**Before:**

1. If students have access to computers, link the article to teacher webpage or share the link in a document.

http://www.scientificamerican.com/article.cfm?id=what-makes-michael-phelps-so-good

Have students open the link and view the pictures and read the article about Michael Phelps. If the students do not have access to computers, the teacher will read the article to the students while showing a picture of Michael Phelps. The article discusses the features that make Michael such a good swimmer, his height and arm span comparison.

2. Host a class discussion about these features and how they could make someone a better swimmer.

3. Ask the statistical question, "Are my classmates like Michael Phelps?"

**During:**

1. Students will be broken into small groups based on teacher preference.

2. Each group will be given a tape measure and a piece of chart paper.

3. Students will take turns measuring each other's heights and arm span while writing the data on a piece of paper.

**After: **

1. The students will be required to create a coordinate grid on the graph paper. Each person in the group will receive a different color marker.

2. Students should write their name as well as their ordered pair (height, arm span) on the back of the chart paper in the color marker they are using.

3. Each student is required to plot their own height and arm span in their color on the graph paper. (Make sure you specify whether the height will represent x or y. Armspan will represent the other.)

**Before:**

1. If students have access to computers, link the article to teacher webpage or share the link in a document.

http://www.scientificamerican.com/article.cfm?id=what-makes-michael-phelps-so-good

Have students open the link and view the pictures and read the article about Michael Phelps. If the students do not have access to computers, the teacher will read the article to the students while showing a picture of Michael Phelps. The article discusses the features that make Michael such a good swimmer, his height and arm span comparison.

2. Host a class discussion about these features and how they could make someone a better swimmer.

3. Ask the statistical question, "Are my classmates like Michael Phelps?"

**During:**

1. Students will be broken into small groups based on teacher preference.

2. Each group will be given a tape measure and a piece of chart paper.

3. Students will take turns measuring each other's heights and arm span while writing the data on a piece of paper.

**After: **

1. The students will be required to create a coordinate grid on the graph paper. Each person in the group will receive a different color marker.

2. Students should write their name as well as their ordered pair (height, arm span) on the back of the chart paper in the color marker they are using.

3. Each student is required to plot their own height and arm span in their color on the graph paper. (Make sure you specify whether the height will represent x or y. Armspan will represent the other.)