Jumping Jacks
LEARNING FOR LIMBS
Jumping Jacks Vocabulary
Grade Level: 7 Overview:
Variable
In this lesson students will gain a be er understanding that there are people in the world that are similar to and different than themselves. They will see and understand that people have disabili es and challenges in life, but as part of the global community, we can choose to help. LIMBS Interna onal is an organiza on that exemplifies the use of human ingenuity and technology, plus compassion, to help people around the world. By crea ng low‐cost, yet durable and repairable, prosthe cs to help amputees live a normal life despite the tragedy of losing a leg! They are also crea ng a way for poor people in developing na ons to not be dependent on people from developed countries for their repair and up‐keep of these prosthe cs, but they are trained in how to fit and fix them in their own country for low‐cost with parts that can be found at the local store. This is an example of crea ng sustainability, empowering developing na ons, and global partnering for the greater good.
Coordinate graph
Dependent
Independent
Scale
Interval
Y‐axis
X‐axis
Lesson connec on: We can relate to the amputees when we imagine doing our everyday ac vi es without the use of one leg. How much more difficult would our lives be if we were missing a leg? Even ordinary, everyday tasks we take for granted, like walking, climbing stairs or exercising, would be completely different. Most of us cannot imagine it. This ac vity will link math and the ordinary ac vity of exercising (doing jumping jacks!) in order to create empathy and apprecia on for people with challenges, and also teach math skills! In this ac vity the students will gather experimental data and create a table and graph to make es mates and predic ons. Student will:
Collect and analyze data
Draw conclusions based on data
Learn about LIMBS and understand the mission they have to help people
Create tables and graphs to display rela onships between variables
Make es mates and predic ons using tables and graphs
Develop 21st century skills of team work, problem solving and communica on
Students will learn:
How human ingenuity and compassion, in the form of engineers, scien sts, doctors are crea ng ways for humans to more posi vely interact, survive and thrive in poorer areas of our world
How people are different and have different disabili es but LIMBS is there trying to help them regain a normal life
How tables and graphs can be used to make es mates and predic ons
How a change in the rela onship between two variables will affect the table and graphs
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Students will be able to:
Understand the needs of others in less fortunate, developing countries Appreciate the work of charitable organiza ons which provide help around the world Work in teams to solve math problems and collect data Understand the mission of LIMBS and the importance of their mission in helping people regain body movements Iden fy pa erns Determine changes in variables Make es mates and predic ons from tables and graphs
Math and Science Content Tie‐In: Determine changes in variables, Collect and analyze data, Draw conclusions based on data, Make es mates and predic ons Key Math Concepts:
Displaying collected experimental data in tables and graphs Iden fying pa erns Making es mates and predic ons Coordinate graphing Levels of Thinking:
Applica on (show, prac ce) Analysis (compare and contrast) Synthesis (create, design, discuss) Texas Essen al Knowledge and Skills (TEKS): (13) Underlying processes and mathema cal tools. The student applies Grade 7 mathema cs to solve problems connected to everyday experiences, inves ga ons in other disciplines, and ac vi es in and outside of school. The stu‐ dent is expected to: (A) iden fy and apply mathema cs to everyday experiences, to ac vi es in and outside of school, with other disciplines, and with other mathema cal topics; (C) select or develop an appropriate problem‐solving strategy from a variety of different types, including draw‐ ing a picture, looking for a pa ern, systema c guessing and checking, ac ng it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipula ves, paper/pencil, and technology or techniques such as mental math, es ma on, and number sense to solve problems.
