Planning Guide
Creating Learner-Focused Schools
• Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
LU Title: Measurement and Data Collecting using Image Processing
Author(s): James Hill/Georg-ann Gigliotti
Grade Level: 7-12
Subject Area: Science, Technology
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Identify X,Y coordinates on a map |
• Locate maps on the World Wide Web |
| Estimate Distance |
Convert Map using Claris Works to a format that NIH Image can read |
| Use correct computer terminology |
Plot coordinates on a map using Claris Works |
| Know NIH Image |
Complete the scenario presented using NIH Image |
| Know formulas for computing average |
Compute average speed and total distance speed, and total distance traveled. |
| Word Processing |
Create your own scenario using the tools learned. |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Description: Students will work in groups of two or three. Each group will have a conventional road map to use for the first activity. Students will be posed the following questions:
1. How can you recognize the locations of places of interest?
2. How can you determine the distance between locations on a map?
3. How can you estimate the time needed to travel from one location to another?
Brainstorming suggestions and be prepared to share with the class
"Sweep" -share information
Explain that we will be using the computer and a program called NIH Image to show you how to answer these questions and more.
LEARNING EXPERIENCE
Each student will be working at their own computer and will be given a scenario. They will need to complete the questions in the scenario following the instructions given to them by the teacher. See attachment #1. The teacher will teach them the tools required to complete the lesson, while they are in the process of learning the lesson.
CULMINATING ACTIVITY
Using the tools and technology available the students will work in groups of 3. They will
1. Chose a city of historic value and research at least 3 places that make that city historically important.
2. Find the appropriate map on the internet and prepare a tour of at least 3 places you have researched using NIH Image.
3. Write the scenario that can be shared with the entire class.
EXTENDING AND REFINING
Each group will present their tours to the class. Students will participate in tours developed by other student groups. There should be questions included in each tour for the students to answer.
Connection to State Learning Standard
Level: Intermediate/commencement
Content Area: Mathematics, Science, and Technology- Standard 2:
Students will access, generate, and transfer information using appropriate technologies.
Students will be able to:
-locate maps on the World Wide Web.
-download the maps, convert the downloaded images into a format (PICT or TIFF)which can be interpreted by NIH Image.
-use NIH Image to find distances on a map.
Mathematics, Science and Technology- Standard 3:
Students use measurement in both metric and English units to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data
Students will be able to:
-Determine the distance between two points on a map using NIH Imaging program.
-Estimate the distance from 1 point to another on the map accessed.
English Language Arts Standard 1:
Students will read, write, listen and speak for information and understanding.
Students will be able to:
-interpret and analyze information to complete the task we have set.
-select data, facts and ideas
-write a scenario to present to class.
English Language Arts Standard 3:
Students will read, write, listen, and speak for critical analysis and evaluation.
Students will be able to:
-analyze experiences, ideas, information and issues presented by others.
-monitor and adjust their own presentations to have the best results in a classroom situation.
Social Studies Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
-Students will be able to- investigate key events and developments in Untied States history and locate them on a map.
-present the map to the class and explain why the information on the map is important to history.
Unit Theme: Measurement and Data Collecting using Image Processing Technology
Content Area: Interdisciplinary
Standard: English Language Arts 1,3:
Students will read, write, listen, and speak for information and understanding; for critical analysis and evaluation.
Benchmarks: Read a scenario given and complete all information requested. Prepare a written (word processed) scenario which will be presented to the class.
Standard: Mathematics, Science and Technology 2,3:
Students will access, generate and transfer information using appropriate technologies; use measurement in both metric and English measure to provide a major like between the abstractions, of mathematics and the real world in order to describe a do compare objects and data.
Benchmarks: Locate appropriate maps on the internet. Utilize these maps and NIH Image to complete the scenario presented including finding the distance from one point on the map to another, plotting the x,y coordinates of a point on the map, calculating the average speed and total distance of a trip. Use these maps to create their own historical scenario.
Standard: Social Studies 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Benchmarks: Students will choose an important event in history. Research the significance of the event and the geographical location of the events. Write a scenario giving a tour of the location with at least 3 stops on the tour.
