Standards & Reflection

Standards for Mouse Maze:

Grade 4 (3) Students describe, analyze, compare and classify two-dimensional* shapes.  Through building, drawing and analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry.

*Students will also be describing, analyzing and comparing three-dimensional shapes though building, drawing and analyzing

Measurement and Data:

·      Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit (for example, students will measure the longest and shortest route the mouse may take in feet, and will convert to inches, centimeters, etc.).

·      Represent and interpret data (through analysis of data and culminating group presentation)

·      Geometric measurement: understand concepts of angle and measure angles (of their mazes)

4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm (finding the longest/shortest distance of maze from starting point to ending point)

4.NF.3c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction (for example, when adding lengths of distances in maze: 6 ½ inch + 9 ½ inch)

 Class Reflection

I really enjoy topographic maps, but it had been a while (since taking a geology freshman course during my undergrad 10 years ago!).  Our group did a great job working together; however, what totally stumped us was making everything the right scale.  Our first graph looked better than the second one, but by then our eyes were all strained.  I like to think of that type of activity as a puzzle, but it can be very frustrating if you are new at it and aren't sure what to do.  I appreciated being able to work in groups before completing the assignment individually.  

I would've liked to do this type of activity as a lesson but am eager to do my independent assignment.  I'm glad we are able to pick another region to chart though since I wasn't that thrilled about doing the monster lobe again!  Just being honest!!  I am excited to pick a peak that is more meaningful to me (such as a hike I've completed or a peak I have seen in real life).

Reflection #8 - Lexie

Math Standards for the Plant Cell Project:  (I had them originally listed with the project, so I just copied them again)

·      G-GMD.1:  Explain how to find the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone

·      G-GMD.3:  Use volume formulas for cylinders, pyramids, cones, and sphere to solve problems. 

·      G-MG.3:  Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios)

I enjoyed class last night.  I have not worked much with topographical maps, but I found it fun, like a puzzle.  The most difficult part was having to use the computer as a reference, and measuring on the screen.  I would have liked to have the actual map to touch and work with, but that is just me being picky.  I started off by making the graph square, without keeping the scales the same for the horizontal and vertical axis.  Then as a group we talked about it and decided that we should make it look more realistic.  The video may have mentioned that, but I did not remember it.  After talking about it, it made complete sense, so I did that.  I use a proportion to determine that my y-axis should be 4 cm tall.  From there I split it up equally to have tick marks.  It would have been nice if I was able to determine where each 100’s was, but I wasn’t able to in the time we had. 

Overall I liked this activity and feel like it would be a good one to do with one of my classes.  When and what class is another question.  I find it hard to fit in these activities to my classes because I have a list of material to cover and not much wiggle room.  I know that it will be helpful and a learning experience for the class, but I worry that I might miss something from Algebra I or Geometry that they will need in the future.  If I hadn’t taught similarity yet, I would have done this activity.  I still might try and figure a way to squeeze it in, but in future years I will do this with my Geometry class during the similarity unit.

Math Standards for Potter Project

Math Standards:

The following new Alaska Math Standards apply to the lessons that are part of this project.  They range in grade level from 1-5 since Ben is a first grader and Kate is a third grader who goes to an advanced 4^th grade math class.

1.CC.3. Order numbers from 1 - 100. Demonstrate ability in counting forward and backward.

Count to tell the number of objects.1.CC.4. Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.

1.CC.6. Estimate how many and how much in a given set to 20 and then verify estimate by counting.

Operations and Algebraic Thinking 2.OA

Represent and solve problems involving addition and subtraction.2.OA.1. Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.

1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6. Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as: counting on, making ten,             decomposing a number leading to a ten,       using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4), creating equivalent but easier or known sums

Work with addition and subtraction equations.

1.OA.7. Understand the meaning of the equal sign (e.g., read equal sign as “same as”) and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false?6 = 6, 7 = 8 - 1,

1.OA.8. Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations

Identify and continue patterns.

2.OA.5. Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern.

2.MD.3. Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters.

Relate addition and subtraction to length.

2.MD.5. Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem.

2.MD.8. Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.

Geometry 1.G

Reason with shapes and their attributes.

1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes.

1.G.2. Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape.

1.G.3. Partition circles and rectangles into two and four equal shares.  Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares.

Operations and Algebraic Thinking 4.OA

Use the four operations with whole numbers to solve problems.

4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 groups of 7 and 7 groups of 5 (Commutative property). Represent verbal statements of multiplicative comparisons as multiplication equations.

4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

4.OA.6. Extend patterns that use addition, subtraction, multiplication, division or symbols, up to 10 terms, represented by models (function machines), tables, sequences, or in problem situations. (L)

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.4. Fluently add and subtract multi-digit whole numbers using any algorithm. Verify the reasonableness of the results.

4.NF.2. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Measurement and Data 4.MD

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit, and involving time.

4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4-ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).

4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

4.MD.3. Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

5.MD.7. Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.

a. Estimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the associative property of multiplication by using the product of three whole numbers to find volumes (length x width x height).

b. Apply the formulas V = l × w × h and d=r * t

V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.

 

Reflection on Mar. 10 Class

Tonight was a real stretch for me.  Great Shout Out to Lexie and Heather for pulling me through that one!  Usually I have some reference point, ancient though it may be to pull from, but tonight not so much.  My brain was full about ten minutes into class, but as usual, I walked away feeling like I'd really learned something.  The topographic map exercise was cool and I'm hoping to reproduce it for some extra credit but I have some doubts.....  One of the things I really enjoy about this class is that we get to explore all kinds of gadgets and websites that make on-line learning visible and a touch kinesthetic and not just auditory learning.  I've been taking classes on-line for years and that aspect of this class really separates this class from some real swamp slogs.  I get to learn hands-on learning digitally and then be able to model and share that with my kids!  Thanks again for another great class.  The Minecraft Monday was a blast too! Literally!  As much as my good intentions allow, I just can't seem to make it to Thursday's class cause I'm still working and I can't get Ben and Kate to join, but tonight was like Family night in front of the computer for all of us.  Thanks Colin for taking yet more of your time to set it up and make it work.  Ben and I just downloaded WorldPainter and are going to have fun with it over the next few days!

Reflection #7 - Lexie

First, I am sorry this is so late!  Things are super busy and I feel like I am just trying to stay a float, which I'm sure others are feeling like too).

Timeline for Project

Monday, March 9^th

• Science Class:  Students (in groups of 2 to 3) will make a model using cut-outs and a paper plate of their plant cell.  The different pieces of their model will be colored and labeled.
• Math Class:  Students will use their model made in science class to make a blueprint for the cell they will be creating in Minecraft.  They will make their blueprint on graph paper.  Once they have their blueprint created, labeled and colored, it will be approved by the teacher.  After being approved, students will calculate the area of each part of the cell.  Once the areas have been calculated, students will create a plan for how they will build their model in Minecraft, including who will do what, what blocks will be used for each part of the cell, and how will they check their work.

Tuesday, March 10^th

•  Science & Math Classes (2 periods – 150 minutes):  Students will go into Minecraft and build their plant cells.

Wednesday, March 11^th

• Science & Math Classes (2 periods – 150 minutes):  students will finish up their cells in Minecraft and prepare for their presentation. The last 30 minutes of class will be used for each group to present their plant cells and describe their process and areas.

Reflection of Class

I enjoyed this week’s class (as always).  I thought it was very helpful to talk with others about our projects and provide each other feedback.  I also really liked the interactive graphs.  I am teaching that topic in Algebra I now, so I enjoyed how they provided good visuals and manipulation tools to help you understand what is actually happening to the functions.

Timeline for 2nd grade Monster Lobe

My timeline is very sketchy at this point.  I guess I have to my advantage and disadvantage that I will not be working on it at the school with students and taking out class time.

So, here is my basic timeline.  The dates are the weeks of that date.

Start this week and talk about the problem.  Why is it a problem?  What issues might this have for the people using the highway?  The pipeline?  What about the rest of us living in AK?

March 14th - Brainstorm ideas and solutions

March 17-20 - Finalize the solution.  What do the boys want to do to solve this problem?

March 27 - talk about materials that are needed for the solution and how much? (if building a wall - how high would it need to be?  How long?  How thick?)  Look up info on building dams.

After that - let them work on building that in Minecraft.  Helping them along the way.

The week of April 21st - work on presentation.  They will present their project to their class at school as well.  Their teacher thinks this will be wonderful.

The math lessons that will come along the way will depend on what they come up with as a solution.

As for class, I love distance, rate, time, velocity, acceleration problems.  I love physics, and that is what this is.  I had a lot of fun playing with the gizmos. 

I am excited to be able to mine each other's ore deposits, however, North told me he's not sure he put enough diamond in his when he saw the image of Chip's Lapis Lazuli deposit.    The game idea seems fun.  It makes me want to create a few ore deposits in a server and have the boys  - and even my older girls - see if they can make money mining.  We like to watch Gold Rush as a family and watch how hard they work for the little amount that they may make.  It would be a good thing to talk about.

