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In this challenge, students will graph the process OK Go used to
create parts of the video “Upside Down and Inside Out.” Learners
will discover the basics of parabolic shapes, finding and creating
their own parabolas in the environment around them.
ABOUT THIS CHALLENGE
GENERAL PARABOLAS
Plotting
Graphing
Measuring
Parabolas
TOPICS ACADEMIC LANGUAGEParabola
x-axis
y-axis
CONTENT AREAGrade Levels: 3-5
Content Area: Math
Context for Learning: Before starting this lesson, students need
to know how to measure with a ruler, record information in a table,
and be able to plot a simple line graph.
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STANDARDSMath Standards (CCSS):
CCMS 3.MD-4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by
making a line plot, where the horizontal scale is marked off in
appropriate units—whole numbers, halves, or quarters.
CCMS 5.G Graph points on the coordinate plane to solve
real-world and mathematical problems.
Note: This lesson plan may align with other sets of standards
not included here.
LEARNING OBJECTIVES
Students will be able to:
Record data obtained from measuring objects with a ruler.
Plot a simple point by point graph.
Analyze the shapes of parabolic graphs.
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OPENING ACTIVITIES/MOTIVATION
Show the “Upside Down and Inside Out” music video. Ask students
how they think the video was filmed. Once students have shared a
few ideas, you can teach students about mathematical processes in
relation to the music video. Start by watching the “How we did it”
video to see how parabolas work and can be used to make a
micro-gravitational flight.
Next, reiterate for students that parabolas were key to creating
this video. You can draw a picture of a parabola on the board to
help students visualize this new shape. Then, show the “How
Parabolas Work” video so students can see the relationship between
parabolas and the music video.
Copies of the Student Worksheet (below)
Pencils
Graph Paper
MATERIALSTape Measures or Rulers
Bowls or Other Objects of Different Shapes and Sizes
INSTRUCTIONAL DELIVERY
https://okgosandbox.org/https://okgosandbox.org/upside-down-inside-outhttps://okgosandbox.org/upside-down-inside-out/making-upside-down-inside-outhttps://okgosandbox.org/upside-down-inside-out/how-parabolas-work
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PART ONE: INQUIRY
After watching the videos, discuss with students the topics and
vocabulary, including what a parabola is, how a plane can mimic a
parabola in flight, and how one can plot points to match this shape
based on time (x-axis) and plane altitude (y-axis).
Guide the students through the attached worksheet and discuss
with them the shape that appeared within the graph they plotted.
Have the students name some things around the classroom or in the
world that are also shaped like parabolas.
Ask the students to work in small groups to come up with a list
of five parabola shaped items as dictated in the worksheet.
PART TWO: CHALLENGEGraph a physical example of a parabola. Give
each student 2 different sized or shaped bowls (or similar
objects).
Have the students measure across at 1/2 inch intervals. At each
half inch, have them record the depth (or height, however they see
it) of the object. Remind students to measure the height
perpendicular to the ground.
Have them plot both sets of points on two different sheets of
graph paper, one for each object. Split off the students into pairs
and have them compare their graphs.
Discuss how and why the graphs look different, and how the
inches relate to the depth just like how the time relates to the
altitude in the OK Go’s parabolic flight.
Another option: Split this lesson into a two-day activity,
allowing students to bring in their own parabolic items.
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ASSESSMENT Evaluation of Learning Objectives: Students will hand
in the worksheet below to demonstrate mastery of the learning
outcomes.
Closure: After the activity, bring the class back together to
talk about their answers to the final questions on the worksheet.
Help them reflect on what they’ve learned throughout the
lesson.
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The world around us always carries shapes that we don’t expect.
These can be modeled in math through geometry, like triangles,
circles, and a variety of other shapes. They can also be modeled
through mathematical equations and graphs like the parabola.
When the band flew in a plane following the path of a parabola
to achieve microgravity during the “Upside Down and Inside Out”
video, we recorded the heights of their plane every 3 seconds.
Time (sec)
Altitude (ft) 2970028000 30900 3200031700 31700 2970030900
28000
3 6 9 12 15 18 21 24 27
24000
0
OK Go’s Parabolic Flight Path
Alt
itu
de
(ft)
Time (sec)
24000
26000
28000
30000
32000
0 6 12 18
PARABOLAS WORKSHEETName:
Try graphing this data:
24 30
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Write five things you can think of that have similar shapes to a
parabola:
1.
2.
3.
4.
5.
You now have real-world examples of parabolic objects. Collect
two of these objects and get ready to measure them!
Using your measuring tape or ruler, record the depth of the
object every 1⁄2 inch.
Inches Across: Depth:
Bowl/Object 1:
Inches Across: Depth:
Bowl/Object 2:
Now, repeat the process with your second object below.
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Let’s graph these points to get a visual image of the bowls’
curves on a flat paper. Put the half-inch increments on the x-axis
and the height of the object on the y-axis.
Remember to label your graph and your x and y axis!
Bowl/Object 1:
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Describe the relationships that you see on your own graphs. What
do the shapes have in common?
How are they different?
Bowl/Object 2:
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