I. Curricular Framework

Concept:

Transformation

Essential Question:

Why is it important to be able to transform information from data?

Bridge:

Macro and Micro

Content:

Math (4 of 4): Scientific Notation

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To become aware of the use of very large/small numbers.

Activity: Read a list of large/small numbers either from statistics or science. Example: national debt, size of hydrogen atom. Have students visualize the size of these numbers as they are read.

Assessment: Attentiveness, response to numbers

2. Attend: Attending to the Connection

Objective: To analyze reactions to numbers.

Activity: Students share their visualizations with the class and generate their own lists of large numbers and lists of small number and their uses. This could be a homework or research assignment.

Assessment: Participation in discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To improve the students perception of large and small numbers.

Activity: View "Powers of Ten" video which illustrates the concepts of micro and macro sizes. There is also a book with that same title.

Assessment: Attentiveness to video.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To provide instruction on transformations.

Activity: Present lessons from textbook on translating, reflecting, rotating, and dilating figures in the coordinate plane.

Assessment: Participation and notetaking.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To provide practice with scientific notation.

Activity: Guided practice, textbook exercises, worksheets, and quizzes.

Assessment: Quizzes and tests.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To provide activities that will broaden students' experiences in the use of transformations.

Activity: Students will select one of the following projects. Students should be given a timeline as to when the check/edit day will be and when the project is due. Students should be informed as to grading procedures for the project. This is a chance for the students to extend themselves into the concept of "Transformations". When selecting a project, the student should be reminded to consider all types of transformations. 1. Make a collage of "transformations". 2. Write a research report on M.C. Escher. 3. Write and act out a transformation (as a group). This should be in the form of a commercial. 4. Interview a transformation. (This is a creative writing assignment about a character or object that transforms.) 5. Illustrate a transformation that has not been discussed in class. 6. Interview a professional that uses transformations in his work. 7. Make a 3-D model of a transformation.

Assessment: Quality and correctness of project.

7. Refine: Refining the Extension

Objective: To give guidance and feedback to students' plans, to encourage, to refine.

Activity: In small groups discuss projects. Teacher discusses projects with students.

Assessment: Participation, timeliness.

8. Perform: Creative Manifestation of Material Learned

Objective: To share, to delight in what was learned.

Activity: Students share their projects.

Assessment: Quality of sharing, enjoyment.

Assessment, Phase Five,Performance, Creative Use of Material Learned: