GRADE 9
UNIT: Math - Ratio and Proportion; Social Studies - Relationships with the Environment
THEME: Human Face of Mathematics - Mathematics in Aboriginal Culture

EQUIPMENT

• atlatl and dart
• pylon (or other easily seen target that cannot damage or be damaged by the dart)
• measuring tape
• coloured tape
• distance and speed chart
• stop watch
• calculator
• computers with a spreadsheet program
• Internet
  

PREREQUISITE KNOWLEDGE:
Math - Ratio and Proportion

R-1 solve word problems involving rates and ratios

R-8 compare ratios and rates

Calculate velocity

LEARNING OUTCOMES:
Math - Ratio and Proportion

R-4 construct ratios and rates from real-life examples

Social Studies - Relationships with the Environment

• Know the traditional world view of Aboriginal peoples with regards to the environment.
• Compare various world views of Canadians in general with regard to the environment.
• Compare Aboriginal peoples' traditional views toward the environment with current attitudes on local or global environmental issues.
• Know scientific and technological components of cultures:
  - shelter
  - tools
  - crafts
  - transportation
  - clothing
  - weapons

Teacher Set Up

1. Using the coloured tape, mark off a throw line. Make sure there is ample space for students to throw the dart.
2. About 10 metres from the throw line, place a pylon so the students have something to aim at. You may have to adjust target placement depending on your students.

Student Instructions
Background Information

1. Research the weapons of the Aboriginal people pre and post contact.
2. Describe the effect on the animal population and Aboriginal way of life when each weapon was introduced.

Part 1: Maximum Distance & Speed

1. Decide on 3 or 4 students from the class to throw. Record the distance and time traveled for each length.
2. From the line, each person throws the dart 5 times without using the atlatl, aiming at the pylon.
3. Measure each throw from the line to see how far the dart traveled.
4. Record the distance and time the dart traveled for each person.
5. Repeat steps 2-4 with the atlatl.

Part 2: Physical Characteristics of Thrower

1. Measure the height of each thrower and their arm length.

Data Analysis

1. Calculate the speed for each throw
2. Determine which the maximum distance with and without the atlatl for each thrower.
3. Determine the maximum speed (v=d/t) for each thrower
4. Compare the results with and without atlatl using a spreadsheet and choosing an appropriate graph type
5. Determine whether the dart went farther and faster with or without the use of the atlatl. Think of some ideas why.
6. As a group answer the following questions:
   - How does the physical attributes of the person throwing the atlatl effect the experiment?
   - What other factors would effect the experiment?
   - How could the results differ for different people throwing the dart?

Closure

1. As a class, form conjectures as why different throwers may have had different results and how the experiment could be changed to have more accurate results.
2. Discuss the following quote:
   

The atlatl and dart is truly the natural weapon system of the human race. When humans used the atlatl, we were in balance with nature. We didn’t take more from the environment than what the environment could replace itself. -Dr William Robert Perkins, Atlatl researcher

Lessons for Beginner Atlatl Users - Grade 9 PDF

Lessons for Atlatl Users with Some Experience - Grade 9

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