Post on 03-Jul-2020
Modified for ACU Class 2011 © 2008 Buck Institute for Education 1
Name of Project: Extreme Makeover: Track & Field Duration: 3 weeks
Subject/Course: Math – Pre-Calculus & Physical Education Teacher(s): Grade Level: 11th
Other subject areas to be included, if any:
N/A HEAT: H-6 E-6 A-5 T-6
Project Idea Summary of the issue, challenge, investigation, scenario, or problem:
Students will analyze field event athletes’ performances in their specific events and create a plan to optimize and improve the paths the athletes or their implements take (i.e. throwing a shot put or long/high jumping).
Driving Question How can we create and implement the most efficient path for a thrower/jumper’s specific event without sacrificing performance?
Content and Skills Standards to be addressed:
Pre-Calculus TEKS 111.35 5,6; Individual sports 116.55 1-6
T+A E T+A E
21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed: (NETS Added)
Collaboration and Communication (NETS-S 2) X Creativity and Innovation: (NETS-S 1) X
Presentation X Research and Inform. Fluency (NETS-S 3) X
Critical Thinking, Problem Solving, and Decision Making (NETS-S 4)
X Other
Presentation Audience:
Culminating Products and Performances
Group: Presentation to the coaching staffs of college/high school track team using digital media
(PowerPoint, Prezi, Podcasts, Dartfish, Etc…) with handouts
Group outline provided to the teacher/audience
Class: X
School:
Community: X
Individual:
Journal entries
Complete honest peer and self evaluations
Experts: X
Web:
Other:
P R O J E C T O V E R V I E W
Modified for ACU Class 2011 © 2008 Buck Institute for Education 2
P R O J E C T O V E R V I E W
Entry event to launch inquiry, engage students:
Invite a college track coach to come to class (or students go to track facility) and have the coach charge the students with helping the team by finding the most efficient path in a particular field event. The coach then requests the students to come up with a convincing presentation on how to improve the athlete’s form, thereby creating the most efficient path.
Assessments Formative
Assessments (During Project)
Quizzes/Tests X Practice Presentations X
Journal/Learning Log X Notes
Preliminary Plans/Outlines/Prototypes X Checklists
Rough Drafts X Concept Maps
Online Tests/Exams Other:
Summative
Assessments (End of Project)
Written Product(s), with rubric:
__________________________________________________
Other Product(s) or Performance(s), with rubric:
__________________________________________________
Oral Presentation, with rubric X Peer Evaluation X
Multiple Choice/Short Answer Test X Self-Evaluation X
Essay Test Other: .
Resources Needed
On-site people, facilities: Track facility, track team, track coaches, computer lab, library
Equipment: Video cameras, graphing calculators, TV/monitors, Dartfish program, computers
Materials: Graphing paper, protractor/compass, rulers, dry-erase markers
Community resources: College track facility/coaches/athletes
Reflection Methods
(Individual,
Group, and/or Whole Class)
Journal/Learning Log X Focus Group
Whole-Class Discussion X Fishbowl Discussion X
Survey Other:
Modified for ACU Class 2011 © 2008 Buck Institute for Education 3
P R O J E C T TE A C H I N G A N D L E A R N I N G G U I D E
Project: Extreme Makeover: Track & Field Course/Semester: Pre-Calculus/Spring Semester
Knowledge and Skills Needed by Students to successfully complete culminating products and
performances, and do well on summative assessments
Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,
mentors, community members
How to use data collection hardware and software
A lesson will be given to students over how to use the data collection software and hardware. Students will create a presentation on their athlete’s parabolic motion. Students will need to know
how to operate the video recorder and the Dartfish program. The school’s video/computer lab will
be available for use with specific computers loaded with Dartfish.
Parabolic motion
The students will need to know how to plot data points on a graph. A lesson will be given on the
characteristics of parabolas and how it relates to parabolic motion. Students will need to know how
to effectively identify a parabola and its equation. Graphing calculators and the internet will be available to all students, one-to-one.
7 Components of wellness
A lesson will be given on the 7 components of wellness (social, spiritual, physical, occupational,
intellectual, emotional, environmental) and how they relate to the project. Students will need to
know how to distinguish the components. Students will be given access to library and internet for
reference.
