YEAR 10 - STEM 3D Kite Festival · - Gather feedback from peers and teachers (Please refer to Appendix 5.2) - Refine and modify kite Step 15 FINAL PRESENTATION Prepare oral and visual

Mathematics Faculty LIVERPOOL BOYS HIGH SCHOOL | FORBES STREET, LVERPOOL, NSW

YEAR 10 - STEM 3D Kite Festival PROJECT BASED LEARNING (PBL) PROGRAM

LBHS Mathematics Faculty – Year 9 Page | 2

Original published version: January 2018 © 2018 Mathematics Department for and on behalf of Liverpool Boys High School


Contents STEM Project Planner: 3D Kites ........................................................................................................................ 4

Driving Question ................................................................................................................................................ 4

Associated Question(s) .................................................................................................................................. 4

Learning Intentions/Outcomes ................................................................................................................... 5

Links to National Curriculum/STEM ........................................................................................................ 6

Timeline ............................................................................................................................................................... 6

Personalisation .................................................................................................................................................. 8

External Expertise ............................................................................................................................................ 8

Hook or Immersion Event ............................................................................................................................. 9

Possible Exemplars/Models ......................................................................................................................... 9

Resources Needed............................................................................................................................................. 9

Assessment .......................................................................................................................................................... 9

Success Criteria ................................................................................................................................................. 9

Critique Opportunities and Managing Multiple Drafts .................................................................. 10

Critiquing Tools .............................................................................................................................................. 10

Reflection Tools .............................................................................................................................................. 10

Appendix ................................................................................................................................................................. 11

3D Kites Portfolio Critiquing Checklist ................................................................................................. 12

Kite Critique Form ......................................................................................................................................... 13

Research Summary Timeline .................................................................................................................... 14

Triangle Two-way Table ............................................................................................................................. 15

Quadrilateral Two-way Table .................................................................................................................. 16

Circle Two-way Table ................................................................................................................................... 17

Movie Review ................................................................................................................................................... 18

In-depth Research .......................................................................................................................................... 20


STEM Project Planner: 3D Kites SECTION ONE:

Units/Curriculum: STEM Duration: 10 weeks

Subjects covered: Mathematics, Literacy

Year Group: 10

Teachers/Staff: Sashi/Gill/Ahmed

Driving Question(s):

Driving Question:

How has kite design affected the development of flight?

Associated Question(s):

- Who uses kites? - How has kite design evolved through history? - How has flight evolved through history and how did kites influence this

evolution? - How do you build a kite? - What is the cultural significance of kites? - Who were the Wright Brothers? - Who is Lawrence Hargrave? - How do curiously designed kites fly?


Learning Intentions/Outcomes: Students will:

- MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area

- MA5.1-6NA determines midpoint, gradient and length of an interval, and graphs linear relationships

- MA5.1-7NA graphs simple non-linear relationships - MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular

prisms and triangular prisms - MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems

involving angles of elevation and depression - MA5.1-11MG describes and applies the properties of similar figures and scale drawings - MA5.2-1WM selects appropriate notations and conventions to communicate mathematical

ideas and solutions - MA5.2-2WM interprets mathematical or real-life situations, systematically applying

appropriate strategies to solve problems - MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear

simultaneous equations, using analytical and graphical techniques - MA5.2-9NA uses gradient-intercept form to interpret and graph linear relationships - MA5.2-10NA connects algebraic and graphical representations of simple non-linear

relationships - MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite

solids - MA5.2-12MG applies formulas to calculate the volumes of composite solids composed of right

prisms and cylinders - MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings - MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to prove

triangles are congruent or similar - MA5.3-1WM uses and interprets formal definitions and generalisations when explaining

solutions and/or conjectures - MA5.3-9NA sketches and interprets a variety of non-linear relationships - MA5.3-10NA recognizes, describes and sketches polynomials, and applies the factor and

remainder theorems to solve problems - MA5.3-13MG applies formulas to find the surface areas of right pyramids, right cones, spheres

and related composite solids - MA5.3-14MG applies formulas to find the volumes of right pyramids, right cones, spheres and

related composite solids - MA5.3-15MG applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine

rule and the area rule to solve problems, including problems involving three dimensions - MA5.3-16MG proves triangles are similar, and uses formal geometric reasoning to establish

properties of triangles and quadrilaterals


Links to National Curriculum/STEM:

