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Erin Hansen- Project
Project Overview Part 1: Define
Teacher(s) Name(s):
Name of Project:
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Designing using Perimeter and Area |
Duration: 2 weeks
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Subject/Course:
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Math- Special Education |
Grade Level: 5th/6th
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Other subject areas to be included, if any:
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Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
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What is the best dog run? Do you want the largest area? Given a fixed perimeter, how can you change the area? Design a dog run to promote dog health at the Humane Society, given a limited amount of fencing material. Does doubling the amount of material (perimeter) double the available area? What shape gives the largest area? Is this the most beneficial for a dog? |
Driving Questions |
How can you design a dog run to promote dog health, given a limited amount of fencing material? |
Content and Skills Standards to be addressed: |
M.TE.05.06 Understand and know how to use the area formula of a triangle, and represent using models and manipulatives
M.TE.05.07 Understand and know how to use the area formula for a parallelogram, and represent using models and manipulatives.
Review: N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently.
Extension: N.FL.06.15 Solve applied problems that use the four operations with appropriate decimal numbers. (does using decimals let you make a larger yard?)
Extension: M.UN.06.01 Convert basic units of measurement within a single measurement system, square inches to square feet. (convert perimeters and areas from feet to inches)
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T+A |
E |
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T+A |
E |
21st Century Skills
to be explicitly taught and assessed (T+A) or that will eb encouraged (E) by projectwork, but not taught or assessed:
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Collaboration |
x |
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Other: |
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Presentation |
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Critical Thinking |
x |
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Presentation Audience: |
Culminating Products and Performances |
Group: Rough drafts of drawings, presentation practice, peer feedback. |
Class: |
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School: |
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Community: |
Humane Society |
Individual: Drawing different shaped dog yards, with dimensions and area labeled. Must include square, rectangle, triangle; can include circle for extension. |
Experts: |
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Web: |
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Other: |
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Part 2: Design
"Grabber" to launch inquiry & generate interest: |
Visit Humane Society to see dog runs. |
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Assessments: |
Formative Assessments:
(Checkpoints during Project)
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Quizzes/Tests |
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Practice Presentations |
X |
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Journal/Learning Log |
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Notes |
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Preliminary Plans/Outlines/Prototypes |
X |
Checklists |
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Rough Drafts |
X |
Concept Maps |
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Online Tests/Exams |
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Other: |
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Summative Assessments:
(End of Project)
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Written Product(s), with rubric:
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Other Product(s) or Performance(s), with rubric:
(drawings)
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X |
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Oral Presentation, with rubric |
X |
Peer Evaluation |
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Multiple Choice/Short Answer Test |
X |
Self-Evaluation |
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Essay Test |
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Other: |
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Debriefing
Methods
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(Individual, Group, and/or Whole Class) |
Journal/Learning Log |
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Focus Group (for struggling students) |
x |
Whole-Class discussion |
x |
Fishbowl Discussion |
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Survey |
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Other: |
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Resources Needed |
On-site people, facilities: |
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Equipment: |
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Materials: |
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Community resources: |
Visit to Humane Society |
Project Teaching and Learning Guide
Project: |
Course/Semester: |
Knowledge and Skills Needed by Students
to successfully complete culminating products and performances, and do well on summative assessments
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Scaffolding/Materials/Lessons to be Provided
by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning
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Use a fixed perimeter to create different shapes with differing areas (present through drawing). |
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vocab: perimeter, area
review: add, multiply
model: how drawings should look with labels
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Given dimensions and visual, can find perimeter of shapes using formula (square, rectangle, triangle). |
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explicitly teach formula for perimeter and how to use it. |
Given dimensions and visual, can find area of shapes using formula (square, rectangle, triangle). |
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explicitly teach formula for area and how to use it. |
Give oral presentation: correctly names shape, area, and perimeter of 2-3 shapes. Must indicate which shape gives largest area, and which shape they think is best for the dogs. |
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model: how to give a presentation (note cards, look up, talk loud, consider your audience). |
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How to ask good questions of experts and community members.
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Idea of more than one right answer. |
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Project Calendar (Project should be 1 or more weeks)
Project Start Date:
Week(s) |
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
One |
What do animals/living things need to survive? |
Visit Humane Society
Take photos of dog runs.
Take video of dogs using the dog runs.
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Did they have everything living things need?
Propose question.
Students work in small groups to come up with shapes of pens.
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Groups share with whole class shapes they have come up with.
Ask: how did you find the area/perimeter for the rectangles? Can you come up with a formula?
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Explicitly teach formulas (squares, rectangles, triangles).
Use these formulas on your shapes. Do you get the same answers?
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Two |
Pair groups, have them share their shapes, and how they used their formulas. Which shapes make the largest area? Which shape so you think is best for the dog? |
What kind of space to dogs need? What shape would they like?
Work on drawings/presentations.
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Work on drawings/presentations.
(explore using circles if done early)
Pre-Quiz- given shapes, find areas and perimeters.
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Work on drawings/presentations.
Pair groups, practice presentations.
(explore using circles if done early)
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Present findings to Humane Society.
Quiz- find areas and perimeters
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Erin Hansen- Project
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Comments (3)
John McCarthy said
at 8:31 am on Jul 27, 2009
This project experience will be meaningful to your students on multiple levels. The service aspect and social issue nature could impact the students in important ways. Great driving question. Students have multiple ways of answering the question given the limited resources. I have a couple of suggestions, which you may have already considered and have not yet added to the template. This would be under the Project Teaching and Learning Guide section.
1. Could members of the Humane Society sit on a panel to review the students' work, presentations, and ask questions about the designs? This could lead to one or several of the designs actually being considered.
2. During the fieldtrip, could students take pictures of the kennels, inside and outside. This would give them ideas of the space, and how they will have to factor that into their considerations.
3. At the end of week one, or beginning of week 2, the students could benefit from a conference call (skype) interview with staff from the Humane Society. For example, how many animals need to be housed at any given time? Are animals ever placed in the same living space? If so, under what conditions?
Again, this is an excellent concept for the project. I look forward to seeing how you decide to flesh out these details.
Erin Hansen said
at 2:18 pm on Aug 13, 2009
Thanks John. I have added taking photos and video of the dog pens to the first visit to the Humane Society.
John McCarthy said
at 9:06 am on Aug 25, 2009
This will be an engaging project for the students. I have a lead that might be of use to you. At the Petsmart where my family and I took our dog for puppy classes, the teacher is a dog trainer who competes in national competitions with his dogs and has a system for his numerous dogs at home. He is excellent. Just as another resource you might ask for Craig Knowle at the Pet Smart @ (248) 347-4337.
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