# Who wants Pi?

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 Keywords: , Flip Video Subject(s): Grades 9 through 12 NETS-S Standard: Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsView Full Text of Standards School: Western High School, Anaheim, CA Planned By: craig tagler Original Author: craig tagler, Anaheim
Day 1: (around campus) Students are split into groups of 3. Each group is given a caliper to measure diameter, a distance wheel and cloth measuring tape to measure circumference, a data recording sheet, and a Flip UltraHD camera. They will be given 3 mandatory objects to measure (flagpole, custodian cart steering wheel, and the school seal on the office. They will choose 7 other items to measure as well. The members of the group will switch jobs at each new item they measure. The jobs are statistician (the person recording the data), historian (the person running the Flip UltraHD camera), and the surveyor (the person conducting the measurements).

Day 2: (in classroom) Flip UltraHD cameras will be on tripod to tape this section. Students work together with calculators to find the ratio between the circumference and diameter of the objects they measure (this is the ration for Pi). Once calculations are done, they will identify which ratios came close to pi (22/7 or 3.14). They will be asked to identify which items did not result in a ratio close to pi and discuss why there data was wrong (i.e. inaccurate measurements, items were not perfect circles, etc). The group will then tape a 2 to 3 minute summary of their activities.

Day 3: (in computer lab) Students will edit their videos (to be saved on flash drives) on the computer lab computers. Final video must be between 5 and 7 minutes including the following elements: Introduction of team members and synopsis of activity, clips of the 3 required measurements and 3 of the other objects they chose (2 clips taped by each member must be shown), 3 clips of the group performing their calculations on day 2 (one from each member), and finally, their summary video from day 2.

Day 4: All videos will be shown in class. Students will critique each video. Peer review will constitute 25% of final grade, 25% will be from group self evaluations, and 50% from Teacher evaluation.
 Comments other than the Flip HD cameras, I already possess the materials that will be used. I've conducted this lesson for years without the cameras, the students would write a summary and present live to the class. Using the Flip cameras will be a great addition to this already successful lesson Cross-Curriculum Ideas many of my students are enrolled in our media production classes. I will split these students up evenly amongst the groups so that each group will have a member with digital editing experience. Follow-Up I plan to use this same strategy with my 10th grade classes when reviewing basic geometry for the CA High School Exit Exam. We will identify 2 and 3 dimensional shapes around campus and calculate their area, perimeter, and volume. Materials: Cause and Effect, Video Tools, Flash/USB Drives, Tripods, Speech and Language, Camera Bags, Middle School, Projector Screens, Portable, Flip Video Other Items: 13 cloth tape measures, \$1 each, total of \$13.0013 clipboards, \$2 each, total of \$26.0013 calipers, \$6 each, total of \$78.0013 measuring wheels, \$10 each, total of \$130.0013 flash drives