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PBL Lesson for Unit Plan on Solids

Grade Level: 10

Subject: Geometry (Math)

Standards to be addressed: and volume﻿ of pyramids, prisms, cones, cylinders, hemispheres, and spheres. of pyramids and prisms (of equal base and height) and cones and cylinders (of equal base and height).
 * G1.8.1 Solve multistep problems involving surface area
 * G.2.1.3 Know and use the relationship between volumes

Steps of lesson:
 * 1) Students will be given an assignment to come up with the dimensions of a box that can hold a specific amount of 1 inch by 1 inch tiles.
 * 2) Students will need to create the box by the end of the unit and present it to class.
 * 3) Once students receive the assignment they will then be given the rubric that states exactly how the box dimensions will be graded.
 * 4) Students will work in groups of 4 and will be graded on the final product of the box, participation within the group, and the final report regarding their creation.
 * 5) Once students have created their box and presented, I wil then ask them to figure out how much paper it would take to cover it in order to be able to ship the tiles.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Technology Uses: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will use technology by creating a googledoc to turn in at the end of the project. They are using googledocs because they will need to work from home on this project and this is a great way to store everyone’s information and be able to see what the different group members have contributed on their own time.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Diverse Learners: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Diverse learners will love this acitivity. Not only does it give the students who are hands on learners the chance to build something, but it also gives the more logical students a chance to think ahead and use their brains to think of the many different dimensions that the box could be.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Assessment: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">I will assess students using the rubric that they will have received at the beginning of the unit, the amount of participation on the googledoc, and the final report handed in after their presentation. The rubric assesses their final box with the correct dimensions on it. The best part about this project is that almost every group will have different dimensions and they all will be correct!

<span style="color: #008080; font-family: 'Comic Sans MS',cursive;">﻿Kristyl's feedback on PBL <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">I just love this lesson. I can remember back to high school and listening to other students constantly asking the teacher, "When will we every use this?" or "Why do I have to know how to do that?". Your lesson tells them why. Solving problems involving space, volume, and area are issues that people face nearly everyday. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">It is my understanding that the students will be creating their own box, right? Will this be completed in class or is the project simply done at home? Are the students allowed to make the box out of any materials or will that be supplied? <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">I see that the studetns will be working in groups of four. Do you allow students to choose their own partners or are the partnerships assigned? If assigned, how will yu determine who is working with whom? I always like to know how teacher determine groups. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Your assessment piece seems very strong. It holds everyone accountable throughout the process and is open and flexible for every group solving their problem is their own unique way. Students will come out of this lesson feeling comfortable that there can be more than one solution to a problem. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Best of luck with this lesson and in the ipcoming school year.

Matt's feedback, I collaborate for one period in a special education math class and I believe this is a great assignment to allow students the opportunity to get additional practice with geometry. I wish I knew the name of the website but the teach I collaborate with uses a form of technology that allows her to create three dimensional shapes, rotate them, and view them from all angles. This would not only allow students the opportunity to use technology but also, allow them to visualize the shapes and maybe even the tiles inside the shape. Also, it is a great assignment for your diverse groups because they can work with classmates to perform the task. By grouping students together, you give them all a chance to be successful. Typically, do you have trouble getting access at home?

Steve's Feedback:

I love your lesson. It requires students to take lessons learned and employ them in practical applications. Students cannot just know the facts without knowing how to use them. It is one of my most basic beliefs. Next to my strong feeling that students must know thei8r facts and without that they cannot move forward. Students must be able to employ what they have learned. Keep going and I cannot wait to see more of your lessons..