Ripley Work Sample: Jenae Tilley, High School Math
Ripley Schools Teacher Work Sample “Marshmallow Catapult”
October 2008
Team Members
English 7th-9th Brenda Silvers
English 9th-12th J.J. Grantham
Math 7th-9th Carol Lunsford
Math 9th-12th Jenae Tilley
Science 7th-9th Wendy Wolfe
Science 9th-12th Jennifer Marlow
Technology 7th-12th Melanie Ballard
Contextual Information
Knowledge of Characteristics of Students
The majority of the following data was based on the 2007 Ripley High School Report Card from the Education Oversight Board/Office of Accountability, as well as, school records.
Age Range
The target class for the activity was composed of 66 students ranging in age from 12 to 15 years old. There were 49 females and 27 males. These classes are totally inclusive with a combined number of 14 students on Individual Education Plans (IEP); 11 boys and 3 girls.
Achievement Levels
The 2007 graduation rate was 100% with an average senior grade point average (GPA) of 3.3. Of those graduating, 93.3% completed Reagents' college-bound curriculum. The 4-year drop-out rate was 3.2%. The 2006 ACT participation rate was 40% with an average score of 19.5. The Oklahoma college-going rate ('03-'05) was 39.4% with 19.4% taking at least one remedial course, and 39.5% completing college ('97-99). District-wide, Ripley had 26.8% enrolled in Gifted/Talented and 23.3% in Special Education. The highest educational level of Ripley adults, age 25+, was reported in the 2000 census report as follows: 19% college degree; 64% H.S. diploma without a college education; and 17% with less than a 12th grade education.
Socio-Economic Description
The schools ethnic make-up based upon 2005 fall enrollment predominately Caucasian 64%, Black 1%, Asian 0%, Hispanic 4%, and Native American 32%. In 2000, the district population was 2,350 with a census report of: 12% poverty, 4% unemployment; 18% single parent households; and an average household income of $39,037. In 2006, 61% of students were eligible for Free/Reduced Lunch.
Typical Demeanor of Students
The average number of days absent per student averaged 7.1. Ripley H.S. has a mobility rate of 2%. There is one suspension, ten days of less, for every 43.1 students. There is one suspension, of more than 10 days, for every 129.4 students. One out of every 214.6 students was charged with a juvenile offense.
Typical Interest and Involvement of Students
Ripley students, as a whole, have a high rate of involvement in extracurricular activities, such as, Future Farmers of America, OSSAA sports, band, etc. Students also have a 93.2% Career-Tech occupationally-specific program participation with a 78.1% completion rate.
Knowledge of Students Varied Approached to Learning
The 2006 School Report Card Ripley H.S. reports 80% of parents attend parents/teacher conferences. Based on the personal experience as the Ripley 9-12 grade science teacher for the last eight years, the high school science teacher, Jennifer Marlow, would have estimated this number to be closer to 5%.
Knowledge of Community, School and Classroom Factors
Due to stretched budgets, the math and science department have implemented a $5.00 materials fee for all 7-12th science students. This budget allows the department to purchase basic materials such as calculator batteries, sharpies, stop watches, etc. Annual applications are also made to the local Wal-Mart for $25 gift cards that are be used to purchase classroom materials.
Implications for Instructional Planning and Assessment
Based on the overall characteristics of Ripley students, activities use multiple instructional methods, including visual, auditory and kinesthetic. Further modifications are made for individual students based on their IEP
Unit Learning Objectives
The learning objectives for Marshmallow Catapults related to math and science in this unit are completing a table, using formulas from measurable attributes of geometric modes, science, and statistics to solve problems within an algebraic context, solve two-step and three-step problems using concepts such as rate and distance, identifying dependent and independent variables, domain and range, evaluating a function using tables, equations or graphs, translating data from one representation to another and understanding that the data can be represented using a variety of graphs and that different modes of representation often convey different messages, making valid inferences, predictions, and/or arguments based on data from graphs, tables, and charts, collecting data involving two variables and display on a scatter plot.
