Cooling the Olympics
Name: Jason Cearley
Title of Lesson: Cooling the Olympics
Date of Lesson: any
Length of Lesson: 50 minutes
Description of Class: Geometry
Source of Lesson: Self Created
TEKS addressed: ¤111.34. Geometry (One Credit).
(a) Basic understandings
(4) The relationship between geometry, other
mathematics, and other disciplines. Geometry can be used to model and represent
many mathematical and real-world situations. Students perceive the connection
between geometry and the real and mathematical worlds and use geometric ideas,
relationships, and properties to solve problems.
(6) Underlying mathematical
processes. Many processes underlie all content areas in mathematics. As they do
mathematics, students continually use problem-solving, computation in
problem-solving contexts, language and communication, connections within and
outside mathematics, and reasoning, as well as multiple representations,
applications and modeling, and justification and proof.
(f) Similarity and the
geometry of shape: knowledge and skills and performance descriptions. The
student applies the concepts of similarity to justify properties of figures and
solve problems. Following are performance descriptions.
(4)
The student describes the effect on perimeter, area, and volume when length,
width, or height of a three-dimensional solid is changed and applies this idea
in solving problems.
The Lesson:
I. Overview:
This lesson is taught near the end of the 6 weeks
project when all the volumes for Olympic structures have been calculated by the
individual groups. It involves a real world problem of air conditioning cost,
relating it to volume.
II. Performance or learner outcomes:
The students will be able to relate volume to real
world situations like cost effectiveness of air conditioning various Olympic
structures. The students will also re-evaluate their own designs to see if they
can still maintain factors such as building capacity while minimizing a/c cost.
III. Resources, materials and supplies needed
IV. Supplementary materials, handouts:
Group handouts with differing a/c rates
Five-E Organization
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Teacher Does |
Student Does |
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Engage: The teacher will lead into the lesson by explaining that today we will be figuring out the cost effectiveness of a/c as it relates to their current building designs. The teacher will tell the students that they will be given a handout with different cooling rates based on volume and they need to calculate the cost of cooling the structures for the entire 28 day Olympics Games. |
Students will watch and listen. |
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Questions:
What is
our goal today? |
Expected Student Response: To calculate the cost of pumping a/c into our
buildings. |
Decision Point Assessment (DPA) –
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Explore: The teacher will hand out the worksheets to each group. |
The students will take the worksheets and begin calculating the cooling cost. |
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The teacher will circulate around helping those who get stuck. |
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Questions: How
did you get that answer? What are
your units here? |
Expected Student Response: meters cubed |
DPA:
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Explain: Once the groups are done, I will ask a few members
to come to the board to work their examples. Questions: Why did
you work it that way?
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Students will come to the board and work their examples. Expected Student Response: -various answers |
DPA –
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Extend / Elaborate: The teacher will then explain that in the closing minutes
the students should begin to think of ways to alter their original designs in
order to keep cooling costs down while still keeping building functionality. Questions: What are
we trying to minimize to keep costs down? Why cant we just go overboard minimizing our volume? |
Students will
listen and begin thinking of ways to reduce volume Expected Student Response: -Volume -because then we start losing space to have the
events/seating |
DPA –