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Are You a Forensic Anthropologist? Using a Rich Task to Access the Wider Curriculum

Are You a Forensic Anthropologist? Using a Rich Task to Access the Wider Curriculum. Fiona Fox fiona.fox@auckland.ac.nz Susan McDougall s.mcdougall@auckland.ac.nz Mathematics & Statistics Facilitators, Team Solutions, Faculty of Education, University of Auckland. Focus for the Session:.

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Are You a Forensic Anthropologist? Using a Rich Task to Access the Wider Curriculum

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  1. Are You a Forensic Anthropologist?Using a Rich Task to Access the Wider Curriculum Fiona Fox fiona.fox@auckland.ac.nz Susan McDougall s.mcdougall@auckland.ac.nz Mathematics & Statistics Facilitators, Team Solutions, Faculty of Education, University of Auckland

  2. Focus for the Session: • To explore a technology/science learning experience that demonstrate how mathematics can access the wider curriculum. • To discuss the implications of this approach when working with our schools and teachers.

  3. What is a rich task? • Discuss in your groups • Share back to larger group

  4. The Case of the Mystery Bone: • Big Idea: There are people in the world who use the study of bones to solve problems. • Unit Focus: Science/Social Studies • Rich Task: Create a skeleton using the mystery bone as a starting point.

  5. Using maths in detective work:Imagine that you are a forensic scientist & that you open your morning paper to find the story’ • Discuss with a partner which part of the body the radius might be. Draw a quick sketch to show which bone it is. • Take the measurements in centimetres of the radius bone and height for at least five people. • Do you see any sort of pattern or relationship between a person’s height and the length of his/her radius bone? • Use any patterns you found to make a first prediction about the height of the mystery person whose bone was found.

  6. Using maths in detective work:Further findings in the great bone mystery • Take some tibia measurements of five people and look at any patterns between tibia length and height • Write down another prediction of the mystery person’s height

  7. Skeletons:- Using what you now know about the mystery bone, create a ‘skeleton’ of the mystery person showing the following:- • Height • Head (around forehead) • Shoulders • Hips

  8. After completing this activity: • List all the mathematics that was generated while doing this task. How could this task be adapted to allow for further development of mathematical concepts? • What is the mathematical progression for the main strand area that was evident in your rich task. • What prior knowledge and understanding would children need before attempting this activity? • What evidence could you gather to assess students mathematical understanding?

  9. Viewing a unit of inquiry through the lens of mathematics: Will mathematics inform this unit? • Do aspects of the theme or unit initially stand out as being mathematics related? • What mathematical knowledge, concepts and skills will the students need to engage successfully in the theme or unit of inquiry? • What prior knowledge, concepts and skills do the children currently have that can be utilised and built upon? • How will we know what they have learnt? Identify opportunities for assessment and evidence gathering. • Decide what mathematics concepts and skills can be learnt: • within the theme/unit of inquiry (learning through mathematics) • as subject-specific, prior to being used and applied in context.

  10. In Conclusion Access workshop resources and links online http://teamsolutions.wikispaces.com

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