Video Supplements: Air
Pegasus: A Myth About Flight

Overview
Students read the myth about Pegasus and then calculate the amount of food he eats and water he drinks. They convert measurements between pounds and ounces and between gallons and quarts.

Outcome
Students will improve their understanding of simple unit conversions.

Standards Addressed — Mathematics

Use Measurement Techniques and Tools, Benchmark B

05. Make simple unit conversions within a measurement system; e.g., inches to feet, kilograms to grams, quarts to gallons.

Materials

Procedure

1. Introduce the concept of a myth as “a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, esp. one that is concerned with deities or demigods and explains some practice, rite or phenomenon of nature.” (Source: dictionary.reference.com)

2. You might want to ask the students if they know any myths or if they know about the ancient gods and goddesses.

3. Review the fact that there are 16 ounces in a pound and four quarts in a gallon.

4. Pass out the Pegasus: a Myth About Flight student handout and have the students read the story and answer the questions at the end. Allow students to work with a partner.

5. Have the students make their own menu for Pegasus.

6. When students have completed the handout, go over the correct answers. Have students explain their answers. There are several ways students could have calculated them.

7. Extension: Ask the students to make up their own myths about how the constellation Pegasus got into the sky. They can do this individually or in groups.

1. 10-1⁄4 lbs (10.25 lbs) , 71-3⁄4 lbs (71.75 lbs), 3,741-1⁄4 lbs (3,741.25 lbs)

2. 164 oz, 1,148 oz, 59,860 oz

3. 51-1⁄4 lbs (51.25 lbs), 358-3⁄4 lbs (358.75 lbs), 706-1⁄4 lbs (706.25 lbs)

4. 20 quarts

5. 100 quarts (25 gal), 700 quarts (175 gal), 36,500 quarts (9,125 gal)

Evaluation for Handout
Have the students calculate their own grades. Allow one point for each answer and two points for their menu. This gives a total of 15 points. They should write their score as a fraction (e.g., 12 correct/15 total). They should divide the number that they got correct by the total number and convert this decimal to a fraction.

Evaluation for Original Myth

 Category 4 3 2 1 Focus on Assigned Topic The entire story is related to the assigned topic and allows the reader to understand more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Setting Many vivid, descriptive words are used to tell when and where the story took place. Some vivid, descriptive words are used to tell the audience when and where the story took place. The reader can figure out when and where the story took place, but the author didn’t supply much detail. The reader has trouble figuring out when and where the story took place. Action Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting. Several action verbs are used to describe what is happening in the story, but the word choice doesn’t make the story as exciting as it could be. A variety of verbs (passive voice) are used and describe the action accurately, but not in a very exciting way. Little variety is seen in the verbs that are used. The story seems a little boring. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are two to three spelling and punctuation errors in the final draft. The final draft has more than three spelling or punctuation errors.