ETEC 530

Station 1 – Stage D

Group 6: Jason Verbovszky, Diana Wilkes,Tamara Wong

02/14/11

Precis: We are assuming that the students are already familiar with Problem Based Learning and have had some lessons on basic probability already- combinations, permutations and events.

Lesson Name: Best Hockey Line Up                            Grade: 7

Learning Objectives

1.    Determine theoretical probabilities of simple events.

2.    Determine probabilities based on the results of an experiment.

3.    Make inferences from probability data.

Strategy used- Problem Based Learning:  “Who will make the best starting line-up?”

Beginning: Show a 1 minute video clip of the last Toronto Maple Leafs ice hockey game.  Ask the students to Think-Pair-Share for the following questions with their buddy:

1.    Who is your favourite player?

2.    Who is the best player?

3.    How can you prove that he is the best?  Discuss their ideas and relate back to probability.

~5 minutes

Middle:  PROBLEM – You are the statistician and probability expert for the Toronto Maple Leafs and have been asked to analyze the data of the team’s ~30 players.  You will then recommend who you think would be the six best starting lineup players for the Leafs next game using graphs/visuals as evidence.

Students will:

1.    In groups of 3, take a look at http://mapleleafs.nhl.com/club/stats.htm to develop a fact list on the players with the best stats (points, assists, penalties, power play goals etc.)

2.    Choose a weight for each stat to help isolate the type of team you would like to form.

3.    Calculate and formulate the numbers to create several different orders to generate the ideal starting line-up of 6 players.

4.    Using the statistics and your knowledge of probability methods (events and combinations) evaluate your top 6 players based on statistics from previous games.

5.    For homework, write a one page summary (~300 words) with recommendations and graph(s)/visual(s) or create a Prezi and email the link to the teacher.

~35 minutes

End: Have students complete an exit card answering the following questions:

1.    What did I learn today?

2.    What must I do next to solve this problem?

**Reminder for Homework:  Your one page summary is due tomorrow.

~5 minutes

Justification

ü  Authentic

ü  Uses constructivist learning principles

ü  Follow’s Oldham & Driver’s list (Orientation, Elicitation, etc.)

ü  Uses prior knowledge (if students live in Canada they know about hockey)

ü  Problem based learning is a great teaching tool here because it provides an authentic learning experience.

ü  The use of real world data and particularly hockey, should keep students interested and provide a solid foundation for learning and concept retention.

ü  Smaller groups provide opportunity for all students to participate.

• Constructivism- open-ended questions, prior knowledge, inquiry opportunities

o   “Who will make the best starting line-up?”

• Metacognition- reflective dialogue, thinking about thinking

o   Closing activity- Exit card

• Authenticity- real world problems to create ownership, hands on, research

o   NHL- very real, interesting and actual statistics in research

• Integrated knowledge base- cross curricular to prevent arrogance and promote a balanced approach (yet meeting curriculum objectives)

o   Covering not only Maths but English and ICT as well

• Student centered- relevant learning tasks, ownership of problem and process

o   Students given some assistance with process

• Use small groups- teamwork and critical thinking, knowledge building

o   Researching and discussion in small groups of 3

• Teacher=activator  (a guider not a provider!) – our facilitation should be metacognitively driven not  knowledge driven

o   Teacher coaches the students during the process and uses prior knowledge to set students up for success