Dates:

DATE TBD

Timeline:

3-4 class periods; work can be done in class or at home or both

Rationale:

Here’s your students’ challenge: “How can I make the data we collected and input into a 2-dimensional graph into a 3-dimensional model?”

Because we humans live in a three-dimensional world of length, width and depth, our experiences take place in those three dimensions and our eyes perceive objects in three dimensions. By rendering our data in three visual dimensions we can understand it in human terms. Your students’ task in Project Two is to put the collaborative data into a three dimensional image.

You have two options for doing this:

• Generate a computer model (a computer model is simply a three-dimensional visual rendition of data contained in a database):
• If your school has modeling software or your students are familiar with programs like Google Sketchup, you could challenge students to use one of these software-based methods.
• Microsoft Word/Excel/PowerPoint contains a drawing tool kit that allows users to create 3-D graphs.
• Construct a 3-D Model using objects :
• Students could create 3-D models out of materials that exist in the classroom or they bring in from home.

This project encourages students to apply higher level thinking skills and harness their creativity for this project. For example – one student or group of students may use Leggos ® to create a model while others could use modeling clay and others could use the computer. Students will be responsible for defending their decisions when presenting their models to the class.

Objectives:

• Students will investigate and explore various ways to represent data.
• Students will develop models to interpret and analyze real data.

 PA Standards:

Academic Standards for Mathematics

2.4.5C – Draw inductive and deductive conclusions within mathematical contexts

2.4.5.F – Use statistics to quantify issues (e.g. in social students, in science).

2.5.5.C – Show ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams and models.

2.6.5.E – Construct and defend simple conclusions based on data

Steps:

• Class Discussion
• Explain why it is easier for humans to understand the world because information is gained or “experienced” in three dimensions. It is important to have class discussion about this aspect of visual data (“raw data” is useless and usually uninteresting unless it is organized differently).
• Discuss various features of models (i.e. how different materials, colors, symbols, etc. represent data)
• Brainstorm different ways to model data and show examples of data modeling in the classroom. Examples could include weather models, graphs imposed on pictures, dioramas, etc.
• Small Group Work
• Break students into small groups and challenge each group to create a 3D model based on the data collected as part of this project. Students should brainstorm what materials they would like to use and bring those materials into the next class.
• Give students class time to assemble their models.
• Presentation: Have a “show and tell,” where each group shows their model and explains why they chose to illustrate the data in the manner that they did
• Discussion: Conduct class discussion to allow students to reflect on their experiences

Discussion Questions:

• What does this data mean to you?
• Based on your findings, what do adults already know about global warming?
• What do adults need to know about global warming?
• How can FEI inform the community about global warming?
• What can your class do to inform your parents, school, and community about global warming?
• What can your community do to help combat global warming?
• How did this research project follow the scientific method?
• Reflect on the research gathering process. What have you learned about this process? What challenges did you face? How could the process be improved?