Brief Description
Exponential notation
is a convenient way for scientists to
write very large or very small numbers. In this lesson, students will
examine
things that are extremely large and extremely small. Then they will
find images
that fit these sizes and insert them into a PowerPoint demonstration. Meets Arizona
State Technology
Standards 3,5, and 6
Standards and Frameworks
Technology Standards
- 3T-E2.
Use a variety of technology tools for data collection and analysis
- 5T-E1. Locate information from
electronic resources
- 5T-E2.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness
and bias
of electronic information sources
- 6T-E1.
Determine when technology is useful and select and use the appropriate
tools and
technology resources to solve problems
Academic Standards
- 1M-E5.
Represent and use numbers in equivalent forms (integers, fractions,
percent,
decimals, exponents, scientific notation and square roots)
- 1M-E6.
Recognize that the degree of precision needed in calculating a number
depends
on how the results will be used and the instruments used to generate
the
measurements
Objectives
Academic
- After viewing a website on
exponential notation and several math lessons concerning the topic,
students
will use exponential notation for positive and negative powers of 10 to
represent large and small numbers in a PowerPoint presentation.
Technological
- In a PowerPoint presentation,
groups of two students will demonstrate an understanding of exponential
notation by labeling images in their presentation with correct size or
distance
in at least five slides.
Pre-Requisite Technology
Skills
- Students
will need
appropriate permission to access the Internet.
- Students
will need to know how to access the
Internet.
- Students will need to know how to construct a
PowerPoint presentation.
- Students will need to
know how to search the web for a given topic.
Materials
- A computer with
Internet capability
- A projector
- PowerPoint
Accommodations for Special
Needs
Gifted Students – This lesson should
allow gifted
students to investigate the topic in great depth. The amount of
resources
available to them will make the topic open ended and allow them to
organize
their presentation around a central theme of their choice – DNA,
planetary
objects, bacteria, etc. Non – Internet resources can be investigated
using
other media such as digital cameras or video, Proscopes, or scanners.
They can
be a valuable resource for other students. Higher level thinking skills
will be
expected to be evident in the planning and presentation of the project.
LEP (Limited English Proficiency) - By
focusing on the content (scientific notation), LEP students will be
able to
complete their slides once they understand the concept of exponential
notation
for very large or very small sizes or distances. Students will work in
pairs,
so assistance will be available. This is an image-based activity
involving the
universal language of mathematics, which should allow LEP students to
be
successful.
Special Education - Students can have the project broken into
smaller
parts focusing on smaller numbers that are more easily comprehendable - numbers
that might occur in everyday life. These images could be their
contribution to
the group. Students could be presented with the option of finding
multiple
images for one size or distance as opposed to a variety of slides for a
variety
of sizes or distances. Students will work in pairs, so assistance will
be
available.
ADD/ADHD – If a student has
difficulty working with
others, due to attention issues, the student could be given the option
of
working alone. Headphones could be provided to minimize distractions.
The
project could be broken down into smaller chunks – the student could
present
one slide at a time, for example. The student should be encouraged to
work with
a partner but it might not be feasible.
All special
accommodations should be utilized to maximize success for the learner.
Students
should be in situations where the skills they possess will lead to
success.
Procedures
- Using the class
projector connected to a
computer with Internet capability, Go to Power
of 10 website:
http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html
- View
Secret Worlds: The Universe Within
- Discuss
whether this is a website in which the
information can be believed. Is there any possible bias? What are the
credentials of the authors?
- Point
out how each slide is accompanied by a
description and a distance in standard and exponential notation.
- The
class will then go to the computer lab where
they will access an Internet search engine (preferably Google but if
they are
more comfortable with another it will work) and PowerPoint.
- The
students will work in groups of two. They
will enter a distance or measurement into the search engine and search
for
corresponding images.
- After
finding an appropriate image, it will be
saved and then made into a PowerPoint slide. The slide will be labeled
with a
description and a size or distance similar to the slides in the Powers
of 10
website.
- To
save an image, right click on the image and save
it to the desktop. Later, when in PowerPoint, students can access the
image
from the Insert menu – From File – Desktop to insert their picture.
After
completion of the project, images on the Desktop can be deleted.
- Students
will continue to make 5 – 10 slides for
their presentation. The slides will be arranged from largest (or
farthest) to
smallest (or closest).
Assessment
|
Component
|
5 points
|
3 points
|
1 point
|
Total
|
Comments
|
|
Information
|
Accurate and complete
information is presented in a concise, logical sequence
|
Information gaps and lengthy
text are evident
|
Information is incomplete;
logical sequence is not evident
|
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|
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|
|
Background & Text
|
Background and text compliment
each other; easy to read, consistent throughout the presentation
|
Background is not consistent
throughout the presentation; text size and color change with each slide
|
Text cannot be read on selected
background; text size and color make it difficult to focus on
information
|
___
|
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|
|
Graphics & Transitions
|
Graphics are appropriate and
relate to content; transitions are consistent throughout the
presentation
|
Few graphics are utilized
throughout the presentation, they do not relate to the topic;
transitions are not consistent or effective
|
Little or no attempt was made to
utilize graphics or transitions
|
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|
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|
|
|
|
|
|
|
|
|
Spelling, Punctuation &
Grammar
|
Spell check has been utilized
throughout the presentation; correct grammar is evident
|
Several spelling mistakes occur
throughout the presentation; a few grammar mistakes are present
|
Spelling mistakes occur
throughout the entire presentation, standard grammar usage is not
evident
|
___
|
___
|
Teacher Name: Mitch Miller
Email: mmiller@amphi.com
Site: Walker Elementary School
Time Requirements: 45 - 60 minutes
Grade Level: 5
Date Submitted: March 1, 2005