Literacy - Text Types: Procedure (How to build a kite) - Technical Vocabulary - Research: Wright Brothers, Lawrence Hargraves and the

evolution of flight - Connection with kite flying society - Literature review: Kite Runner

Numeracy Students will use the numeracy skills learnt to analyse the features of kites.

- Area, Surface Area and Volume - Further Geometry - Further Graphing

Critical and creative thinking Students will input their own designs to create a 3D kite. Students will research and experiment with different designs to create a 3D kite with the longest flight time.

Timeline: Hook Event Students watch the movie “The Kite Runner”. Students visit to the QANTAS Museum

Step 1

Undertake research and create a timeline on the evolution of flight. (Appendix 5.3)

Step 2

Fill in two way table on:

- Different triangles and their features - Different quadrilaterals and their features

- Circles and their features (Appendix 5.4)

Step 3

Watch “The Kite Runner”

Step 4

Write a movie review/comprehension Students look at reviews of current movies and write a one paragraph review of “The Kite Runner” (Appendix 5.5)

FOCUS ON READING


Step 5

Explicit teaching on: - Area of triangles - Area of quadrilaterals - Area of circles and parts of circles - Area of composite shapes

Explicit teaching on Trigonometry and further Geometry

Step 6

Geometrical analysis on kites Create image diary of 6 different kites with annotated and labelled 2D shapes in these kites

Step 7 Numeracy Assessment Task 1

Step 8 Critique of peer portfolio work using the portfolio checklist. (Please refer to Appendix 5.1)

Step 9 Draft design of 3D kite (Element 2) Students draw a rough sketch of their kite in groups of 2 and discuss the materials needed to build their kite.

Step 10 Explicit teaching on surface area of common and composite 3D solids Calculation of surface area of given 3D kites models

Step 11

Personalised Research In depth research on flight pioneer of interest (Please refer to Appendix 5.6)

Identify a pioneer of flight and research facts and important information about them to accompany the exhibition presentation (Element 3)

Step 12 Explicit teaching on volume of common and composite 3D solids Calculation of volume of given 3D kite models

Step 13

Design and Build

Element 2: Building a kite using cardboard and/or other materials Use the design brief to source materials and build a kite using cardboard and/or other materials. Compile an image diary of your kite from the draft design to the final product. This is to be displayed with your finished kite and portfolio.


Step 14

Share and Refining Replica (Element 2) - Talk about replica - Gather feedback from peers and teachers (Please refer to Appendix 5.2) - Refine and modify kite

Step 15

FINAL PRESENTATION

Prepare oral and visual presentation, a compilation of the research completed throughout the project, for exhibition, delegating to group members appropriate roles for the day.

Step 16 Second critique of peer portfolio work using the portfolio checklist. (Please refer to Appendix 5.1)

Step 17

EXHIBITION

Students will exhibit and be assessed on the following 3 elements:

1. Portfolio of work including photo diary

2. Final Kite Product

3. Presentation at Exhibition

Step 18

FINAL REFLECTION Students consolidate and summarise self and peer reflections on all aspects of the project and transfer to LBHS student report (Please refer to Appendix 1.1 and 1.2)

Step 19

Numeracy Assessment Task 2

Personalisation: (How can students follow passions and allow variable depth in areas of interest?)

External Expertise: (How will external expertise in this field be incorporated?)

