Horizons 2006 on the University of Texas campus
- Event served almost 300 girls from around Central Texas
- Gave welcoming address, instructions for the day, and inspiration
- Emceed Take A Girl to College Day, Spring 2006, Fall 2006
- Event served 150 girls from Austin, Pflugerville, and Round Rock ISD’s
- Gave
welcoming address, instructions for the day, and energized participants
Camp Girlstart www.girlstartcamp.org Austin,
TX Summer
Camp Counselor Summer
2005, Summer 2006
·
Lead math, science, and technology activities and games with 26
1st-8th grade girls
·
Wrote five themed summer camp lessons per week for 8 week
·
Collaborated with three other summer camp counselors on personnel
and curriculum
SKILLS
Teaching: Formal
and informal settings, field experiences, experience using 5-E Model
Interpersonal: Proven ability collaborating with peers and supervisors
Computer: Microsoft
Word, Excel, PowerPoint, Internet Explorer, HTML
Communication: Large
group public speaking, conflict management, leadership
Pedro Merced
1616 Sir Thopas Trail,
Austin, TX. 78748
(512)231-1426
pedro.merced@us.army.mil
1616 Sir Thopas
Trail, Austin, TX. 78748 (512)231-1426 pedro.merced@us.army.mil
|
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Experience
|
Jan
2001 – Aug 2003
|
St.
Gabriel’s Catholic School
|
Austin,
TX
|
Teaching
Assistant (kindergarten and first grade)
§
Assist
in developing and implementing curriculum in a kindergarten and first
grade classroom.
§
Assisted
in managing two classrooms of 21 students, effectively instructing and
evaluating learning while maintaining discipline.
§
Provided
assistance as a substitute teacher in classrooms grades Kinder – 8th
|
|||
|
Aug
2001 – Dec 2003
|
St.
Gabriel’s Catholic School
|
Austin,
TX
|
Coach
§
Co-coached,
for grades 6th – 8th, the competitive math
team in preparation for the Math Counts competition.
§
Coached
volleyball (5th – 8th grade), basketball
(5th – 6th grade), and track and field (5th – 8th grade)
|
|||
|
Aug
2001 – Dec 2001
|
St.
Ignatius Catholic School
|
Austin,
TX
|
Teaching
Assistant (kindergarten)
§
Assist
in developing and implementing curriculum in two kindergarten classrooms.
§
Managed
two classrooms of 18 students, effectively instructing and evaluating
learning while maintaining discipline.
§
Assisted
various classroom teachers from Pre-kinder through 8th grade.
|
|||
Education
|
Jan
1998 – May 2000
June
2005 – Present
|
The
University of Texas at Austin
|
Austin,
TX
|
B.A.
Mathematics Secondary Teaching Option
§
Fall 2005
University Honors
|
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