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From the Earth to the Sky
Story posted May 20, 2008
Results:
• 67% increase in calculus enrollment, with pre-calculus enrollment doubling
• Increased representation of minority and low SES students in high-level math and science courses
Using a $5,000 Student Achievement Grant from the NEA Foundation, Luajean Bryan, working with her Walker Valley High School (TN) colleagues Eric Swafford and Jenny Borden, created a cross curricular lesson titled "From the Earth to the Sky." They conceived the lesson as a means to increase student interest in math and science courses. They also believed that "From the Earth to the Sky" might appeal to minority students, low-income students, and students with diverse learning styles.
The NEA Foundation funds allowed "From the Earth to the Sky" to come to life, as students conducted research in real world settings that allowed them to apply knowledge from lessons learned in the classroom. In April 2007, 22 physics and calculus students took part in the "Sky" portion of the lesson as they collected data during un-tethered hot air balloon flights. After the flights, students used their personal experiences along with classroom concepts to analyze the data: barometric pressure, the variable altitude, the distance covered, and the physics of balloon flight. They applied a variety of physics and calculus concepts during their data analysis. The "Earth" segment of the lesson took place during October 2007, with 34 biology and pre-calculus students participating in an overnight, underground expedition at Cumberland Caverns. Like their "Sky" peers, the "Earth" group conducted field research, gathering biological data that enabled them to apply multiple science and pre-calculus concepts to explore and understand the complex characteristics of caves. 
Ms. Bryan and her collaborators noticed a number of encouraging results directly linked to the projects. When "From the Earth to the Sky" was announced to students, both calculus and pre-calculus enrollment immediately jumped. Calculus enrollment leaped by nearly 67% for the 2007-2008 school year, while student enrollment in pre-calculus doubled. Enrollment of minority students and those of lower socio-economic status also increased. Perhaps the most important result, according to Ms. Bryan, was the positive attention to higher-level math and science.
The students involved in "From the Earth to the Sky" came away from the project with several valuable lessons in the real world application of math and science. Aside from conducting their planned research, students had to contend with unforeseen challenges ranging from a lack of water to study in the caves (due to a summer drought) to malfunctioning equipment. In these instances, circumstances demanded creative improvisation by both teachers and students, who created new, equally valuable tests and experiments. The connections established by using mathematical analysis to interpret scientific data made both math and science more meaningful to students. 
Ms. Bryan and her colleagues report that the project has benefited the overall curriculum by inspiring teachers to discuss in greater detail science and math expectations. This cross-curricular focus has helped both math and science teachers better understand how students fit the math and science together.
Learn more about Ms. Bryan's innovative projects and strategies for overcoming challenges to this type of teaching in our exclusive interview with her.
For additional information on this story, please contact:
Luajean Bryan
9th-12th Grade Mathematics Teachers, Walker Valley High School
lbryan@bradleyschools.org
Further details about Ms. Bryan's projects can be found at:
Cara Bafile, for Education World's Teacher Feature, "Hands-On Calculus, Starring Luajean Bryan," August 31, 2007
Larry Copeland, for USA Today, "Math plus creativity equals learning that lasts," March 2007
Article available for purchase:
Luajean Bryan, for The Mathematics Teacher, "Imagine Yourself in this Calculus Classroom," February 2007 (Volume 100, Issue 6, p. 394)
For additional information about NEA Foundation grant programs, please contact:
Jesse Graystock
NEA Foundation Grants Manager
202-822-7839
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