Final+Project

__**Thumb War Lab**__

Summary of the Lesson: The students will participate in a Thumb War lab with their classmates to practice graphing as well as determining different variables in experiments. The class will work collaboratively to come to varying conclusions based on individual and class data.

My audience is: High School learning students (9-12) The subject/content is: Science- Earth Science but also ties in English standards Learning Objectives or Essential Questions are:
 * TSW work collaboratively with other students in the class.
 * TSW create a lab report based on their data.
 * TSW determine independent and dependent variables.
 * TSW graph their results of individual and class data.

State or District Standards Addressed in this lesson are: English- Speaking CYLA10.6.1.01 Ask clarifying questions. CYLA10.6.1.02 Ask probing questions. CYLA10.6.3.01 Ask relevant, clarifying questions. CYLA10.6.3.02 Facilitate total group participation. CYLA10.6.2.01 Use public speaking skills (volume, eye contact, pronunciation, enthusiasm, time restriction).

Science 3.2.10.B.02- Develop appropriate scientific experiments. 3.2.10.B.03- Use process skills to make inference and predictions using collected information. 3.2.10.C Apply the elements of scientific inquiry to solve problems. 3.2.10.C.01 Design an investigation with controls and limited variables to investigate a question. 3.2.10.D Identify and apply the technological design process to solve problems.(graphing)

Lesson
 * 1) TTW ask the class who has participated in a Thumb War.
 * 2) TCW discuss the rules of a thumb war by creating a chart on the front board.
 * 3) TCW decide on the rules of the Thumb war for the class experiments.
 * 4) TTW pass out the data sheets and labs to all students.
 * 5) TCW discuss the pre-lab question on the Data sheet and create an example If/Then statement as a class on the board.
 * 6) TSW follow the directions on their data sheet by beginning with measure their own, wrist circumference, thumb circumference, and thumb length recording the measurements on their sheet.
 * 7) TSW list these measurements on the front board for the class to see.
 * 8) TSW discuss independent and dependent variables with the students near them and come to a conclusion about the variables and how they relate to the experiment.
 * 9) TSW conduct thumb wars with all other students and record their data on the tables provided- the winner's name of each match will be written on the front board after all matches have been completed.
 * 10) TCW compile the data on the front board to find the top two students.
 * 11) TSW create graphs for the top two students comparing their wrist circumference, thumb circumference, and thumb length.
 * 12) TCW will discuss the results and compare graphs.
 * 13) TSW complete the conclusion questions independently and submit the assignment.

Data Sheet Name _____

__ ** Data Sheet- I Declare Thumb War ** __

__ Pre-Lab Question: Which trait is best to help someone win a thumb war tournament? __

__ Hypothesis: If ___.

Then __.

Materials:


 * 30 cm string -for every pair of students
 * Ruler-for every pair of students
 * Graph Paper and directions
 * Colored pencils for graphing

Procedure: 1. Each student measures their own, wrist circumference, thumb circumference, and thumb length recording the measurements on their data sheet. Students then list these measurements on the front board. 2. Each student will calculate the class average for the wrist circumference, thumb circumference, and thumb length and record this on the data sheet. 3. The students will discuss what is the dependent variable and the independent variable and write them on their data sheet. 4. The pair then competes in the first round of the thumb war and a winner is declared. The students will record the math on their data sheet and the winner’s name is written on the front board. 5. The students will rotate partners until everyone in the class has battled every other student. The results will all be posted on their data sheet and the winner’s names will be transferred to the board. 6. The students will then create a bar graph representing the top two thumb wrestlers comparing their traits. The graph will represent their wrist, thumb length, and thumb circumference. 7. The graph must include the two students, be color coded, and have a legend. 8. The class will discuss the results. 9. The students will record their Conclusion answers on the data sheet.

Experiment Data: What is the dependent variable of this experiment?
 * || Wrist || Thumb Circumference || Thumb Length ||
 * Name ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||
 * Class Average ||  ||   ||   ||

What is the independent variable of this experiment?

Data # 2 Winner:
 * Student’s Names || X = Won || Ö = lost  ||

Winner:
 * Student’s Names || X = Won || Ö = lost  ||

Winner:
 * Student’s Names || X = Won || Ö = lost  ||

Winner:
 * Student’s Names || X = Won || Ö = lost  ||

Winner:
 * Student’s Names || X = Won || Ö = lost  ||

Analysis: Create a bar graph of the wrist, thumb circumference, and thumb length for the two students that won the most matches. The graph must include the two student’s data, be color coded, and have a legend.

Conclusion: What trait was the most important for winning?

What were the experimental errors in this lab?

Why is it important to identify sources of experimental errors or uncontrolled conditions?

There were 3 IV (Independent variables), a partner’s (wrist, thumb circumference, and thumb length). Was your conclusion the same as all of the other students in the class? Why or why not?

If we had only used one IV (the wrist), would everyone in the class have the same conclusion? Why or why not?

Chart

-Thumb War -Working with Classmates || __ Compare & Contrast __ - Dependent/Independent Variables definitions - Class ideas about Thumb War - Winners/Non winners of the Thumb War - measurements of the Thumb -Graphing || __Kinesthetic__ -Thumb Wars -Moving to and from the board || __Concrete__ - Dependent/Independent Variables - Thumb Wars
 * ** Compelling Whys ** || ** 5Cs ** || ** KTAV ** || ** GASC ** || ** Temperament Styles ** ||
 * __Fun__

-Graphing || __Intuitive Feeling__ - Working with peers - class discussion of thumb war and variables - Wrap up discussion || -Working with Classmates -Choosing students to pair with || __ Conceptualize __ - Thumb War - Dependent/Independent Variables meaning || __Tactual__ -Thumb Wars -Writing on the Board || __Abstract__ -Thumb War compared to variables || __Intuitive Thinking__ -Thumb War - Lab Data Report - Working from Pre- Lab to Conclusion -Graphing || -Choosing partners -Thumb War -Class definitions of variables -Winning a match of Thumb War || __ Comprehend __ - Dependent/Independent Variables - Thumb War - Working from Pre- Lab to Conclusion || __Auditory__ -Discussion of Variables - Talking with Peers || __Sequential__ -Discussion of terms before lab - Meanings of terms before application - Wrapping up with class discussion and tying the concepts together - Working from Pre- Lab to Conclusion -Graphing || __Sensing Judging__ - Working from Pre- Lab to Conclusion - Working with the terms- Dependent/Independent Variables meaning -Writing a Lab Report || -Working with class - Class discussions -Working with each other individually - Class definitions || __ Combine __
 * __Freedom__
 * __Power__
 * __Belonging__

- Dependent/Independent Variables application to the real world -Thumb War || __Visual__ - Chart of Information on the board - Discussion of Thumb War on the Lab - Lab Data Information - Thumb Wars -Graphing || __Global__ -Applying variables to other labs -Purpose of the thumb war in comparison to real life || __Sensing Perceiving__ - Thumb War Lab - Actual Thumb Wars - Working with peers -Graphing || - Feeling safe in the class during the class discussion - Emotional support from other students and teacher ||  ||   ||   ||   ||
 * __Survival__

All populations- This lesson is suitable for all students because the lab can be adjusted to fit the needs of any students in the classroom. If a student has a disability, the teacher can partner the students up to have one student participate in the lab and the other be the "writer" or can work together with other sets of partners to create more structure for the Thumb Wars. The teacher could also create a more structured lab report for the students, or have the students just be responsible for the group activities. The teacher may also provide computers for the students to use instead of having to hand-write the lab report. The teacher could also assign a grade for participation in the lab rather than the report.