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Elasped Time

By Samantha Sims,2014-06-29 16:36
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Elasped Time

    Elasped Time

    Janet Getz Grade Level: 5

    Time Frame: 4-5 45 minute class periods Integrated subject match: Math

Lesson Outcomes, Indicators, Objectives:

    Standard 3.0 Knowledge of Measurement

    C. Applications in Measurement

    2. Indicator: Calculate Equivalent Measurements

    Objectives

    a. Determine start, elapsed and end time

    Student Technology Standards:

    Standard 5 Technology for Information Use and Management: Use technology to locate, evaluate, gather and organize information.

    A. Locate, Evaluate and Gather Information

    1. Use and evaluate information resources available through technology independently or with

    assistance.

    2. Select and read to gain information from personal interest materials (the internet) Standard 6 Technology for Problem Solving and Decision Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions. A. Students use technology tools to:

    1. Collect information

    2. Compare information from different sources

    3. analyze findings

    4. determine need for additional information

    5. draw conclusions

    6. communicate conclusions, inferences, and ideas

Materials Needed:

    * Links to the travel pages provided and copies of the appendices needed to complete the quest

    * LCD Projector to show web quest, appendices and transportation web pages as they are

    introduced

    * Whiteboard, Chalkboard, or ELMO projector to figure math problems on “scrap” for all to see

    when checking charts.

    * Links to Travel Pages:

    o http://tickets.amtrak.com/ (Website for train tickets)

    o http://www.delta.com/home/index.jsp (Website for airplane tickets)

    o http://www.greyhound.com (Website for bus tickets)

    o http://www.carolinamarathon.org/marathon.html (Information on the Carolina Marathon)

    o http://www.time-for-time.com/ (Website with links to clock helper, us and world time

    zones)

    o http://www.mattimath.com/

    o another link to a useful clock which you can turn the second hand off

    * Appendices A, B, C, & D (one copy per student even though I allow them to work in pairs)

NOTES:

    I found this worked best with enrichment students over the course of 5 days working in pairs. I also eliminated the marathon activity and began with the greyhound bus activity with 4th grade enrichment classes and completed the project in 3 and ? class periods.

    PAY very close ATTENTION TO AM AND PM DEPARTURE and ARRIVAL TIMES on the

    CHARTS and ARRIVALS on the APPENDICES. The APPROXIMATE LENGTH of the bus trip and

    flight time should match the time on the chart. I STRONGLY RECOMMEND DOING THE FIRST couple TOGETHER using the LCD projector AND CHECKING ANSWERS!

Procedures/Activities:

    Overview: Fly Delta airlines, take an Amtrak train, take a Greyhound bus, or run a marathon it's all about elapsed time, and real world skills.

    Students will be introduced to elapsed time through activities that take them to faraway places on planes, trains, and buses. They will compute and convert elapsed times in hours, minutes, and seconds. They will learn how to use public transportation web sites and plan trips, and they will have to use good old fashioned common sense and careful reading skills to plan and figure elapsed time.

Focus/Essential Questions:

    What is elapsed time?

    What does elapsed time have to do with marathons, plane trips, bus trips and train trips? What are some ways we can travel and when might be “better or more appropriate” times to travel by bus, train or plane? (Longer distances might travel by plane, limited $ or shorter distance to travel, might take bus etc.)

Instructional Activities:

Day One

    ? Introduce the lesson by asking the essential questions and allowing students to give their answers orally.

    ? Introduce the students to the interactive analog and digital clock from the matti math clearinghouse page or the time for time page and demonstrate how to minimize it so that they can use it as a tool as they complete the web quest. For my quest groups, I also review US Time Zones and World Time Zones. Questions to be asked should include some of the following:

    1. How many seconds in a minute?

    2. How many minutes in an hour?

    3. How many hours in a day?

    4. What time is it in Chicago if it is __________ time in Washington, DC?

    5. If I left NY at 1:00 PM to fly to Chicago on a 4 hour flight, what time would it be when I got there?

    ? The students will be re-introduced to computing time with direct instruction on adding and subtracting hours, minutes and seconds.

    ? Walk the students through how to read the Amtrak, Delta and Greyhound Page and what some of the terms on the page mean. 1st “leg” means there is a connecting flight, etc.