How can students follow passions and allow variable depth in areas of interest? • Build and fly own kites • Organise and host LBHS Kite Festival • Include in their presentation an occupation

involved in flight that they may be interested in pursuing and give reasons why

How will external expertise in this field be incorporated? Visit to QANTAS museum Talk on the evolution of manned flight


Hook or Immersion Event: Possible Exemplars/Models: Watch The Kite Runner Visit QANTAS museum

Previous student work, professional practice or DIY project: Famous kites around the world

Resources needed: On-site people, facilities:

Refer to Google Drive

Equipment:


Community resources:


Assessment:

Assessment Tools Formative (F) / Summative (S) Exhibition Element

Numeracy Tasks F Element 1

Literacy Tasks

F Element 1 and 3

Portfolio Tasks

S Element 1

Construction Tasks

S Element 2

Success Criteria:

- - Element 1: Demonstrate competency in written exams and portfolio tasks - Element 2: Demonstrate competency in both the design brief of kite and exhibition of the kite - Element 3: Demonstrate competency in researching and summarising the features of various

kites and flight pioneers, including an in-depth study and the presentation of research findings at the exhibition in a chosen format e.g. PowerPoint, display board, annotated photos, mini-documentary/film


Critique Opportunities and Managing Multiple Drafts:

Critiquing Tools:

- Portfolio sharing and critique session via checklist (Step 8 and 16).

- Critique opportunity for kite and refine via Kite critique form (Step 14).

- Portfolio checklist (Appendix 5.1) - Kite critique form (Appendix 5.2)

Reflection Tools:

Tools: Template Provided:

Peer assessment (process) Feedback Template (Appendix 1.1) Peer assessment (product)

Self-assessment (process) Self-Reflection Template (Appendix 1.2) Self-assessment (product)

Teacher assessment (process) Teacher’s anecdotal records Project Student Report

Teacher assessment (product) Marking Rubric

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All appendices referred to in this document can be found in the rear

of this document and the associated Google Drive. The

numeracy support resources are located in the associated Google

Drive.


3D Kites Portfolio Critique Checklist Circle the tick if your friend has completed the work or the cross if not.

/ Cover Page / Portfolio Critique 1

/ Contents Page / Draft of Kite

/ Timeline on Evolution of Flight

/ Work Sample on Surface Ara

/ Features of 2D Shapes /

In-depth Pioneer Research

/ Movie Review / Work sample on Volume

/ Work sample on Area, Trigonometry

/ Design Brief of Kite

/ Image Diary of Kites /

Critique and Refinement of Kite

/ Numeracy Task 1 / Final Kite Product

/ Exhibition Presentation

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Bridge Critique Form Complete the following critique form for your friend.

The kite design is complete, organised and easy to follow

The kite design brief explains one or more mathematical features of the chosen kite

The kite reflects the design brief and description of mathematical features provided very effectively

Provide written warm feedback about the kite

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Provide written cool feedback about the kite

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Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree


Research Summary Timeline Synthesise and summarise your research and display the data, with images, as a timeline in chronological order.


TRIANGLE TWO-WAY TABLE Using what you have learnt, complete the following two-way table about the properties of triangles

Number of equal side lengths

Number of equal angle sizes

Known angle sizes (if any)

Scalene

Right-Angled Scalene

Right-Angled Isosceles

Isosceles

Equilateral


QUADRILATERAL TWO-WAY TABLE


Using what you have learnt, complete the following two-way table about the properties of quadrilaterals

Trapezium Isosceles Trapezium Kite Parallelogram Rhombus Rectangle Square

Are opposite sides equal?

Are all sides equal?

Are adjacent sides equal?

Has one pair of parallel lines.

Has two pairs of parallel lines.

Has one pair of equal opposite angles.

Has two pairs of equal opposite angles.

Are all angles equal? What size are they?

Are the diagonals equal?

Are the diagonals perpendicular to each other?

Do the diagonals bisect?


