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Notes for teachers

List of Materials

1 square inch graph paper (see link)

1 inch graph paper

ruler

pencil

Large post it (see link)

Post It-large

Zip ties or twist ties

Pipe cleaners (any color)

Scissors

Teachers can modify this lesson to meet any design needs on the school campus.

Students can come up with ideas of what they believe the school campus needs.

Students can be structured to work in small groups, pairs, or independently.

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Math Standards

3.MD.C Geometric measurement: Understand concepts of area and perimeter

3.MD.C.5 Understand area as an attribute of plane figures and understand concepts of area measurement.

a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6 Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units).

3.MD.C.7 Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3.MD.C.8 Solve real-world and mathematical problems involving perimeters of plane figures and areas of rectangles, including finding the perimeter given the side lengths, finding an unknown side length. Represent rectangles with the same perimeter and different areas or with the same area and different perimeters

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Engineering Standards

STANDARD 2.0 CREATE ENGINEERING SOLUTIONS BY APPLYING A STRUCTURED PROBLEM-SOLVING/DECISION-MAKING PROCESS

2.1 Identify the problem

2.2 Develop a problem statement based on facts, research, and experience

2.3 Explore possible issues or options to the problem

2.4 Select the best solution within the constraints and criteria

2.5 Develop a prototype or model to test the selected solution

2.6 Implement the solution

2.7 Evaluate the solution, and revise or repeat if necessary (i.e., Are there other solutions, better solutions, or cheaper solutions?

etc.)

2.8 Document and report all results

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Objective(s):

Students will use the engineering design process to show understanding of the measurement of perimeter and area by designing and building a model of a new needed kindergarten space on our school campus. Students will meet design specs and be graded on a rubric by peers.

Students will be able to calculate the area and perimeter of their designed and modeled space in order to present various options for improvement to our school.

Note: This can be modified for a specific spatial need on any school campus.

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Agenda

Problem: Tour of campus, identification of problem 20 minutes

Brainstorm: Group post it of ideas. Design specs worksheet 30 minutes

Design: Graph paper, structures diagram worksheet

Calculate perimeter and area 30 minutes

Build: Build model with straws, pipe cleaners and twist ties/zip ties 40 minutes

Evaluate/Redesign: Peer review and alteration to models 40 minutes

Share Solutions/Present: Present final design to class 40+ minutes

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How Can Our Understanding of Area and Perimeter Help Improve Our Campus?

Using the engineering design process and calculations of area and perimeter, students will identify the problem spatial concern on campus, design a solution and then build a model to present with area and perimeter calculations that are applicable in the real life scenario.

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Hands-on Activity Instructions

Project can be done individually or in partners or small group. Small groups should be limited to three people for equity of work.

Owning Our Space Lesson Plan

Links for activity sheets within lesson plans:

Design Specs Worksheet

Structures Design Worksheet

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Assessment

Use these rubrics at the assigned stages of the project to evaluate:

Engineering Peer Rubric

Project Scoring Rubric

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Differentiation

Use small group structures or pairs strategically.

Accommodate process by eliminating the build step or just focusing on the build step for students that need to.

Have a design in place that student can follow to execute build step.

Offer appropriate calculation support (multiplication table, math scaffolds) to students needing support with calculating area and perimeter.

Remediation

Extension/Enrichment

Students may build 3-D models of playground designed structures as well.

Have students present to other grade levels to get different feedback from campus community.

Have students price out real-life example of materials needed to build their designs.

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