Probing/Eliciting Student Responses and What the Teacher Will Do Questions Misconceptions Students will be given a How can we add Curves and sketch of the current park variety to could be with the walking trail additional trails? included. emphasized. They will be How would Trees, plants and given the following criteria curves and hills flowers could be for the contest impact the time it added but need One new trail must takes to complete to be avoided. add 30 minutes the trail? Up a hill will without backtracking Would curves slow down, down at all. add or reduce a hill will speed One new trail must time? up. reduce the original How do we Curves would time by 30 minutes determine a scale add time. without backtracking. factor of 2? Multiply The may not pass What you everything by 2. through restricted have to do to the Use the codes to areas, due to human Ozobots to have make it slow and environmental them compensate down, speed up, impact. for the turn around. The most creative trail will be topography and Draw curves to implemented in the park. stay away from restricted The final product will be on a protected areas? areas. larger presentable paper utilizing a scale factor of 2. Student will work in groups of 3-4 with Ozobots to determine the time and ultimately speed of the different trails. Evaluation/Decision Point Assessment Assessment Student Outcomes Students will If students are understanding Observation of blue appropriately determine how to find scale, as well as prints and dialogue with that in the final design, utilizing the ozobot to student groups. time and distance will represent various speed and Appropriate equations be multiplied by 2. topography represented. Students will be able to
What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions Students will be given a sketch of the current park with the walking trail emphasized. They will be given the following criteria for the contest One new trail must add 30 minutes without backtracking at all. One new trail must reduce the original time by 30 minutes without backtracking. The may not pass through restricted areas, due to human and environmental impact. The most creative trail will be implemented in the park. The final product will be on a larger presentable paper utilizing a scale factor of 2. Student will work in groups of 3-4 with Ozobots to determine the time and ultimately speed of the different trails. How can we add variety to additional trails? How would curves and hills impact the time it takes to complete the trail? Would curves add or reduce time? How do we determine a scale factor of 2? What you have to do to the Ozobots to have them compensate for the topography and stay away from protected areas? Curves and could be included. Trees, plants and flowers could be added but need to be avoided. Up a hill will slow down, down a hill will speed up. Curves would add time. Multiply everything by 2. Use the codes to make it slow down, speed up, turn around. Draw curves to restricted areas. Evaluation/Decision Point Assessment Assessment Student Outcomes If students are understanding how to find scale, as well as utilizing the ozobot to represent various speed and topography Observation of blue prints and dialogue with student groups. Appropriate equations represented. Students will appropriately determine that in the final design, time and distance will be multiplied by 2. Students will be able to
city_planning_plan.docx