CIRCLE TWO-WAY TABLE Using what you have learnt, fill out the following table about the circle and its features

Definition Sketch

Radius

Diameter

Circumference

Arc

Sector

Chord

Quadrant

Segment

Semicircle

Tangent


Movie Review You are to write a movie review of the film you have recently watched “The Kite Runner”. One movie review has been given as an example to follow and to give ideas. DO NOT copy it. Write on the lines provided on the next page.

Not the movie the notorious ice-skating flameout Tonya Harding probably deserves – but happily (for us) the one she’s gotten – I, Tonya is a dazzlingly complex and exuberant treatment of a disgraced figure. It flies along like Goodfellas: director Craig Gillespie never passes up the chance to needle-drop on an instant-’80s pop song (from Supertramp, ZZ Top, et cetera) or break the fourth wall with an into-the-lens confession. But as with Martin Scorsese’s 'I always wanted to be a gangster' crime epic (or more aptly, Paul Thomas Anderson’s Boogie Nights), the combination of supercharged style with so tawdry a story creates an unshakable tension, the kind that has you laughing and cringing at the same time. Ultimately, I, Tonya feels like a major reclamation, not of Harding’s reputation but of the sports biopic itself, fallen into clichés since Raging Bull.

Setting the tone with a surly, confrontational stare and her fuming lit cigarette, Margot Robbie – making the most of this gift of a role – drops the film into the touchy realm of paranoia and class envy. She refuses to be judged in the film’s series of faux interviews, and even as Steven Rogers’ satisfying script sends us backward in time to the angelic young Tonya (Gifted’s Mckenna Grace) twirling on the ice, we’re never far from a scene in which money is the film’s not-so-secret subject. Her Oregonian mother, the raging LaVona (a revelatory Allison Janney, swearing up a storm), constantly browbeats her daughter about the cost of her skating lessons. (This becomes more than browbeating soon enough.) Dad skips out for good, and abandonment swirls with the snubs and bruises that will define the older Tonya’s resentment and competitiveness – like a blonde, triple-axeling Richard Nixon.

Robbie is superb in her moments on the ice, alternately gleaming and glaring at the officials who can’t stand this foul-mouthed outsider upturning their conceptions of the perfect princess. But she’s even better in the film’s depiction of her home life, strained by her marriage to an even needier person, Jeff Gillooly (Sebastian Stan, emerging from under the lame moustache with ace timing); the two of them repeat learned patterns of abuse. I, Tonya crams so much broken psychology into its framework, it’s almost a miracle that the plot gets around to emphasising Harding’s undeniable athletic ability, lost in the shadow of the unavoidable 'incident.'

And what about Nancy? Kerrigan is barely seen, apart from that immortal postattack 'Why?' clip, and it’s a masterstroke, forcibly shifting our allegiances to an unlikely antihero. I, Tonya is slippery on Harding’s own culpability; we meet several lunkheads, all of them entertainingly unsuited to pulling off any kind of crime, much less keeping their botched handiwork a secret. But that’s not the essence here. As camera trucks amass outside Harding’s house, we’re given an inside perspective into the dawning of a new kind of news story, pre-OJ, located at the nexus of fame, ambition and schadenfreude. Destroyed yet defiant, Robbie walks the emotional tightrope of the most fabulously, tragically American film of the year.


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In-Depth Research Write a detailed report on one of the following aviation pioneers: Lawrence Hargrave, Charles Kingsford Smith, Bert Hinkler, The Wright Brothers, or Amelia Earhart. Be sure to include, at least, the important facts about their life, their contribution to flight, and the effects of their contributions today. You may include sketches in your information report. _______________________________________________________________________________________________________________________

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Documents

YEAR 10 - STEM 3D Kite Festival · - Gather feedback from peers and teachers (Please refer to Appendix 5.2) - Refine and modify kite Step 15 FINAL PRESENTATION Prepare oral and visual