I also really enjoyed talking with the others about their projects.  There are some great projects out there, and I look forward to seeing the presentations.  I think the idea of discussion boards to help each other out is a really great idea.  That way we can pose each other questions and help each other instead of just e-mailing you - the teachers.

Harry Potter Timeline

Timeline for Harry Potter World Minecraft Project

  Mar. 7-   Money and Estimation- Finish building Dumbledore and Harry's house.  Estimate cost and number of blocks needed to build the house for your character.  Explain what features each house needs and why.  Build house and compare to your original estimate.

  Mar. 14 - Fraction Fun- building Hogwart's Academy Playground/Tower/Parkour (sp?) play area.  Create a playground/parkour area and describe it using fractions like 1/2, 1/4, 1/10.  Kate will use equivalent fractions to describe her creations

  Mar. 21-  Multiplication for Ben and d=rt for Kate  Minecart Roller coasters.  Create a Minecart Coaster and explore the idea of distance rate and time.  Kate

  April 4 Perimeter, Area and Volume-Kids Choice Building Day just to catch up, work on or finish anything we haven't yet  OR if current, research something you've always wanted to build for Harry on Minecraft wiki or Youtube.com  and figure out the perimeter and area of whatever you created.  Begin YouTube Video for presentation

  April  11- Spells/Potions and Enchanting still fleshing this one out so we can work in some basic chemistry and writing.  More fractions and recipe writing.  Ongoing YouTube Video work

  April 17-  Wrap up all projects Work on YouTube Video

  April. 21- Turn in YouTube Video of Ben and Kate's Hogwart's World.  

Moose Trap Outline

The goal is to start this lesson next week with my students and work on it daily during science time and it will also cover writing and math standards that would normally be at another time of the day. Students will work together as partners creating and constructing the trap, but other components like the writing component will be done individually. 

Introduce the topic and parents

• I would like to involve parents with this project as well, since they are more of an expert on moose hunting and camping than I am.

Research ammunition vs. traps

• cost of ammunition in the villages, average costs
• What  is the benefits of using a trap?
• What are other traps we use or other cultures use?
• Pros and cons of both ammunition and traps

Research what types of materials we could use

• what types of materials could we use to create the trap
• how large would the trap need to be
• what would we do to keep other animals way from the trap

Create and Construct Moose Trap

• create a miniature size version of the trap
• figure out the cost, size, and weight of the moose trap they create

Persuasive Writing Project

• convince somebody their trap is will be the most cost efficient
• or that traps would be a better way to catch a moose than ammunition 

Create a Presentation 

• what materials would be used
• cost, weight, size
• answering important questions that come up along the way (for example how to keep other animals from getting a moose that may be caught in the trap)
• key parts from the persuasive paper

I am enjoying this class a lot more than I originally thought I would.  Science has not always been my strong area and engineering is not usually a component in the classroom.  This class is allowing me to think outside the box and create activities that is not only beneficial to my students learning but allows them to be creative.  I am proud of the way my students have taken to the activities and began being more inquisitive. The sessions have been great refreshers and I really enjoy that the lessons are one we actually have to teach and not just random one.  I was not originally a big fan of Minecraft, since I was never really a gamer, but I am seeing the possibilities with it.  My attempts at Minecraft provided fellow coworkers endless laughs as I try to figure out how to use it.  I am now the proud owner of a Minecraft book, so hopefully soon I will be come a pro at it. 

Getting Rid of the Monster Lobe.

Students will keep a log of their day-to-day adventures in Minecraft.

1.  Explore Minecraft and crafting in Minecraft  (1 ½ hours)

     References:  

·         Exploring http://www.minecraft101.net/reference/exploring.html

·         Crafting  http://minecraft.gamepedia.com/Crafting#Complete_recipe_list

·         http://minecraft.gamepedia.com/Digging

     Assignment:  

·         Explore Minecraft, collect items on your journey.  

·         Spend time digging downward in Minecraft.  Go down at least six blocks deep.

·         Build a 3 x 3 crafting table.

·         Craft at least two items with your 3 x 3 table.   

Log Prompt:  

·         What did you discover in your explorations in Minecraft?  

·         What did you find when you dug downward in Minecraft.

·         What did you collect during your explorations?  

·         What did you craft?  

·         What else would you like to know about Minecraft?  

