On a new planet the astronauts discovered unusual creatures. The features they counted were 15 eyes, 3 horns, 12 legs and 7 arms. More of the creatures had scales than fur on their bodies.
Draw your creatures and make a graph for each creature's
features.
Space Creatures
Suggested Grade Span
Pre-K-2
Task
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On a new planet the astronauts discovered unusual creatures. The features they counted were 15 eyes, 3 horns, 12 legs and 7 arms. More of the creatures had scales than fur on their bodies. Draw your creatures and make a graph for each creature's features.
做了一回最好的我作文600字Alternate Versions of Task
More Accessible Version:
On a new planet the astronauts discovered unusual creatures. Each had 3 eyes, 1 horn, 4 legs and 6 arms. If the astronauts saw 6 creatures in all, how many eyes, horns, legs and arms did they e in all?
More Challenging Version:
On a new planet the astronauts discovered unusual creatures. 1/2 of the creatures had 1 eye, and the other 1/2 had 2 eyes. 3/10 of the creatures had horns. 20% of the creatures had 2 feet. The rest had 1 foot. Each creature had 2 arms. There were 20 arms in all.
U this information to determine the total number of creatures the astronauts saw and how many eyes, horns and feet the astronauts saw in all.
Context
We are in the beginning of an interdisciplinary theme about the solar system. This task was in collaboration with my multi-age first and cond grade classroom becau they wanted a space related task to try out. We had been working on attributes with robots and space creatures for veral days in combination with a variety of art materials.
What This Task Accomplishes
眼疲劳有什么症状This task asss veral skill areas. The students will have the experience of taking data in the form of attributes and constructing graphs of their own to examine their space creatures. Students have the opportunity to practice number formation, record data and construct a graph, interpret highest/lowest numbers, and demonstrate an understanding of the concept of more.
What the Student Will Do
The students will begin by creating and drawing their space creatures. They will need to keep track of the attributes provided for eyes, horns, legs and arms. Some will accurately reprent their creatures with their graphing information with or without the u of manipulatives. Others may demonstrate errors in counting the features or not be accurate in constructing their graph reprentations. Everyone will differ with the number of space creatures they create.
Time Required for Task
60 minutes
Note:
The investigation in cooperative groups, partners and independent practice with modeling and obrvation takes two to three days.
饮食英文
Interdisciplinary Links
The students are very engaged in this theme on the solar system. We have been using a beautiful big book called A Tour of the Planets, by Ranger Rick. The students are also going down to the computer lab two times a week to design space pictures and write their own stories. They also are le
arning to identify the planets and label them for their science portfolio. We will be investigating the distance and size of the planets using the gym and different sizes of fruits and balls. "Toss A Planet" will involve the fruits and balls when students call out clues for their planets. A space race will involve teams constructing balloon-powered rockets to carry a sheet of paper as far as possible and to measure the distance traveled.
The students will participate in a space traveler weigh-in to better understand how each
person's weight will change on other planets by constructing a bar graph. Moon watching will be included with families to keep track of the phas of the moon over a period of time. "Greetings From Earth" will involve small cooperative groups making ads about life on Earth, using blank tapes or design a travel brochure to convey information to other intelligent life forms.
There are endless possibilities of activities that can be incorporated through the solar system theme!
Teaching Tips
It is important for the children to have practice in sorting attributes with a variety of manipulatives before using more traditional paper/pencil tools. The students also need many opportunities to desig
n different graphs and learn how to record data on them. The students had lots of experience creating and sorting a variety of attributes with robots and space creatures they had made with many kinds of art materials. The activities provided students with lots of prior experience to approach this task successfully.
Suggested Materials
• Clay in three colors
• Attribute blocks
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• Pattern blocks
• Drawings of space creatures with a variety of attributes
• Venn diagrams
• Hand puppets of robots the students have made
• Variety of art materials collected from recycled "stuff" the students brought into the
classroom
• Variety of graphing models for students to u in cooperative groups, partners and
independently
Possible Solutions
The solution must include the attributes of a total of 15 eyes, 3 horns, 12 legs, and 7 arms with their space creatures. The solution should also show the reprentation of an accurate graph for each creature's features. Each student will have a different number of creatures they cho to draw.
More Accessible Version Solution:
3 eyes x 6 creatures = 18 eyes
1 horn x 6 creatures = 6 horns
4 legs x 6 creatures = 24 legs
6 arms x 6 creatures = 36 arms
More Challenging Version Solution:
20 arms ÷ 2 per creature = 10 creatures in all
诗经风雨1/2 of 10 = 5
男领导喜欢你又避嫌的表现5 x 1 eye = 5 eyes
5 x 2 eyes = 10 eyes
5 + 10 = 15 eyes
3/10 of 10 = 3
Three creatures had horns.
20% of 10 = 2
2 x 2 feet = 4 feet
8 x 1 foot = 8 feet
8 + 4 = 12 feet
Task Specific Asssment Notes
Novice
This student had a limited understanding of the task. S/he was taking all the features and putting them on each creature. The graph did reprent one creature, but in communicating the problem s/he felt s/he was done. This student does not understand the concepts of it all, graph each creature, and the vocabulary of more.
Apprentice
鲜嫩反义词This student has some understanding of the problem. His/her strategy with graphing the features was started, but it did not lead to a complete solution. S/he does not demonstrate clear number n in the mathematical reprentation. There was not clear communication of the understanding of more scales than fur. His/her graphs are confusing.
Practitioner
This student understood the task. The space creatures and graphing strategy is clear and accurately leads to a solution. Even though the numbers are mostly reprented on the non-traditional side of the graph they are accurate and needed becau of spacing. There is appropriate u of mathematical notation and communication of ideas.
Expert
This student fully understood the problem and was very efficient in his/her procedures, which lead to the solution. S/he has an accurate u of number n, and went beyond by using number ntences to further explain the space creatures' features. S/he explained that s/he had no creatures with fur to prove the concept of more.