Collaboration and communication skills
A quick discussion over how to work in groups will be given by teacher. Students will need to know
how to communicate effectively with those around them. The students will be given a contract
detailing how they need to work in their group.
Problem solving to correctly answer the driving question
Students will need to know effective problem-solving strategies. Access to the library and internet
will be available. Students will be able to meet with the teacher if needed for help with problem
solving.
Finding quadratic equations
A lesson will be given to the students on the basics of finding equations to graph, with an obvious
emphasis on quadratic equations. Students will need to know the basics of finding and graphing
equations while using a graphing calculator. Students will need to know the components of a graph and be able to effectively communicate their meanings. Graphing calculators will be provided to
students one-to-one.
Presentation skills
Students will need to know basic public speaking skills. Students will be provided a rubric for their
final presentations. Students will have time to give a practice presentation to their peers with an
open discussion to critique for their final presentation.
Modified for ACU Class 2011 © 2008 Buck Institute for Education 4
P R O J E C T C A L E N D A R
Project: Extreme Makeover: Track & Field Start Date: April 2 – April 20
M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
P R O J E C T W E E K O N E
Entry activity
Split into groups
Discuss how to work in
groups
Explain events and let
groups choose one
specific event/athlete
Explanation of main
project with driving
question, details, rubrics,
how to be assessed
Team meetings:
discuss/assign
roles/handout group
contracts
Groups meet to discuss
and solidify their roles for
the project
Let groups interview their
selected track athlete
Pre-assessment on need-
to-knows
Review of digital tools to
collect/record data
Field trip to track for data
collection
Workshop on parabolas
Show previous
presentations from
Dartfish as exemplars
Daily Assessment
First journal entry due
P R O J E C T W E E K T W O
Workshop on components
of wellness, and its
relation to field events
Have students upload data to computers and begin exploring Dartfish
Daily Assessment
Review of need-to-knows
Groups analyze video
frames to come up with
data points
Journal Entry due about
group work
Workshop on finding
quadratic (parabolic)
equations
Groups problem solve to
begin determining the
optimal path for their
event
Daily Assessment
Groups go back to track
to test equations on their
athlete
Video athlete following
the group’s final
equations
Final assessment over
parabolic motion and
components of wellness
Group time to finalize
equations
Journal Entry due
P R O J E C T W E E K T H R E E
Upload final data and
analyze
Group time to work on
presentations
Rough draft presentation
outline due
Mock Final
Presentations to the
class
Fishbowl discussion over
mock presentations
Group time to finalize
presentations
Final presentation outline
due
Final
Presentation
Day
Self/peer assessment over entire project
Whole class discussion on
project experiences
Field day @ college
Final journal entry due
Modified for ACU Class 2011 © 2008 Buck Institute for Education 5
Entry Event
We invite a local college track coach to the classroom to challenge the students to help his track team in competition.
The coach wants help developing his field athletes’ form in their respective events to improve overall results. He/she mentions
their previous experiences with math in track and how it is essential to improvement. The coach requests an interesting
presentation from the students (using visual aides and digital media) to report their findings on form improvements and their
corresponding equations. Along with the coach, one of the college athletes will join to testify about the benefits of physical
activity, especially through track, and how they’ve used mathematical analysis to improve their performance.
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2008 Buck Institute for Education
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Extreme Makeover: Track & Field
Final Rubrics
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2008 Buck Institute for Education
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Journal Entry Rubric
4 3 2 1
Focus The entire
entry is
focused and
on topic
Most of the
entry is
focused and
on topic
Only some of
the entry is
focused and
on topic
The entry has
no focus
Support Every idea is
supported
with detail.
Most ideas
are supported
with detail.
Some ideas
are supported
with detail.
None of the
ideas are
supported.
Organization Entry is
organized in
a meaningful
manner.
Most of the
entry is
organized in
a meaningful
manner.
Some of the
entry is
organized in
a meaningful
manner.
The entry is
not
organized.