     

2.  Learn about building materials available in Minecraft.  Build a house in Minecraft.  (1 ½ hours)

     Reference:  

·         http://www.minecraftopia.com/building_blocks

     Assignment:

·         Study the "real-life" properties of five of the building materials that are available in Minecraft.  

Log Prompt:

·         What are the five building materials that you chose? 

·         Briefly describe the “real-life” properties of each of these materials. 

      

3.  Build a house  (2 hours)

     Assignment: Build a house in Minecraft.

·         Draw a “blueprint” of your house.  Indicate measurements of each wall and roof.   When measuring surface area, each block is 1 meter x 1 meter. 

·         Build the house in Minecraft. 

·         Convert the measurement of your house from squared meters to squared feet using conversion fractions. 

Log Prompt: 

·         Place the “blueprint” of your house in the log.  Indicate the measurements on drawing. 

·         Show all the steps of your conversion from squared meters to squared feet using conversion fractions. 

·         What materials did you use to build your house?

·         Did you have to craft materials?  If so, what did you craft?  Write the materials that you needed for crafting those items. 

·         Where did you build your house?  Was there a special reason you choose this site?

4.  The Monster Lobe  (1 ½ hour)

      Assignment:  Read at least two articles regarding the Monster Lobe.

·         http://www.gi.alaska.edu/AlaskaScienceForum/article/flowing-tongues-rock-ice-and-dirt

·         http://www.nat-hazards-earth-syst-sci.net/12/1521/2012/nhess-12-1521-2012.pdf

·         http://ine.uaf.edu/autc/projects/monitoring-and-analysis-of-frozen-debris-lobes-phase-i/

·         http://ascelibrary.org/doi/abs/10.1061/9780784412978.014

·         http://www.rita.dot.gov/utc/publications/spotlight/spotlight_2013_08

·         http://www.adn.com/2012/12/01/2710503/frozen-landslide-threatens-to.html

·         http://www.alaskadispatch.com/article/20130813/only-alaska-creeping-frozen-landslide-threatens-critical-highway-and-pipeline

·         http://www.examiner.com/article/60-ft-tall-mass-of-frozen-debris-slowly-landsliding-toward-major-alaska-highway

Log Prompt:

·         Which articles did you choose?  Briefly summarize the information from these articles.

·         Look up one item mentioned from one of the article and find more information on this item.  List the citation for this item. 

·         State the problem that the Monster Lobe is potentially going to cause? 

·         How might you solve the Monster Lobe problem?

5.  Brainstorming  (2 hours)

     Assignment: 

·         In Minecraft, find the Monster Lobe. 

·         In a group, be sure everyone has found the Monster Lobe.

·         Draw a map of where the Monster Lobe is in relationship to your house. 

·         With a group, come up with some ideas as to how solve the Monster Lobe problem.  Come up with at least three ideas, these ideas will destroy, redirect, or some other solution. 

     Log Prompt: 

·         Draw a map of where the Monster Lobe is in relationship to your house.

·         List your three ideas.  Briefly describe how you might implement these ideas.

6.  Planning (1 ½ hours)

     Assignment:

·         With your group, decide which plan you will pursue. 

·         Make an outline/timeline for your project. 

·         Decide which materials you will need to complete your project. 

      Log Prompt:

·         Describe the plan you are going to use. 

·         Write down your outline/timeline.

·         What materials are you planning to use?   Why are you using these materials? 

7.  Execute plans  (1 ½ hour)

     Assignment: 

·         In a group, using Minecraft, implement your plan. 

     Log Prompt: 

·         Describe how your plan went?  Did you execute the plan the way that you had planned?  Did anything change from your original plan?  What changed? 

8.  Analyze/Extension  (1 hour)

     Assignment/Log Prompt: 

·         Do you think your plan would work in “real-life.” 

·         Consider the following, what if the a “debris flow,” similar to the Monster Lobe, was heading towards Palmer.  Pretend that the “debris flow” has appeared on Lazy Mountain and is working its way down the mountain towards the Matanuska River.   Given this course, the “debris flow” continue traveling into the Palmer.  Would your solution to the Monster Lobe work in this situation? What might work and what might not work? 

I finally got the learning exploration website to work.  I followed the suggestions from others and downloaded shockwave.  I opened the site before class, and made sure that I could accomplish this task.  I did not try to open a “gizmo”. 

I love this class.  I enjoy it so much and am excited about it.  I am learning new things and revisiting old concepts.  Tonight was no different.  I learned about ores and revisited distance/rate/time problems.  Great class.