Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Modifications |
| Grant |
Abstract
“Will we ever need to know this stuff?” This is an all too familiar question found in mathematics classrooms here in Austin. My colleagues and I have found that students have a difficult time retaining knowledge they believe will not be used in their future; in particular connecting geometry to read world applications. We propose a project that will give students a reason to care about geometry more than just a requirement for high school graduation.
Due to the continuous Olympic hype we decided to ask the students to design Olympic venues as if the next Olympics would be in here in Austin. The Olympics offers every student something that they can be interested in. The project itself has three main parts. In the first phase (week one) we engage the students. The second phase (approximately four weeks) of the project is the design of three Olympic structures: the Olympic village houses, an indoor swim facility, and the main Olympic stadium. Finally the students will be ready to begin with the construction portion of the project.
Students find geometry difficult to relate to because we often do not get to show off its useful features. Teaching the students the geometry concepts through a project like designing the future Olympic venue, will allow the students to see the real world applications and allow them a broader spectrum of career choices in mathematics. The students will benefit greatly because during the unit they apply and learn new geometric concepts such as surface area and volume in a real world context thus allowing them to become interested and engaged.
Description
“Will we ever need to know this stuff?” This is an all too familiar question found in mathematics classrooms here in Austin. To address this problem, my colleagues and I have designed a project-based unit that bridges this gap between necessary geometric concepts and their real world applications. During this six week unit, the students will be designing several Olympic structures, constructing scale models, and fitting the structures onto a proposed Olympic venue site near their hometown. Designing the Olympic Stadium allows all students to be engaged since the Olympics are exciting to all, no matter age or gender.
The project itself has three main parts. In the first phase (week one) we engage the students with an anchor video, investigate background information concerning Olympic structures, and divide students into groups as we familiarize them with the computer program Smart-Draw that they will be using in the coming weeks to assist in designing their structures.
The second phase (approximately four weeks) of the project is the design of three Olympic structures: the Olympic village houses, an indoor swim facility, and the main Olympic stadium. Here the students will, first design the stadium layout using the computer program SimCity3000, then structure by structure, use Smart-Draw to complete the overall design and the creation of blueprints. During these lessons students are given real world constraints such as local building codes, material costs, and need for air conditioning efficiency and then encouraged to work around these predetermined constraints in a group setting. During this time they will be introduced to all of the “tools” necessary to complete the tasks. Trigonometry, surface area, volume, and perimeter are geometry concepts seamlessly integrated into this part of the project.
By the time the final part of the project arrives, the students have already designed three main structures and will be ready to begin with the construction portion of the project. Here they will take their blueprints from Smart-Draw and cover yet another geometric concept of similarity as they construct their three main structures on a smaller scale. Over the next week they continue to scale down their designs and fit the three structures on their proposed site in a reasonable way. As the six weeks wind to a close the students are required to present their projects in a professional manner, leading us to the successful culmination of a project based unit that covered the necessary geometric concepts while engaging the students the whole way.
One problem that we must over come is time limitations. However, if students are engaged they will be more willing to work on the project at home. Building an Olympic Stadium is attractive to all students; they will find it more exciting than working on a geometric proof, and therefore more willing to work outside the classroom.
Rationale
From experience in the Austin area, my colleagues and I have found that students have a difficult time retaining knowledge they believe will not be used in their future; in particular connecting geometry to read world applications. We propose a project that will give students a reason to care about geometry. Not only is Geometry a requirement for graduation in Austin Independent School District, but on the 11th grade exit TAKS Test, a quarter of the questions ask cover geometry concepts. Giving the students a reason to care about geometry and connecting it to the real world, will enable them to retain the information and correctly answer the questions on the TAKS test. Not only will the project help the students pass the test, but they gain a respect for math and will possibly choose a math-related career. NCTM states that “because students' interests and aspirations may change during and after high school, their mathematics education should guarantee access to a broad spectrum of career and educational options.”
Do to the continuous Olympic hype we decided to ask the students to design Olympic venues as if the next Olympics would be in here in Austin. The Olympics offers every student something that they can be interested in. Whether it is the next Michael Johnson, Carly Patterson, or Michael Phelps, every student in your class can be interested in some sport or athlete in the Olympics. Students find geometry difficult to relate to because we often do not get to show off its useful features. Teaching the students the geometry concepts through a project like designing the future Olympic venue, will allow the students to see the real world applications and allow them a broader spectrum of career choices in mathematics.
Potential Impact
The potential impact of our project-based unit in geometry is quite exciting. From the very beginning our goal was to find a creative way to integrate geometric concepts into a six week unit that students will find engaging and the ability to allow students to see the importance of learning geometry and retaining their knowledge. To meet this challenge we chose the design and construction of an Olympic venue as the main theme for our project. The students will benefit greatly because during the unit they apply and learn new geometric concepts such as surface area and volume in a real world context thus allowing them to become interested and engaged. This project also poses a challenge for the students to do their best work, as it will be a reflection of their ability seen by the world in the coming Summer Olympics. The project is designed to impact all geometry students who are given the challenge to design the new Olympic venue. The project will impact their knowledge of geometry and help them retain that knowledge to the TAKS test. Teachers who teach this project-based unit will also be impacted by the increase of student involvement and increased knowledge of geometry.
Evaluation Plan
Our Project all boils down to the Olympic venue each group has created. Throughout the designing process, each student will be keeping a journal about the progress of their project. This will guide us to determine which groups need help in what areas as well as each group member's contributions. Thoughout the six weeks, groups will be completing hand-drawn blueprints to measure their progress. Several lesson plans include details such as total seating in each stadium and these lessons will also assess for students' understanding and feasibility. In the end each group will give a presentation to a panel of architects to show off their design. This presentation will include at least one 3-D model (of the main Olympic Stadium) as well as posters with detailed pictures and diagrams of each stadium they have created.
Budget
3-D Models:
Quantity Total Cost
Foam Board 75 Sheets $350.00
Poster Board 75 Sheets $75.00
Construction Paper 500 sheets $50.00
(miscellaneous colors)
Paint Pens 100 pens $300.00
Cool-Glue guns 10 $50.00
Glue sticks 300 $20.00
Scenery models $250.00
Miscellaneous:
Scissors 10 pair $20.00
Rulers 10 $5.00
Protractors 10 $5.00
Compasses 20 $20.00
Graph Paper 500 Sheets $30.00
Composition books 75 $160.00
Folders 75 $50.00
Technology:
Smart Draw® 1 `$297.00
actual version
Smart Draw® 30 FREE
30-Day trials
SimmCity3000 5 $50.00
(one per group)
Ink 5 Cartridges $200.00
(for in class computer to print all color photos for presentation)
Printer Paper 300 sheets $75.00
Architects:
Professional Opinions -to speak with class and judge final presentations
3 people $150.00
Total: $2157.00