Rationale: Regina Vermina Cars for Vermin.

Context: In developing this car; we used different types of everyday materials to construct the car.  We used cd's for wheels, card stock for the body of the car, and dowel rods for the axles to make the wheels spin, and super glue to hold it together.  I worked with a partner on building and constructing the car.  My partner was Seth Wingate.  We used ramps to test out our car, and stop watches to time the cars, and we also used meter sticks to measure the distance of them. We also were able to weigh the car with gram weights.   

Impact: I will use this lesson in my class to help the students learn how to build and construct a car. I will also use this activity to show how velocity works.  This is a good lesson to teach about graphing, and how independent, and dependent variables work.  This project teaches students how to use technology and how to use everyday materials to make something new and different. 

Alignment: I want the students in my class to engage in hands-on activities.  I also want the students in my class to learn about energy and motion in a fun and creative way.  I will also be able to see the students being creative and learning things in a new and exciting way. 

I met standard 2 by having a broad knowledge and understanding of the major concepts in math. I met indicator 2 because I have a broad knowledge of geometry and measurement. I understand construction of simple geometric figures. I understand and apply concepts of relative positions and relationships and geometric formulas, and modeled appropriate measurement systems in various settings (standard, metric, and nonstandard). I met indicator 4 by having a broad knowledge of data, probability, and statistics. I demonstrated an importance of formulating the proper questions in order to obtain measurement and reliable answers. Also I taught how to systematically collect, organize, analyze, and summarize data in order to predict outcomes. I was able to use various methods for reporting and representing data (graphs, charts, tables, and grids). I was able to determine the likelihood of an event occurring by completing simple probability experiments, and was able to use appropriate software to extend and promote and understanding of data collection, analysis of learning.

I met standard 3 by having a broad knowledge and understanding of the major concepts in science. I met indicator 2 by having a broad knowledge of the basic physical science concepts including, systems of measurement, analysis, interpretation of data, structure, properties of matter, factors affecting chemical reactions, electromagnetism, waves, optics (light, heat, and sound), sources, forms, and conservation's of energy.

I met Standard 9 by understanding and using the processes of problem solving, reasoning and proof, communication, connection, and representation as a foundation for teaching and learning in mathematics. I met indicator 4 because I developed instruction in making connections that enables all students to recognize and use connections among mathematical ideas, understanding how mathematical ideas interconnect and build on one another to produce a coherent whole. I also recognized and applied mathematical contexts outside of mathematics.

I met indicator 5 because I developed instruction in representation that enabled all students to create, use representations to organize, record, communicate mathematical ideas, select, apply, translate among mathematical representations to solve problems. I used a variety of representations to model and interpret physical, social, and mathematical phenomena.

I met Standard 15 because I encouraged under represented groups to engage in the schooling process. I met indicator 1 because I used a variety of strategies to encourage under represented groups to engage in the learning process. The students did this by utilizing community resources, giving personal attention and encouragement to under represented groups of students. I was able to have the students use relevant and real-world applications that interest a diverse population. I also encouraged under represented groups to assume leadership roles.