    ? The teacher should walk the students through the different ways students can figure the elapsed time on the overhead by showing examples of airplane, railroad, and bus schedules. To keep it simple, this lesson is done with only the Eastern Time Zone. To increase the rigor of the lesson, the teacher could

    include the other time zones, but would have to do an additional lesson on computing those elapsed times to include the changes in time.

    ? Then, the teacher will show examples of scheduled flights, train and bus trips. If possible the teacher should obtain printed schedules from all three modes of transportation.

    ? After the teacher does direct instruction in computing and converting time into hours, minutes, and seconds, the students should be divided into pairs. Each pair should be given two of Appendix A - Greyhound TICKET CENTER. They can work together to compute the answers, but should reach consensus on the final answers. The teacher should monitor the class while they are working, providing assistance as the need arises.

    ? Once all pairs have completed Appendix A, the teacher should have pairs volunteer one of the answers. They should explain how they obtained their answers. The teacher should monitor all answers and make suggestions and comments where necessary.

Day Two

    ? Appendix D - 2001 CAROLINA MARATHON RELAY can be used to allow students more practice in computing elapsed time. Students can be left in pairs are put into groups of three to complete Appendix D. The teacher will ask students the following questions to assess students knowledge of foot races and marathons in particular.

    1. Have you ever run a footrace?

    2. Did you know it takes two days to get to Colorado by train?

    3. How long a distance in meters and miles is a marathon?

    4. How can we find out information about marathons?

    5. Does Columbia have a marathon?

    *If the teacher is not familiar with marathons, information can be found at the website listed above.

    ? The teacher will remind the students that they had added and subtracted time to compute elapsed time on the previous day. If the students have any questions on the computation of elapsed time, the teacher should address them here before given the students Appendix D.

    ? The teacher will explain that this activity is very much like a foot race, a marathon relay, with each member of the group responsible for his or her leg of the relay. The object of this relay is to accurately compute the elapsed time of the top 20 runners of the 2001 Carolina Marathon Relay held in Columbia, South Carolina.

    ? The students will be given Appendix D - 2001 CAROLINA MARATHON RELAY. In the pairs or groups, students will be given 10 minutes to compute and reach consensus on the answers. They will have to decide how to divide the problems and compute the answers. Each team will only turn in one copy of Appendix D to be posted on a display board in the room. The teacher will use the analog clock in the room or a stopwatch to monitor the finishing time of each pair or group. Once the activity has begun, the teacher will monitor the pairs or groups assisting where assistance is needed. To make it more like a relay race, the pairs or groups' finishing times can be posted on a chart drawn on the board or on a large piece of poster paper.

    ? Once all pairs or groups have completed the activity, teacher will have each group to present one of the answers until all answers have been discussed. Mistakes can be corrected on each teams' papers. (Ribbons can be awarded for first, second, third, etc.)

    ? During the remaining time, the teacher should review again the idea of elapsed time and how important it is to taking a trip, to running a marathon, or even to completing an activity or test in school.

Day Three and Four - Extending and Enriching the Learning:

    ? The students will be told that they will work with their assigned partner to find the fastest way to get from

    1. Columbia, SC to Boston, Massachusetts

    2. Boston, Massachusetts to New York City

    3. New York City to Roanoke, Virginia

    4. Roanoke, Virginia to Orlando, Florida

    5. Orlando, Florida to Atlanta, Georgia

    6. Atlanta, Georgia back to Columbia, SC

    ? This was my students favorite part of the project. The students got to decide which cities they wanted to go to by the end, but they must start and end with Columbia, SC. They should also include New York City. They can add two to three other cities to these.

    ? The students can complete the activity using a computer lab or the media center computers. They should have all signed the Acceptable Use Policy for the Internet, and know how to use the Internet. They can complete the lesson by using Appendices B and/or C. The students may have to draw a similar chart on notebook paper to allow enough room for their work. The teacher should monitor the groups as they work providing assistance as needed.

    ? If enough computers are not available, the teacher can complete the Appendices but not compute the elapsed time. This will allow the students to complete the activity. It is preferable to use the computers if at all possible. The teacher should monitor the groups providing assistance where needed.

Evaluation/Follow-Up:

    ? Once the groups have completed the activity, then they should share and compare their results with the rest of the class. I like to check and regroup at the end of each class to make sure all groups are on track. Collect the appendices daily for review as well.

Culminating Assessment:

    Students should be able to compute and convert elapsed times in hours, minutes, and seconds. You may use the following rubric for evaluation.

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