In addition, our objective was to have the students work together collaboratively to apply math, engineering, and science as a tool for discovery. To show students as learners, we wanted them to collect, analyze, and interpret data, discuss their hypothesis and conclusions, verify by actual measurement, use multiple representations in displaying information, and use a variety of techniques to verify their conjectures.
These objectives correlate and meet our local and state’s pass objectives in the following content standards: Algebra I – Number sense and algebraic operations, relations and functions, and data analysis; Physical Science – Motion and forces (content standard), observe and measure, experiment, interpret and communicate, model, and inquiry (process standards).
The correlation to national standards is met in the following areas: Algebra I – Numbers and operations, algebra, measurement, data analysis, problem solving, reasoning and proof, communication, connections, and representations. Physical Science – Unifying concepts and processes, science as inquiry, and science and technology. 8th grade math – Number sense, measurement and formulas, data analysis and statistics, graphs and measures of central tendency (content standards). Problem solving, communication, connections and representation (process standards).
The language arts and instructional technology objectives for this unit include: studying the word “catapult”- its origin and definition, researching and studying the history and uses of catapults, introducing Geoffrey Chaucer and The Canterbury Tales, reading Chaucer’s “The Wife of Bath” tale, utilizing the writing process to compose a “framed story”, identifying and applying the elements of plot in an original narrative text, creating a digital poster on the internet, and publishing a framed story on the digital poster. These objectives also require our students to collaboratively work in small group utilizing their prior-knowledge of the writing process and the elements of plot to compose their catapult “framed story” narratives.
These language arts and technology objectives directly correlate and meet our local and state PASS objectives in following content standards: Language Arts Standard 1: Vocabulary – 2. Word Origins – Recognize and analyze the influence of historical events on English word meaning and vocabulary expansion; Language Arts Standard 4: Literature – 2.Literary Elements, a. analyze and explain elements of fiction including plot, conflict, character, mood, setting, theme, point of view, and author’s purpose; Language Arts Standard 4: Literature – 4. Literary works, a. Analyze and evaluate works of literature and the historical context in which they were written; Language Arts Standard 1: Writing Process – 1. Use the writing process to develop composition skills; Language Arts Standard 2: Modes and Forms of Writing – 1. Write biographical or autobiographical narratives or short stories, a. tell about an incident, event, or situation by using well-chosen details; Instructional Technology Standard 5.2. – Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
Assessment Plan Documentation & Resources
Pre-Test
Prior to the Marshmallow Catapults activity, we had students take a pre-test that included several yes or no questions regarding their prior knowledge of the activity's main concepts. These included: levers; force; motion; data collection; and graphing.
Formative Assessment
For the formative assessment portion, the teachers used informal means to evaluate the students. During the activity, the students were monitored for comprehension. This was done during the activity through teacher observation, question and response, and visually checking the activity worksheet and their correct use of graphing calculators.
Post-Test
After the activity, students were given a post-test that was identical in format to the pre-test.
How will you display the student growth? Include Scores.
Pre and post-test results were compiled using a simple checklist format that allowed the teachers to assess the accuracy of the terms' and concepts' definitions. This data was then used to construct a bar graph showing the pre and post-test results.
Student Results: Pre-test Compared to Post-test Results
Number of
Successful
Students
Objective #1: Students were able to define the term lever.
Objective #2: Students were able to calculate force.
Objective #3: Students were able to increase the launching distance capability of the catapult.
Objective #4: Students were able to use various measuring tools.
Objective #5: Students were able to differentiate between an independent and dependent
variable.
Objective #6: Students were able to use a computer to make a graph.
Objective #7: Students were able to understand the definition and origin of the word
catapult.
Objective #8: Students were able to identify and use the elements of plot in story writing.
Objective #9: Students were able to compose a framed story after being introduced to Chaucer.
Objective #10: Students were able to create a digital poster using the Internet.
*The 8th grade class did not participate in the curriculum for Objective 10, therefore these numbers only reflect data from the 32 9th graders.
