Ed Psych/Tch Ed 6030, FS08 Assignment #1 Analysis of Understandings in Jasper Woodbury Contributors: Meghan Branson Jason King Rachael Lawson Marcee Phipps September 23, 2008 Log for Adventures of Jasper Woodbury “Rescue at Boone’s Meadow” We initially had four people in our group. We are writing the summary minus the fourth person because they completed the project on their own. [We watched the video and took notes] We all started to collaborate and read our main ideas we had written down.
Then we re-read the two questions we were to answer. We wanted to make sure we knew what it was that we were working towards.Meghan: Ok, so we’re trying to figure out the quickest way to get the eagle from the field to Cumberland City, and how long it would take. Marcee read her notes. Jason read his notes. Rachael read her notes.
Meghan read her notes. [Meghan pulled out the things that everyone had in common and wrote them down. ] Marcee: Let’s figure out what the main idea is and get rid of the irrelevant information. [Everyone starts to piece through their information] Rachael: I don’t think that we will need to know the information about how much money was spent when they ate the pizza.I also don’t think we’ll need the information about how the air flows over the wing. Jason: I agree.
Meghan: Me too. Marcee: I wrote down a lot of information because I didn’t know what we’d need to solve the pr...
oblem. Meghan: So did I. It was a little confusing because I was trying to write everything down. Jason: Ok, well we need to figure out the weight of the extra gas because you can only go 30 miles on 2 gallons.
It is 65 miles away, so we’ll need extra gas. Marcee: True, and we need to figure out the difference in weight of the pilots so we can determine how much extra gas will be used.Meghan: I’m not sure we need to do all of that. I don’t think that the weight would make too much difference on the gas.
Rachael: Maybe we should figure out the conversion of the weight of the gas from ounces to pounds. [Jason proceeded to go up to the front to try to determine the conversion from the computer. ] Meghan: I am still trying to figure out what the distance is on the third part of the triangle. I know that it is 65 miles from Cumberland to Boones Meadow, and that it is 15 miles from the eagle to Hilda’s gas, but I can’t remember the formula to determine the third side. Marcee: It’s 60 miles. Rachael: Yeah it’s 60 miles.
The video said it. Meghan: Really. I’m not so sure. Jason proceeds to look up the formula for the area of a triangle. ] Meghan: I don’t think that’s the right formula. Professor: You guys are definitely getting ahead of yourselves.
Meghan: Ok, well I guess I’ll go with the 60 miles! Marcee: I think the best way to go the 60 miles is by car. It uses less gas. That’s th
reason why they mentioned the car and the gas station. [Each group member works on their own to determine the best way to solve the problem. There was a little bit of arguing and heated conversation to determine which method was the best.
Each person had their own ideas, and wanted to voice their opinion. Meghan stayed out of it. ] Meghan (after not talking for awhile): This is what I think it is. I think it is going to be about 3 hours and 45 minutes to transport the eagle.
If they travel the 65 miles by plane and it takes 2 minutes to travel a mile, which is 130 minutes. Then, you travel 15 miles, and that also takes 2 minutes per mile to get the eagle to Hilda’s by plane. You have to take 5 minutes to stop for gas. The final leg is going to be one hour of driving because the speed limit is 60 mph, and it is 60 miles.We also need to add on 5 more minutes of time to transport the eagle from the plane to the car. Overall it is going to take 3 hours and 50 minutes to transport the eagle.
Jason: That makes sense. Marcee: Ok, wait. Say it one more time. [Meghan repeats her solution as Marcee, Jason, and Rachael write it down to follow along. ] Jason: Sounds good to me. Rachael and Marcee: Me too.
Analysis of Enduring /Deep Understandings For the second part of our assignment, we analyzed the enduring/deep understandings targeted in “Rescue at Boone’s Meadow”.Each participant researched different areas, or “Big Ideas” that the creators of “Rescue at Boone’s Meadow” intended for students to learn. The Missouri Show Me Standards, Grade Level Expectations for Missouri, and the texts Understanding by Design and How People Learn were used as references to relate to these understandings. One important “Big Idea” discussed in this assignment is in the area of mathematics, critical thinking, and problem solving.
Our quest was to figure (1) the quickest way to move the injured eagle from Boone’s Meadow to Cumberland City and (2) how long it would take.While watching the video, students are presented with the problem and all the necessary information needed to solve the problem. The challenge of problem solving comes when they have to, within their group, discuss relevant sub-problems, present and argue their positions, and select among possible alternatives. There are several ways in which Jasper Woodbury’s “Rescue at Boone’s Meadow” tie into the Missouri Curriculum and is relevant to the classroom. When solving the problem, students are required to use mathematical reasoning, primarily methods focusing on distance, rate, and time.According to the Missouri Grade Level Expectations (GLEs), students should be able to solve problems using elapsed time (M1c).
The “Rescue at Boone’s Meadow” project allows for this when students are required to figure out complex issues involving elapsed time – for example, estimating or figuring how long it takes to move from Cumberland City to Hilda’s and then on to Boone’s Meadow. It is also stated in the GLEs a necessity for students to have knowledge of
- Learning Styles
- 14th century
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- A Hanging
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- Acid Rain
- Action Potential
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- Alexander The Great
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- Ancient Olympic Games
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