Title: The Impact of Leg Length on Jumping Distance
Grade Level: 4th-6th grade
Learning Intention: Students will investigate whether leg length affects the distance they can jump.
Objectives: 1. Understand the concept of leg length and its potential impact on jumping distance. 2. Design and conduct a fair experiment to test the hypothesis. 3. Collect and analyze data to draw conclusions about the relationship between leg length and jumping distance. 4. Communicate findings effectively through a presentation or written report.
Materials: - Measuring tape or ruler - Stopwatch or timer - Jumping area (e.g., open space, playground, gymnasium) - Data collection sheets - Graph paper or computer software for data analysis - Presentation materials (optional)
Procedure:
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Introduction (10 minutes): a. Begin the lesson by discussing the learning intention: investigating if leg length affects how far one can jump. b. Engage students in a brief discussion about the importance of legs in activities like jumping and running. c. Pose the question: “Do you think leg length can impact how far you can jump? Why or why not?”
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Hypothesis Formation (10 minutes): a. Divide students into small groups and provide each group with a measuring tape or ruler. b. Instruct students to measure the length of their legs from the hip to the floor and record the measurements. c. Encourage students to discuss and form hypotheses about whether leg length affects jumping distance based on their measurements.
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Experimental Design (15 minutes): a. Guide students in designing a fair experiment to test their hypotheses. b. Discuss variables that need to be controlled, such as the jumping technique, surface, and force applied. c. Help students create a standardized jumping technique (e.g., starting position, arm swing, landing). d. Ensure students understand the importance of conducting multiple trials for accurate data collection.
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Data Collection (20 minutes): a. Take students to the designated jumping area and mark a starting line. b. Instruct students to take turns jumping from the starting line and measure the distance jumped using the measuring tape or ruler. c. Each student should record their leg length and jumping distance on the data collection sheet. d. Encourage students to conduct at least three jumps and calculate the average distance for each participant.
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Data Analysis (15 minutes): a. Assist students in organizing their data and creating a graph to represent the relationship between leg length and jumping distance. b. Discuss the importance of labeling axes, choosing appropriate scales, and using clear titles for the graph. c. Help students interpret the graph and identify any patterns or trends.
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Conclusion and Presentation (15 minutes): a. Gather students together and facilitate a class discussion about the findings. b. Encourage students to share their conclusions based on the data analysis. c. Discuss any limitations or factors that may have influenced the results. d. Provide an opportunity for students to present their findings through a short presentation or a written report.
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Reflection (5 minutes): a. Conclude the lesson by asking students to reflect on what they have learned. b. Discuss whether their initial hypotheses were supported or refuted by the data. c. Encourage students to think about how leg length might impact other physical activities.
Extension Activity: For an extension activity, students can explore the impact of leg length on other physical activities such as running, long jump, or cycling. They can design similar experiments and compare the results to gain a deeper understanding of the relationship between leg length and various physical abilities.