Learning Experiences
Declarative knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit the student will be able to understand: |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store information? |
Describe what will be done |
| Concept- Be able to use proper terminology when discussing computers and computer related problems |
Class discussion |
Vocabulary discussion |
Students will review terms with teachers |
| Identify x,y coordinates on a map |
Visual aids, computer projection device, reviewing traditional maps, |
Class discussion, |
Once students have accessed NIH Image the students will be asked to locate the MAP MENU feature. An explanation will follow describing how the MAP MENU determines a screens x,y coordinates. |
| Estimate distance |
Q & A work in the imaging process |
Students will record their estimates. Estimates will later be compared to distances measured using NIH Image |
Question is posed…"Why are estimates important?" In the following lessons students will need to estimate distances. A good estimate can help with the attainment of a more exact measurement. |
| Develop a working knowledge of NIH Image |
Work at individual workstations. Teacher demonstrations will be via a computer projection device. |
Class discussion and note taking |
Students will create their own travelogue using NIH Image. Using the research they have gathered on an historical event in US History, they will create a mapped tour of the historical site. |
| Know the formulas for computing average speed and total distance. |
Hand-outs |
Note taking |
Students and teacher will review the formulas in class and practice. |
| Word processing |
Computers, textbooks |
Students will work in groups of 2 |
Students will develop their travelogue in print form using a standard word processor. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of the unit students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Locate maps on the World Wide Web |
Teacher will be demonstrating each step. These steps will be observed by students on a large screen projector |
Students will enter the URL Students will open the MAP link and enter the zip code 13439 |
| Save maps to workstations, convert maps to a
graphic format readable by |
|
Click on map to select it. Go to the FILE menu and select "Save this Image As…" when prompted create a name for your downloaded image. Images are saved as JPEG or GIF formats. NIH Image can not read either of these formats. Use ClarisWorks to open the image. Once open select the file menu and choose "Save as…". When prompted select a name for you image . Save this image as a PICT file. |
| Set scale in NIH Image. |
Teacher will demonstrate: |
Launch NIH Image and then from the FILE menu select OPEN. Open your newly saved PICT file. Identify the Straight line tool. Open the MAP window and recognize how x,y coordinates are represented. Calibrate your scale. |
| Use NIH Image to measure distances on the map |
|
Using the FREE HAND TOOL students will trace a predetermined route over the Richfield Countryside. Distances between various points on their route will be determined using the measuring tools within NIH Image. |
| Acquisition and recording of data |
|
Students will record all data on the accompanying data sheet. The data should include the coordinates of each point referenced in the story, the distance traveled between each point as determined by the student, and the time needed to complete each leg of the trip as given in the story. |
Learning Experiences
Procedural Knowledge (cont.)
| Plot coordinates on the map |
Teacher will demonstrate: How to locate a specific point on the map; How to construct a blackened dot; |
Students will locate coordinate (243,216), Richfield Springs Central School on the map. Construct a blackened dot which will represent the schools location and the starting point for our mapping lesson. |
| Use NIH Image to measure distances on the map |
|
Using the FREE HAND TOOL students will trace a predetermined route over the Richfield Countryside. Distances between various points on their route will be determined using the measuring tools within NIH Image. |
| Use NIH Image to complete the orienteering scenario provided. |
|
Use proper techniques to measure the distance along Route 20 to the point (121.193). This is Prey Hill. Mark this point with a blackened dot. Continuing your journey use the same measuring techniques to determine the distance from your current location along the roads to point ( ) Which is the intersection of Hyder Road and Ct. Hy. 25 (Monticello Road). Make a dot on the map at this location. Now measure the distance from this location to point (155.63) located on Canadarago Lake. Construct the last of four location dots. |
| Computer the average speed over each leg of the trip. |
Review of the Distance formula distance=rate * time |
Students will record results on their data sheets |
| Compute total distance traveled |
Total distance is the sum of each leg of the trip. |
Students will record results on their data sheets |
| Research The Battle of Oriskany, the Cherry Valley Massacre or some other famous battle from the Revolutionary War or Civil War. |
|
Students will work in groups of 2 and obtain the necessary information. |
| Obtain a map via www.yahoo.com of historical location selected above. |
|
Use similar instruction as outlined above. |
Learning Experiences
Procedural Knowledge (cont.)
| Locate on your map the location of various troops and/or other historical sites. |
|
Students will place location dots at specific points on the map to indicate key points of interest. |
| Create a scenario which indicate s the movements of troops or personnel. Determine the distance and speed with which troops moved |
|
Using NIH Image students will trace the route of the historical event and measure the distance over which the people involved journeyed. Students will obtain from research the time frame for these events. A data sheet will be constructed outlining the location of events, the time required to move from site to site, the distance traveled and the speed with which the journey occurred. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| The use of technology to gather information to enhance leaning |
• Comparing |
Each group will share their final scenario with the class. They will lead their classmates on a tour of the chosen Historical Site. The scenario will include at least three points of historical value. They will use NIH Image and maps from the internet to create this tour. Each group will explain why the chosen site is of historical significance and be prepared to answer questions from the class |
Planning Guide
Unit: Measurement and Data Collecting using image processing technology
| Step1 |
Step2 |
Step3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to… |
What reasoning process will they be using |
Describe the student’s products and performances and the criteria for evaluation |
| Locate information on the WWW |
Decision Making – selecting from seemingly equal alternatives or examining the decisions of others |
Location of specific maps |
| Downloading of required information and conversion of data into a format readable by the application NIH Image |
Problem Solving – seeking to achieve a goal by constraints or limiting conditions |
Map will initially be saved as a JPEG or GIF format. Students will need to convert this map into a PICT or TIFF format for analysis. A program such as ClarisWorks will be used for this purpose. |
| Use the information given to answer the questions presented |
|
Complete the required problem and complete a data table. |
| Apply the tools from NIH Image to create their own tour. |
Invention – creating something to meet a
need or improve on a situation. |
The generation of an original scenario involving maps of an Historical location . The scenario will be enhanced with problems to be solved using image processing tools . |
Rubric
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
|
|
Element #1 |
Element #2 |
Element #3 |
Element #4 |
| Weights |
|
|
|
|
| 4 |
Locate correct map, download map correctly, set scale accurately, plot coordinates correctly, measured distances and determined speeds correctly |
Completed all questions correctly |
Chose an appropriate site, researched information needed for at least three sites or points of interest on the map. Clearly written. |
All participated. Met all requirements. Class able to complete tour. Answered all questions. |
| 3 |
Located correct map, downloaded map correctly, plotted some coordinates correctly. |
Distance and speed measurements with a 10% error. |
Chose an appropriate site, researched information needed for two sites or points of interest on the map. Clearly written. |
All participated. Met all requirements. Class able to complete tour. Answered all questions |
| 2 |
Located correct map, downloaded map correctly, could not use NIH Image without teacher assistance. |
Distance and speed measurements with a 25% error |
Inaccurate information, only one site on tour. Not clearly written. |
Whole group did not participate. Class could not successfully complete the tour |
| 1 |
Chose incorrect map, did not download correctly. Could not open or use NIH Image. |
Answered all question incorrectly. |
Inaccurate information, incomplete scenario. |
No presentation |
The second individual grade will be on the presentation of the scenario to the class.
