I am trying to set this up as an in-class deal with my lower-level freshmen. I am trying to follow what Dan Meyer set up as a framework here.
Here is the setup:
(note, page 2 is blank)
Ask students for what they wonder about this slide. I am looking for them to question why the trips look basically the same and have different times.
Here is where I am new to this and looking for guidance...
I think I would provide to them the routes the websites came up with. They have previous experience with d = rt, so I don't think I will need to provide time to instruct them on it (although they may need some coaxing to come up with it). I think I pretty much let them have at it. I am debating whether to break them down into smaller groups and each group has one or two of the four routes to look at or have each small group have all four routes to look at.
They would resolve the question and we would discuss why the results they came up with are significant. I hope that it would lead to a discussion of how do you plan how much time a longer trip would take and the things you need to take into account. We have 50 minute class periods and I am expecting this to take most/all of the class period.
I feel like I don't have a lot to go on here. I have repeated said that I have very little (if any) background on this, so I know this is a learning experience for me. Please offer any and all thoughts on this - I am looking to try this next week (year is winding down and I figure I have nothing to lose - and hopefully engage my students for the period). Thanks.