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A.D.D.I.EDanielle Darmo
EDT510
A NALYSIS
DDIE
Instructional Goals:
Students will apply knowledge of ratio, volume, surface area, and expressions to a real life situation.
Learner Analysis:All students are 7th graders
Students have received prior instruction in surface area, ratio, and volume
All students are English speakers
Students have little to no prior knowledge of shipping containers
Learner Objectives:Use variables to write expressions to express the relationship between cost and the number of containers used.
Determine the ratio between the dimensions of their models and the actual dimensions (scale factor).
Use scale factor to determine size and placement of windows and doors in their model.
Design and build a home using model shipping containers and calculate overall cost of materials.
Use area formula to calculate square footage for ordering floor and paint.
Present final model to class and explain final cost analysis
AD
ESIGNDIE
Assessment Design:
Class participation
Small group collaboration
Mathematical expressions and calculations
Design of model home
Presentation of home with explanation of cost analysis
Learners will be assessed through:
Course Format
Collaborative Group Work
Video presentation and online examples
Smart Board Activities
Hands-on exploration and
design
Pre-Instructional Strategies:
Watch Science Friday video: http://www.sciencefriday.com/video/05/03/2013/living-inside-the-box.html
Discuss pros and cons of homes built with re-purposed materials
Generate a list of the benefits and limitations of using shipping containers to build a home
Content Presentation:
Video
SmartBoard instruction/review of mathematical concepts
Group discussion
Small group activities
Learner Participation:
Learners will participate through class discussions, small group activities, model design, and cost analysis calculations
Feedback will be provided through class discussions, rubrics, and teacher-small group meetings
Assessment:
Ability to apply mathematical concepts
Model home rubric
Participation in discussions
Small group collaboration
Peer assessment of presentations
Follow-through Activities:
Group discussion and small group collaboration
Scale model of home
Calculation of cost analysis and square footage
Revision based on peer evaluation of presentation
ADD
EVELOPIE
Sample:Day 1: Monday
Watch “Life Inside the Box” video and ask students their opinions about homes built of re-purposed materials.
As a class, use the video discussion to generate a list of the benefits and limitations of using shipping containers to build homes.
Discuss types of shipping containers and introduce the upcoming design challenge: design their own model home and estimate it’s building cost.
Have students investigate container building designs online and create a design scoring sheet for evaluating the finished projects. We will use these tomorrow to create a class rubric for teacher and peer evaluations of the finished projects.
Materials Needed:“Life Inside the Box” video
Smart Board and Projector
iPad cart with internet access
Shipping Container Cut Outs (3-6 per student)
Cost sheet Printout
Scissors, tape, markers, and glue sticks
Toothpicks
Lesson Flow:Day 1:
• Watch “Life Inside the Box” Video
• Generate Pros and Cons List
• Investigate building designs online and develop scoring criteria
Day 2:
• Whole class discussion on evaluation criteria, use to develop scoring rubric
• Students are divided into collaborative groups for this project
• Review mathematic concepts on SmartBoard
• Students complete building container handout
Lesson Flow:Day 3-6:
• Students work with collaborative groups on design process, determining scale factor and using it to determine the size of windows and doors
• Draw rough draft of model design
• Build scale model
• Determine cost of building materials and labor to create cost analysis
• Calculate square footage of their model
• Prepare group presentations following rubric criteria
Day 7-8:
• Groups present models and cost analysis to class
• Students peer-evaluate using rubric, revise information, and teacher conference
Prior Knowledge
Students have had prior instruction on variables, expressions, ratios, surface area, and scale.
Students have worked in small groups on projects before this unit.
Students are familiar with scoring criteria used in rubrics for various subject areas.
Formative Assessments
Observation of group collaboration
Participation in discussions
Model Design
Group presentation with calculations
Technology Used:
Videos
Smart Board
Projector
iPads/Computers
End of Course Summary:
Students will take an online survey to evaluate the unit.
ADD I
MPLEMENTE
Preparing the Learners:
All students will be familiar with general classroom procedures and expectations, and have worked in small groups prior to this unit
At the start of each day, every group will have a check-in with the teacher to discuss what they plan to accomplish during that class period and ask any questions they may have on the project
At the end of each class period, every group will have a meeting with the teacher to discuss what was accomplished
Students will be given detailed written and verbal instructions throughout the unit
Students will have a copy of the class generated rubric as they work on their projects
Arrange the Learning Space:
Student desks will be arranged in small groups for this unit
SmartBoard lessons will be prepared and SmartBoard/projector ready for use each day
“Life Inside the Box” video will prepared for playing the first day of the unit
iPad cart will be reserved and in the classroom for the duration of the unit
Handouts and craft materials will be stored in an organized location
ADD I E
VALUATE
Formative Evaluation
One-to-OneSmall Group
Field Trial
One-to-one Evaluation:
Are the project instructions clear and easy to understand?
Do you think this project helps you apply the math skills we’ve been studying this year?
Were you given enough time to complete the project?
Small Group Evaluation:
Did you enjoy this model project?
Do you think this project was a good way to show what you know about variables, expressions, ratios, and surface area?
Were the project requirements easy to understand?
Did you know exactly what you needed to accomplish each day?
Did you receive feedback from your teacher as you worked on the project?
Field Trial:
If I were currently teaching, I would rehearse the unit with my students and gather feedback. I would use the feedback to alter my unit to make it more impactful to students, increase student learning, and clarify instructions as needed.
Summative Evaluation
ReactionLearningBehaviorResults
Reaction:The project requirements were clear to me.
The instructions were easy to understand.
My group worked together effectively.
This project helped me understand the math concepts we’ve been studying.
My teacher helped me whenever I needed it.
I knew what tasks my group needed to complete each day.
I enjoyed this project.
Learning:
Group projects will be assessed using the class-generated rubric
Cost analysis calculations will be evaluated by the teacher
Teacher observation of small group collaboration and class participation
Behavior:
Anecdotal notes will be made as students work in small groups
Groups will meet with the teacher each day to check in and out regarding their goals and progress
Class participation will be evaluated
Results:Evaluate whether students are able to apply the concepts of surface area, expressions, ratios, and scale models in a real-life situation
Study results of student questionnaires to determine whether the project instructions were clear and easy to understand
Review scale models to determine whether they were completed according to rubric criteria
Gather student feedback regarding their attitude towards the unit
