Video Enhanced Lesson
Creating Graphing Stories
Introduction
This lesson is an introductory exploration to a unit on linear equations.
Content Area
Algebra 1
Grade Level of Students
9th grade but could be used for both middle and high school aged students.
Objectives
- Students will sketch a graph that interprets a real-world situation provided in a video.
- Students will determine the label for the y-axis of a graph based on a given video.
- Students will adjust thinking and graphs based on feedback from peers.
- Students will use provided tools to create a video story to be shared with the class and on social media.
Standards Addressed
Mathematical:
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
CCSS.MATH.CONTENT.HSF.IF.B.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
Technological:
ISTE Nets for Students
1b. Create original works as a means of personal or group expression.
1c. Use models and simulations to explore complex systems and issues.
2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
5b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
CCSS.MATH.CONTENT.HSF.IF.B.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
Technological:
ISTE Nets for Students
1b. Create original works as a means of personal or group expression.
1c. Use models and simulations to explore complex systems and issues.
2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
5b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
Relative Advantage
The videos in this lesson allow students to see the connections between real-world activities and the graphs that are created based on those activities. By having students create their own videos to share, the learning is deepened as connections are made.
Timeline
Four to five forty-minute class periods.
Materials
All videos downloaded with permission from Dan Meyers’ blog (see reference section)
- Elevation vs. Time Video #1
- Elevation vs. Time Video #2
- Elevation vs. Time Video #3
- Elevation vs. Time Video #4
- Elevation vs. Time Video #5
- Pain vs. Time Video
- Speed vs. Time Video #1
- Speed vs. Time Video #2
- Elevation vs. Time Video #6
- Distance vs. Time Video
- Graphing Stories Worksheet (for use with videos)
- Matching a Verbal Description to a Graph activity
- Equipment to create videos (cell phones, video cameras, etc.)
- LCD projector and computer to show videos
- Student Chromebooks for uploading created videos to social media
- Flash drives for uploading purposes, if necessary
Grouping Strategies
Students sit in groups of four, which encourages them to interact with each other.
Learning Activities
Prior Knowledge: Students will be familiar with the coordinate plane, coordinate points and how to graph those points on the plane.
Day 1
- Each student will receive one graphing stories worksheet. Play video #1 - Elevation vs. Time. It will show the label for the y-axis. Stop the video at 14 seconds and make sure all students have copied it correctly on their graphs. Restart the video and allow students to watch. Do not say anything. Stop the video at 33 seconds. Ask students to graph the story. Most will probably want to see it again. Play it at least once more, if not twice. Again ask them to graph the story. They will struggle with this. Allow it. When you feel they are ready for some relief, ask them what they need in order to successfully graph the story they just saw. [Adaption: If students are really stuck, ask leading questions about the person’s placement in the video as it relates to the time it is occurring.]
- Restart the video at the 33-second mark, and allow the to watch the slow motion version. Play again if requested. Again ask students to graph the story. Have each group come up with one graph to share with the class. Allow discussions about the graphs to occur, with each group accepting feedback and making changes as they see fit. When students feel graphs are complete, play the rest of the video, which will replay the story with a graph superimposed on top of it. Discuss how well the class graphs matched the video graph.
- Choose as many videos as the time period allows for students to become comfortable with this activity. (Skip the beginning of the video that shows the graph, and allow students to label the y-axis based on the story.) Add link to a video in Google Classroom for students to complete for homework. It should be just the first part of the video, not including the graph at the end. If necessary, take a video of the video, stopping before the graph is shown, and upload a link to that video to Classroom. (If a student has no access to Internet outside of school, upload the video on their Chromebook for viewing at home.)
Day 2
- Have students meet in their groups and share their homework graphs. They should be discussing differences and rewatching the videos on their Chromebooks to adapt their knowledge using the new feedback. When the class feels they have the graph correct, show them the end of the video.
- Use the Matching a Verbal Description to a Graph activity. Display one of the graphs on the whiteboard. As a whole class, have students create a story that could be described with the graph. Practice with a couple different graphs. Then have students work in their groups to create stories to match other graphs included in the above activity. (May use the given graph descriptions at teacher discretion. Some groups may not need that extra help.)
- In their groups, students will brainstorm ideas for creating their own videos, using the examples from class to help them get started. Each group will be responsible for creating one video, which will be edited to match the examples, with graph and timer overlays, shared with the class, the district through our school site, and uploaded to social media for more global feedback.
Day 3-4
- Students will choose a place on school property to perform and record their graphing story. This will take at least one period and may stretch to two.
Day 4-5
- Students will edit their videos to include the 15-second story, a slow-motion version of that story, and the original story with a graph superimposed on it. All stories should include timers. (If this is beyond the abilities of the students, they may upload the videos for the teacher to complete any editing.)
- Group videos will be shared in class and graphed by peers. Students should listen to feedback for troubleshooting purposes and editing suggestions. Final videos will be uploaded to the school website for other classes to use, as well as to social media.
Assessment
Assessment will include observation of understanding as demonstrated in group discussions, accuracy of homework graph and success of graphing story in group created video. Final assessment will be in the form of a graphing story video uploaded to each student’s Chromebook, as well as a graph. Students will complete the graph of the given video and write a story for the provided graph for a test grade.
Adaptations for Learners with Special Needs
Videos are visual only allowing all student to access the information equally. Students with physical limitations will be paired with a peer or aide to draw their graphs based on their words. All students are working in groups of mixed abilities, to further encourage discussion and innovation.
References
D. Meyer. (2007, May 3). Graphing Stories. [Web log comment]. Retrieved from: http://blog.mrmeyer.com/2007/graphing-stories/
K. Hughey. (2012, September 25). Matching a Verbal Description to a Graph. [Web log comment]. Retrieved
from: http://mathtalesfromthespring.blogspot.com/2012/09/matching-verbal-description-to-graph.html
K. Hughey. (2012, September 25). Matching a Verbal Description to a Graph. [Web log comment]. Retrieved
from: http://mathtalesfromthespring.blogspot.com/2012/09/matching-verbal-description-to-graph.html