Proposed Curriculum: Math, Science and Sports

1. Proposed Curriculum:Math, Science and Sports Hunter and Aaron Education 200 ‘06 Spring Curriculum Project Trinity College

2. Topic Learning mathematical and scientific concepts through the aid of sports

3. Context • Relates to both boys and girls • “Real-life” context for course study • Specific course topics • Relates social aspects to course study

4. Objectives: Math • Students will understand the meanings of mean, median, mode, range, ratio and percentage • Students will be capable of calculating the mean, median, mode, range, ratio and percentage from a collection of numbers

5. Objectives: Science • Students will understand the definition, characteristics and applications of force and basic physics • Students will also become more comfortable using the scientific method

6. Objectives: Social Aspects • Students will understand the difficulty of pursuing an athletic career and acquire a greater value for higher education as an opener of opportunity

7. Activities: Math • Students will record the mean, median, mode and range from the box scores from sports section • Students will determine the ratio of points scored between the highest and lowest point scorers

8. Activities: Math (cont.) • Each student will be required to choose their favorite NBA player, look up his stats online and calculate his field goal percentage and his free throw shooting percentage

9. Activities: Science • Students will drop a baseball and a basketball simultaneously and observe the bounce height of each ball, recording the results • Students will replicate first experiment, but instead they will place the baseball on top of the basketball

10. Activities: Social Aspect • Guest speaker, from a local college or professional sports team, will come speak to the students

11. Goals of Activities • Students become more comfortable applying new knowledge of major statistical concepts (averages, mean, etc.) • Students understand the properties of force • Students acknowledge the difficulties in pursuing a professional career in athletics

12. Resources • Gardener and Bloom • Multiple intelligences • Levels of understanding

13. Assessment • Game of Jeopardy

14. Monday • Teacher will start class with brief lesson on mean, median, mode, range and ratio (15 min.) • Students will work together in groups of 4 to record the statistical data for various NBA/WNBA team’s results (15 min.) • Students will also find the ratio of points scored to that of the ‘highest scorer’ compared to ‘lowest scorer’ (5 min.)

15. Tuesday • Each student will bring in their favorite player’s stats from an online or newspaper source • The teacher will start class with a brief 15 minute lesson on how to calculate percentages and then move the class to the computer lab • The students will then calculate field goal percentages and free throw percentages as different groups of 4 (15 min.)

16. Wednesday • Review of material covered over past two days. (15mins) • Students will be spilt into diverse groups figuring out data presented by teacher. (25mins)

17. Thursday • The class will start with a brief review of the concepts examined earlier in the week (10 min.) • Statistical problems will be presented on the board for the students to figure out. • Students will engaged in an intellectual conversation with a guest student athlete.

18. Friday • Jeopardy (all class) • The students will separate into 4 teams and will compete against one another. The teams will compete with one another as one member from each team will go select a subject for a competing team to answer. The competing team will then work together as a group and have 45 seconds to answer the question. If they answer the question correctly they will be rewarded with a point and select a question for the next team to get. If the team either gets the answer incorrect or not done in the given time period it is a free question and the other three teams will be able to “steal” the points for themselves.