This time the group will be given a grade by me after they have presented as a group. The most a group of 3 can achieve will be 60 points.
The group will be given a grade by the teacher between 0-60. This grade will be based on the following:
The group will then assign a portion of that grade to each person in the group. The following value will be given to each grade.
Weight
Presentation to the class
4 Equally participates in the presentation to the class.
Demonstrates a clear working knowledge of the project.
Assists the class in successfully completing the scenario.
Helps to answer questions during the presentation and at the end of the presentation.
3 Equally participates in the presentation to the class.
Demonstrates some working knowledge of the project.
Assists the class in successfully completing the scenario.
Helps to answer questions during the presentation and at the end of the presentation.
2 Some participation in the presentation to the class.
Demonstrates a little working knowledge of the project.
Assists the class a little in completing the scenario.
Is unable to answer questions during the presentation and at the end of the presentation.
1 Little participation in the presentation to the class.
Demonstrates no working knowledge of the project.
Is unable to assist the class in completing the scenario.
Is unable to answer questions during the presentation and at the end of the presentation.
0 No participation in the presentation to the class.
Demonstrates no working knowledge of the project.
Is unable to assist the class in completing the scenario.
Is unable to answer questions during the presentation and at the end of the presentation.
Attachment #1 Learning Experience
The student will read the scenario below and provide the information that is missing.
One sunny Sunday afternoon, a group of friends decided to take a bike ride and enjoy the day. The decided to meet at Richfield Springs Central School (233,216) and just ride to see where they would end up. After pedaling for one hour, they arrived at Pray Hill on the map. Here they decided to stop, have a snack and something to drink.
1. What was the distance they traveled to point A form the school?
2. What was you average speed?
3. What is the X, Y coordinates at point A?
Having drank a liter of water and shared some apples and trail mix, they decided to push on. They thought of a place they would like to get to eat lunch and off they rode. They traveled from Pray Hill down through Richfield and arrived at coordinates ( 121,193) on the map. It took them 45 minutes to get there.
1. What is the name of this road? You may have to research this further.
2. What distance have you ridden from point A to Point B?
3. What was your average speed?
Lunch was great and now with a full stomach you take a short hike to explore the area around you. (or you take a nap in the sun). Time to head to the lake. You get to the lake at coordinates (155,63). In the lake, there is an island called Big Island. You all start to guess how far it is from shore.
1. Estimate the distance from the shore to the stand.
2. What is the distance to the lake?
3. Measure the distance from the shore to the island.
Anxious to arrive back at school, you continue riding along Route 28 back to the school . Everyone is tired, but there are many pictures and memories that you will all share forever.
1. What is the distance you traveled from lunch to the school on the return trip?
2. How many miles did you travel for the entire trip?
Have You Considered These Yet?
Learn to Learn Skills:
Using the internet to gather information to be used in the classroom and life.
Cooperative learning
Assessment Modifications:
Students with limited abilities can be paired up with students that can help them complete the task. When creating the groups we will make sure that there is a mix of students in the group so everyone will participate at one level or another. Teacher will monitor progress on the project at regular intervals.
Unit Schedule/Time Plan:
The Unit schedule could run two to three weeks. We have a 42 minute period that meets everyday. Included in this will be one or two periods to allow for the students to work in the library to research the historical event and city for their presentations. Students will then need time to work on their projects and present them to the class.
Written Overview:
AMMENDMENT
Software used in this project is called NIH Image. This is a freeware product available from
Please be aware that NIH Image is a Macintosh only software. An emulator product is available from scion corp. We have had no need to use this product but I am told that it can handle images very much the same way that NIH Image does. The web address for Scion Corp. is