Originality Entry is well
thought out,
interesting,
and original
Entry is
thought out
and
somewhat
interesting
Entry isn’t
well though
out or
original
Entry is
poorly
thought out
and not
original
TOTAL POINTS EARNED: ___________/16
Modified for ACU Class 2011 ©
2008 Buck Institute for Education
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Modified for ACU Class 2011 ©
2008 Buck Institute for Education
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Peer & Self Evaluation Form
The purpose of this form is to rate the overall quality of your fellow Group Project members’ work. Your advisors will use it to evaluate and document your progress quarterly. List all group members’ names, including yourself in the designated sections below. Please note that this form is confidential and will not be shared with your group members. Reviewer:
Group Project:
DESCRIPTION: OVERALL QUALITY OF WORK
Solves problems independently using logic and sound judgment. Work is organized and complete. Strives for excellence, practices continuous improvement, plans well, and executes the plan. Pays attention to detail, checks for errors. Work is accurate, thorough, appropriate, and technically sound. Has mastered an area of technical expertise (either before or during the project), and contributes it to the project.
Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional
Group Member Names
Problem-solving skills
Thoroughness of work
Carefulness
Expertise
Overall Contribution*
*Note: For any team member rated as poor or unsatisfactory in overall contribution, indicate reasons in the “Additional Comments and Recommendations” at the end of this document.
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2008 Buck Institute for Education
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COMMENTS AND RECOMMENDATIONS PERTAINING TO THIS SECTION:
DESCRIPTION: TEAMWORK
Treats others with respect. Develops cooperative relationships. Recognizes others’ contributions and offers appreciation and support. Approaches coworkers, the project and problems with a positive outlook. Works to reduce difficulties. Interacts with others in a relaxed manner. Is approachable and accessible. Promotes group goals over own interests.
Gives credit freely to others. Fulfills commitments and meets group objectives. Strengthens others’ contributions by freely sharing knowledge, experience, and expertise. Inspires and motivates others to perform better and to meet goals through enthusiasm and example. Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional
Group Member Names
Respectfulness
Cooperation
Team Player
Commitment
Sharing of knowledge
Leadership
COMMENTS AND RECOMMENDATIONS PERTAINING TO THIS SECTION:
DESCRIPTION: INITIATIVE
Constantly seeks new challenges or new ways of looking at a problem. Willing to take responsibilities, and to gain experience outside of his/her field of expertise. Looks for new resources, ideas, and approaches. Follows through on ideas. Anticipates needs and problems. Independently looks for solutions. Able to make independent decisions when appropriate and
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2008 Buck Institute for Education
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necessary. Doesn’t need step-by-step supervision. Exhibits common sense. Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional
Group Member Names
Initiative
COMMENTS AND RECOMMENDATIONS PERTAINING TO THIS SECTION:
DESCRIPTION: COMMUNICATION
Expresses ideas clearly and effectively both verbally and in writing. Written products are concise, comprehensible, and grammatically correct. Maintains regular contact with colleagues and with external resource people. Listens to others, is receptive to suggestions and criticisms. Solicits and responds to comments, ideas and other feedback. Invests time and thought in honest and insightful feedback to colleagues.
Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional
Group Member Names
Verbal & Written skills
Fostering group contact
Listening ability
Provides feedback
Overall Contribution*
COMMENTS AND RECOMMENDATIONS PERTAINING TO THIS SECTION:
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2008 Buck Institute for Education
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DESCRIPTION: TIME MANAGEMENT
Performs work thoroughly and effectively within the allotted time. Able to prioritize and manage several tasks at once. Schedules work realistically to meet deadlines. Plan and coordinates tasks with colleagues. Keeps other group members aware of schedules and schedule changes. Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional
Group Member Names
Works efficiently
Meets deadlines
Aware of schedules
COMMENTS AND RECOMMENDATIONS PERTAINING TO THIS SECTION:
ADDITIONAL COMMENTS AND RECOMMENDATIONS:
Modified for ACU Class 2011 ©
2008 Buck Institute for Education
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Modified for ACU Class 2011 ©
2008 Buck Institute for Education
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References:
http://www.hawaii.edu/gened/oc/outline_format.htm
http://www.bie.org/tools/freebies
HTTP://WWW.BREN.UCSB.EDU/SERVICES/STUDENT/DOCUMENTS/PEERANDSELFEVALUATION_002.
DOC SELF EVALUATION FORM
www.chesapeake.edu/wrobbins/