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
(14) Underlying processes and mathema cal tools. The student communicates about Grade 7 mathema cs through informal and mathema cal language, representa ons, and models. The student is expected to: (A) communicate mathema cal ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathema cal models; and (B) evaluate the effec veness of different representa ons to communicate ideas. (15) Underlying processes and mathema cal tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to: (A) make conjectures from pa erns or sets of examples and nonexamples; and (B) validate his/her conclusions using mathema cal proper es and rela onships. STAAR Connec on: Math Performance Level Indicators Generate different representa ons of data using tables, graphs, linear equa ons, or verbal descrip ons and solve applica on problems. Day(s): 1‐2 days (Math class period) depending on how long the teacher provides discussions and prac ce Materials:
Website www.Limbs.org Videos and Pages (pictures) LIMBS Promo onal (Time – 3:04) LIMBS Founder’s Story (Time – 3:50) Page tled THE NEED
Cardstock, art supplies
Graph paper (large grid), pencils, colored pencils, rulers
Timer
Research materials, computer web search capabili es, textbooks
Teacher Introduc on: Teacher asks the students: Think of all the things you did this morning to get ready for school, and what you have done from the me your alarm woke you up un l now. Tell me… Take some answers from students. Discuss taking a shower, brushing your teeth, ea ng breakfast, walking/riding a bike/taking the bus to school, going to the locker, walking to classes, etc… Teachers asks the students: How would those ac vi es have been different if you were missing an arm or leg? Take some answers from students: It would be difficult to walk, to get down stairs, to fix breakfast, to walk or ride a bike, etc… Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Teachers asks the students: What are some of the reasons we might lose a leg? Answers: Car accident, disease, motorcycle accident, shark a ack… Teachers asks the students: How likely are those things to happen to us? Is it common or rare for people in the United States to lose a leg? Teacher says: In the United States, we have health insurance and MANY resources to help us if we ever have an accident and lose a leg. Our parents or the insurance company provides us with a prosthesis so we can have a more normal life. A prosthe c device is very expensive, but it helps amputees regain some independence and move‐on with their lives. However, people in developing (poor) countries lose their legs o en. From civil war, to wild animal a acks, to lack of medical care (infec on), and the list goes on. What happens when these poor people have a leg amputated? TEACHER: Teacher shows video from LIMBS InternaƟonal website. There are two videos you can show. Preview the videos to decide whether you want to show one or both. LIMBS ‐ Promo onal Overview Video (on front home page, Time ‐ 3:04) LIMBS – Founder’s Story Video (LIMBS Media Room, Time – 3:50) Teacher pulls up a page from the LIMBS Website A er you show the video, go to the home page and find the ABOUT sec on in the menu at the top of the page, then click the ABOUT bar and you will see a drop‐down menu. Choose THE NEED – and put this up on the presenta on sta on. Show the picture on that page and read the quote… “I cried because I had no shoes, then I met a man who had no feet.” ~ Mahatma Gandhi Also read the informa on on that page and look at the pictures. **Give the students a silent few seconds to just take in the picture and the quote… This is so meaningful…the thought that we feel upset about not having things in life…designer shoes or jeans, then we read this quote and it makes us THINK or at least it should give us pause to think about how apprecia ve we should be for our limbs and lives! You may want to browse the LIMBS site with your students and look at other pictures…
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Class Discussion ‐ Teacher asks students: What human technology and/or ingenuity is helping the amputees adapt to their environment and their life’s ac vi es? Answer: LIMBS Interna onal (headed up by Roger Gonzalez, and engineering professor who is president of LIMBS Interna onal) is crea ng low‐cost, yet durable and flexible, prosthe cs to help amputees live a normal life despite the tragedy of losing a leg! They are also crea ng a way for poor people in developing na ons to not be dependent on people from developed countries for their repair and up‐keep of these prosthe cs, but they are trained in how to fit and fix them in their own country for low‐cost with parts that can be found at the local store. The knee they have created is durable, lightweight and helps people live normal lives. The knee can bend, which helps people do normal work and recrea onal ac vi es. Life in these underprivileged countries is hard enough, can you imagine not having a leg? What happens to the people who lose their legs, if they don’t have a prosthe c? What kind of prosthe cs did most people get before LIMBS became involved? (Think pirate peg‐leg!) How do you feel about the work LIMBS is doing? Think about walking without a leg, or walking with a peg‐leg…how would that affect your life? **If this is your students’ first me learning about LIMBS Interna onal, you may want to con nue the discussion…If they have previously learned of LIMBS, you may want to skip this next part and move on un l the Math Lesson ConƟnues… Teacher says: LIMBS Interna onal is helping people respond to natural disasters, challenges in their life, as well as thrive in their environment despite challenges. Some key terms are associated with LIMBS Interna onal, such as: technology, sustainability, self‐sustaining and empowering… (Teacher may choose to write these on the board.) Teacher asks Students: Who can tell me what those terms mean and how they relate to LIMBS InternaƟonal? Teacher may choose to watch the LIMBS Promo onal video if you have not yet watched it, to have students listening for those specific words and be able to describe them. Have students take notes this me while watching the video. Discuss as a class. What do these phrases from the LIMBS Interna onal Website mean to you? Sustainable Solu ons for the World
Design, Create, Test and Train
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Student Response Ac vity: Have students do a quick Think‐pair‐share on these terms and the LIMBS video. Think‐pair‐share: Students take a minute to think about the topic or ques on. They then share what they think with a partner or neighbor. A er a few minutes of sharing, the pairs chose another pair and share again as a larger group. This ac vity gives students a chance to think both independently and gain new ideas from others. Student ac vity: Have students individually reflect and respond on the LIMBS Interna onal video, the quote by Gandhi and the picture on the page from the website (THE NEED) – by wri ng their thoughts on an index card or piece of paper, or in their journal. Prompts for their wri ng: How do you feel about the work LIMBS Interna onal is doing? Is this an organiza on you might want to help? What charitable organiza ons have you learned about in the past? How does LIMBS compare to other charity organiza ons you have heard of or been involved with? If you lost a limb, how would it impact your life? Have some students share their reflec ons. You may want to have a short discussion about their reflec ons. Lesson ConƟnues… Teacher: Have a class discussion and give some notes Discuss LIMBS and how they help people regain movement Ques on students for prior knowledge of tables and graphing
What are variables?
