The 2014 Winter Olympic games begin in the early hours of tomorrow morning – time to find some interesting activities for the classroom.
From NBC Learn comes The Science of the Olympics NBC Learn, in partnership with the National Science Foundation, unravels the physics, biology, chemistry, materials science and math behind the Olympic Winter Games. There are 16 short videos, complete with transcript and activities, on topics including Competition Suits, Figuring Out Figure Skating, Aerial Physics, and The Science of Skis. There’s something here for all year levels.
The Australian Olympic Team have Winter Games Lesson Plans suitable for the primary levels and there’s also the opportunity to Chat to a Champ via video conferencing (or view the previous chats that have already taken place).
Teacher Vision has printable resources, activities, worksheets, reference materials, and lesson plans designed to help students learn about: the history of the Olympic games; Olympic symbols and traditions; Sochi and Russia; security concerns, and all about the sports that feature at the games.
Edutopia has put together a resource round-up focusing on STEM (Science, Technology, Engineering, Mathematics) subjects.
Larry Ferlazzo posted Best sites for learning about the Sochi 2014 Winter Olympic Games and has just followed up with Sochi Olympics Resource Update
Would you rather earn a dollar for every foot in 1 mile OR earn a dollar for every day you’ve been alive? Whichever option you choose, justify your reasoning with mathematics.
Well I’m old so the answer is easy for me…but for our students there’ll be some mathematical thinking involved in deciding the most profitable path.
Would you rather? is a fabulous site, full of interesting questions, like the one above, requiring critical thinking and mathematical reasoning to answer. Some other recent questions include:
- Have a 30 acre crop planted with seeds that carry a 58% survival rate OR have a 50 acre crop planted with seeds that carry a 42% survival rate?
- Have 1 of 8 slices from a 10″ pizza OR 1 of 10 slices from a 14″ pizza? Whichever option you choose, justify your reasoning with mathematics.
Why not ask your students to quickly make a choice (write it on a slip of paper or set up a google form to vote) then spend some time justifying their choice mathematically. How many will change their mind? How many different answers will be right?