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Name of Project: Design a Sports Complex Duration: 3 weeks Subject/Course: 6 th Grade Math Teacher(s): Borysowicz Grade Level: 6 th grade Other subject areas to be included, if any: Project Idea Summary of the issue, challenge, investigation, scenario, or problem: Students work as a team to design a sports complex for the school, to accommodate football, baseball, and softball. Also, the complex will incorporate support facilities for the spectators of the events. Students will use measuring skills, scale drawings, ratios and proportion to achieve maximum utilization of the area. Driving Question What is the best design for a sports complex to be added to the school. Content and Skills Standards to be addressed: Understand the relationship of ratios; use proportions; use a scale to determine distance; generalize connections among a variety of representational forms and real-world situations
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STEMInfusing Math and Science Across the Curriculum
Picture of open field next to MMA
For the last eight years this has been the Military Magnet Academy Sports complex
Name of Project: Design a Sports Complex Duration: 3 weeks
Subject/Course: 6th Grade Math
Teacher(s): Borysowicz Grade Level: 6th grade
Other subject areas to be included, if any:
Project Idea Summary of the issue, challenge, investigation, scenario, or problem:
Students work as a team to design a sports complex for the school, to accommodate football, baseball, and softball. Also, the complex will incorporate support facilities for the spectators of the events. Students will use measuring skills, scale drawings, ratios and proportion to achieve maximum utilization of the area.
Driving Question What is the best design for a sports complex to be added to the school.
Content and Skills Standards to be addressed:
Understand the relationship of ratios; use proportions; use a scale to determine distance; generalize connections among a variety of representational forms and real-world situations
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments
Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Presentation skillsWe speak so that our presentation can clearly be heard; we use proper grammar and correct pronunciation; we appropriately use mathematical vocabulary to demonstrate an understanding of the terms.
Oral and visual communicationDraftingDrawingSee rubric
Smartboard
Video presentationComputer software
Understand the relationship of ratios
Lesson by project instructorSee attached lesson plan
use proportions
Lesson by project instructorSee attached lesson plan
use a scale to determine distance
Lesson by project instructorSee attached lesson plan
M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
PROJECT WEEK ONEProject titleKWL chart/listExpectationsTask assignments
Project explanationRubricsExamples of sports complexesTeam meeting
Examples of sport complexWeb researchTeam meeting
Web researchDraft preparationTeam meeting
Preliminary draft presentationDiscussion of materials neededRevised KWL listTeam meeting
P R O J E C T W E E K T W O
Lesson on SmartboardLesson on ratios and proportionsSmartboard practiceTeam meeting
Site measurement and surveyTeam meeting
Lesson on scale drawingsSite measurement and surveyTeam meeting
Quiz on ratios, proportion and scale drawingsPreparation of site diagramTeam meeting
Review of presentation rubricPreparation of site diagramTeam meeting
P R O J E C T W E E K T H R E E
Presentation preparation Team meeting
Presentation preparation and practiceTeam meeting
Presentation preparation and practiceTeam meeting
Project Presentation
Assessment reviewProject debriefCelebration
Standard(s)6-5.6 Write and use proportions and ratios
Objective(s)Focus of StudyFocus Question
SWBAT write ratios and proportions
RingerWarm –up “Just Do It”
Warm-up with the problem of the day.
Lesson SetMini-Lesson (10-15 min.) Activate Interact Connect
In this lesson students learn to write ratios and find proportions
Skill Development“I Do- You Watch” Explain Model Demonstrate CFU
Model/demonstrate examples of writing ratios and proportions
Guided Practice“We Do” Gradual Release “I Do-You Help” You Do-I help” Differentiation CFU
Guide the students the students in solving examples that demonstrate Writing and using ratios and proportions
Standard(s)6-5-7use a scale to determine distance
Objective(s)Focus of StudyFocus Question
SWBAT read and use map scales and scale drawings
Lesson SetMini-Lesson (10-15 min.) Activate Interact Connect
In this lesson students learn to read and use map scales and scale drawings
Skill Development“I Do- You Watch” Explain Model Demonstrate CFU
Model/demonstrate examples on how to read and use map scales to determine distances
Guided Practice“We Do” Gradual Release “I Do-You Help” You Do-I help” Differentiation CFU
Guide the students the students in how to read and use map scales to determine distances
4 3 2 1
Organization
15%
We present our data and plan in a clear and logical sequence that is complete and easy to follow.
We present our data and plan in a logical sequence that is complete and relatively easy to follow.
We present our data and plan in a manner that is complete, but its disorganization often makes it difficult to follow.
Our presentation is incomplete and/or disorganized.
Subject Knowledg
e30%
We demonstrate our understanding of the mathematical concepts related to the project with explanations that are clear, thorough, and mathematically correct.
We demonstrate our understanding of the mathematical concepts related to the project with explanations that are mathematically correct.
We demonstrate our understanding of the mathematical concepts related to the project with explanations that are primarily mathematically correct.
We are unable to adequately answer questions related to the mathematical concepts of the project.
Public Speaking
15%
We speak so that our presentation can clearly be heard; we use proper grammar and correct pronunciation; we appropriately use mathematical vocabulary to demonstrate an understanding of the terms.
We speak so that our presentation can generally be heard; we generally use proper grammar and correct pronunciation; we use mathematical terms appropriately.
We speak softly so that our presentation is difficult to hear; at times, our use of grammar and pronunciation detracts from the presentation; we use mathematical terms appropriately, but infrequently.
We speak softly so that our presentation is difficult to hear; our use of grammar and pronunciation detracts from the presentation; we seldom use mathematical terms, or use them inappropriately.
Group Participati
on15%
Each member of our group participated with relatively equivalent roles.
Each member of our group participated, but our roles were not equivalent.
Each member of our group participated, but not all spoke. Not all members of our
group participated in the presentation.
Graphics and/or Display
Materials20%
Our graphics and/or display materials are designed to explain and support our presentation.
Our graphics and/or display materials are related to our presentation.
Our graphics and/or display materials often distract from our presentation.
Our graphics and/or display materials are unrelated to our presentation or none are provided.