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Lesson Plan : These Boots Are Made For Walking
Teacher Name: | Betty Paralikas IS 141 |
Grade: | Grade 6 |
Subject: | Math |
Topic: | Estimating the time it takes to travel to the moon using different modes of transportation. Created by Betty Paralikas, Special Education lead Math teacher of Steinway IS 141, a NASA Explorer School, located in Astoria, New York. |
Content: | New York State Standard met: 6.R.7 Use mathematics to show and understand physical phenomena 6.PS.10 Work in collaboration with others to solve problems Key Vocabulary- mph-miles per hour, estimation, rounding, quotient |
Goals: | Students will use calculators to calculate the time it takes to travel to the moon using different methods of transportation. |
Objectives: | 1. Students will demonstrate understanding of the term- miles per hour. 2. Students will use calculators to determine the rate of time it will take to reach the moon using different modes of transportation. 3. Students will demonstrate understanding of rounding to the nearest tenth. |
Materials: | Power Point Presentation/PC "These Boots are made for Walking" worksheet Calculators |
Introduction: | Present Power Point presentation- On July 20, 1969, astronaut Neil Armstrong was the first person to walk on the moon. Commander Armstrong flew there on the Apollo 11. If it were possible to walk to the moon, how long would it take him? |
Development: | Mini Lesson- Explain to your students that the moon is approximately 240,000 miles away from the Earth. A person walks at an average of 2 miles per hour (mph). Ask the children what this means. Once they know, then ask how would they go about finding how many hours it would take to walk to the moon. Once they have that answer, ask how many days would it take. Discuss estimation and rounding to the nearest tenth. Make sure that they know what a quotient is. |
Practice: | Give out worksheet and go over their Mission Directions. Have children work in pairs or teams. Ask them to do the next four modes of transportation (jogging, bicycle,automobile and NYC subway) together. Ask them to confer with each other and compare findings. If there are discrepancies, let the students rework the problem. Have they rounded to the nearest tenth? |
Accommodations: | For children who have trouble rounding to the nearest tenth, let them round to the nearest one. For children who need a challenge, let then calculate the amount of days it would take to reach the moon without using a calculator. You can also ask them to write their results in scientific notation form. |
Checking For Understanding: | Share and Summarize- Children will discuss their results and also choose the mode of transportation that they would want to facilitate for their journey to the moon. Whether they chose boots for walking or the Discovery, they would have to explain why. A chart with the results would be on the board. Worksheets would be collected. |
Closure: | Journal Writing- Children would write their step by step Mission Directions and explain their procedures. They would also write a reflection on the mode of transportation they would use and why. |
Evaluation: | After reviewing students' math journals and worksheets, you will be able to assess those students needing additional help. |
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