Adaptations Based on the individual Needs of Students
During this activity, adaptations were made for several students based on the their individual instruction needs. These included moving visually or hearing impaired students closer to the front of the room, having prepared typed notes for the non-writers, and allowing auditory learners to simply listen during portions of the activity, as opposed to writing or completing tasks.
Instructional Design
Due to the small size of Ripley Public Schools, the Ripley team was able to collaborate completely, using the same 8th and 9th grade students. All of the teachers and students involved with the Marshmallow Catapult project used the same assessments, documentation, resources, adaptations, and similar instructional design. The resulting data from the pre and post-tests have been combined in the graphs.
The types of instruction used in this activity included small group collaboration and whole group collaboration, with a heavy emphasis on learning-by-discovery and student inquiry. Students were evaluated by a pre and post-test, oral responses, written responses, and teacher observation. Project materials required by the students included a handout, two erasers, one mousetrap, two craft sticks, one rubber band, one plastic spoon, duct tape, triple beam balance, meter stick, ruler, calculator, and marshmallows. In a whole group setting, the science teachers provided the information needed to build the catapult and modeled some of the necessary steps. The teachers then oversaw the construction of student catapults by visiting each student team while they worked in small groups.
The instructional design used in the English classroom included a teacher-made PowerPoint presentation covering all the objectives in the catapult lesson accompanied by teacher explanation and lecture. Students also experienced British literature through a reading of “The Wife of Bath’s Tale” adapted for young readers. The students’ writing scenario and assignment were included on the last two slides of the presentation. Students then worked in teacher assigned groups to complete their story maps and write their framed stories about the catapults that they created in science class. Upon completion of their stories, we arranged a two-day stint in the computer classroom where they learned how to use the Glogster website and then created their own digital posters on which they published their individual catapult framed stories.
In the 8th grade math classroom, students used the data collected from launching marshmallows in the science classroom to make graphs. Students were placed in 6 groups based on the length of the lever arm in the catapult design. Students were asked to calculate mean launch distance for 3 of the 6 groups (these represented a short, medium and long lever arm). The mean distances were then used to create line graphs on grid paper followed by scatter plots with the ‘createagraph’ website. Students were then asked to interpret the graph and explain its appearance. This was followed by a brief discussion of the effect of changing the lever arm on the resulting distance traveled by the launched marshmallows. We finished the activity by calculating the force and work done by the catapult as it launched the marshmallows.
In the Algebra I classroom, the students were put in groups and each given a role of launcher, recorder, and measurer. They launched five different items and recorded the distances. They then chose one item, launched it 15 times and recorded the distances. The next three days were spent on laptops designing graphs of their data. First the students took the recorded data from their science class and figured average distance. With this information, they were to create a line graph of average distance and effort arm length. Then they were to make a histogram of the same data. The third graph was to be a histogram displaying the five different items launched. And finally, students drew a box-and-whisker plot on graph paper of the one item launched 15 times.
Alignment with Learning Objectives
This project aligns with the following math objectives: using formulas from science to solve problems with an algebraic context; solving two-step and three-step problems using concepts such as rate and distance; identifying dependent and independent variables, domain and range; evaluating a function using tables and graphs; translating from one representation of data to another; making valid predictions based on data; and collecting data involving two variables and displaying on a scatter plot.
Science objectives met by this project included using scientific method to form a hypothesis, making predictions and drawing conclusions, analyzing and interpreting data, and using the appropriate tools to measure.
Our catapult unit precisely aligns with the language arts learning objectives. First the vocabulary objective was met through the study of the word origin and definition of the word “catapult. The literary objectives were also aligned by the review instruction on the elements of plot and the students’ use of plot elements in their narratives. The second literary objective was accomplished through the introduction of British literature, Chaucer, and The Canterbury Tales, including the reading of “The Wife of Bath”. In addition the writing objectives for this language arts unit were also achieved by the students’ use of the writing process to compose a “framed story” or narrative about their catapults.