Which variable would be considered dependent or independent?
How can I use a table or graph to find rela onships and pa erns?
How can I make es mates and predic ons using tables and graphs?
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Student Ac vity: Students will be doing jumping jacks for 2 – 5 minutes. (You may decide the meframe based on your class) The point is ‐ you want the students to see that a er they do the jumping jacks for a long stretch of me, the jumping will slow down as they get red and lose energy levels. You want the students to come to this conclusion on their own, howev‐ er, by analyzing the pa erns in the table they make, so don’t state this aloud. Every 10 seconds the total number of jumping jacks will be recorded. Students will be placed in groups of 4:
student ming
student recording total every 10 seconds
student doing the jumping jacks
student coun ng the number of jumping jacks
Each student will take a turn doing each job Students collect experimental data and then organize it in a table Students will make a table to represent the informa on. Students will iden fy pa erns and rela onships in the tables Once finished students will discuss what they discovered from the experiment and table
What are the variables in your experiment? (Time, number of jumping jacks) How does the table show the rela onship between the variables? Predict what could change your rate of jumping jacks– cause you to jump faster or slower?
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Day 2: Recap from Day 1. Review what was discussed about LIMBS. How life would be challenging with one leg missing. Talk about experiment from previous lesson. What were the variables in the experiment? Discuss coordinate graphing and give notes
What does a coordinate graph look like?
What is the purpose of a coordinate graph?
How do you locate points on a coordinate graph?
What are variables?
Which variable is independent and which is dependent?
Which variable goes on the x‐axis and y‐axis?
What should your intervals be for each axis?
Student Ac vity: Groups will make a graph for each student with the jumping jack data created in the table Once finished have a discussion about what was discovered from the tables and graphs. What does your graph show about the jumping jacks rate as me passes? Is the rela onship you discovered between jumping jacks and me easier to see in the table or in the graph? **The students should easily see that graphing is the easiest way to see pa erns and rela onships between variables!
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
LEARNING FOR LIMBS
Jumping Jacks
Lesson Conclusion: Discuss the value of being involved in an organiza on like LIMBS Interna onal, and how the opportunity to help others creates awareness, empathy and apprecia on of the plight of amputees around the world. It also gives us a unique perspec ve to be grateful for what we have here in the United States. How many of us take walking, riding a bike, skateboarding, exercising… for granted? Being involved with LIMBS also provides a valuable educa on about our global community Teacher may choose to have students reflect/respond in a journal or complete a wri en reflec on for homework… Lesson Extension: Student Ac vity : Have the students get into groups Give each group a piece of cardstock and necessary art supplies Have each group design a poster adver sing for LIMBS Interna onal This poster is to encourage people to donate money or me to the effort! **Poster theme…Everyday ac vi es made easier with a prosthe c device is the main idea (focus) of the poster Think about what people do every day, and think about how much easier those things would be with a prosthe c limb vs. being an amputee without a leg. ~Things like walking, riding a bike, bringing water from a lake or well, farming, picking crops in a field… Hang the posters around the room or outside in the halls.
Learning for LIMBS Grade 7.1 — Math
© LIMBS Interna onal
