Overview
Through this unit, students will apply the mathematical concepts they have learned to create a scaled zoo exhibit model and to present a cost proposal for the construction of a zoo enclosure. Each day of the project will help the students learn underlying mathematical concepts that will help them create their model and develop their cost proposal. They will work in groups of two and three to create their final artifact.
The first task the students will have to complete is to determine the size of the zoo exhibit scaled to fit different animals' needs given an initial animal zoo exhibit design. In addition to re-scaling the original design, they will be able to add one to two new items to their scaled exhibit model. This will help to encourage creativity and originality.
The students will also have the opportunity to choose one of three animals for which they would like to develop a zoo enclosure cost proposal. To develop their cost proposal the students will need to take into consideration the appropriateness of the construction materials, construction material's costs, taxes, and sales, and the dimensions of the enclosure. As the students make decisions to help them create their cost proposal, they will be required to defend their decisions using mathematical and scientific concepts.
Additionally, students will be given the option of creating either a 2-D or 3-D model of their exhibit. Creating this model gives the students the opportunity to confirm what they have been learning regarding types of land forms, area, volume, surface area, scaling, etc.
At the close of the project, the students will be required to take part in poster presentations in which they share their scaled exhibit designs and present their cost proposals, defending their choices and explaining the mathematics and science behind their designs and proposal. The rest of the class will decide whether or not the exhibit should be created or not. The presentations can be given in various forms including the use of video, PowerPoint, and/or a written article.
The first task the students will have to complete is to determine the size of the zoo exhibit scaled to fit different animals' needs given an initial animal zoo exhibit design. In addition to re-scaling the original design, they will be able to add one to two new items to their scaled exhibit model. This will help to encourage creativity and originality.
The students will also have the opportunity to choose one of three animals for which they would like to develop a zoo enclosure cost proposal. To develop their cost proposal the students will need to take into consideration the appropriateness of the construction materials, construction material's costs, taxes, and sales, and the dimensions of the enclosure. As the students make decisions to help them create their cost proposal, they will be required to defend their decisions using mathematical and scientific concepts.
Additionally, students will be given the option of creating either a 2-D or 3-D model of their exhibit. Creating this model gives the students the opportunity to confirm what they have been learning regarding types of land forms, area, volume, surface area, scaling, etc.
At the close of the project, the students will be required to take part in poster presentations in which they share their scaled exhibit designs and present their cost proposals, defending their choices and explaining the mathematics and science behind their designs and proposal. The rest of the class will decide whether or not the exhibit should be created or not. The presentations can be given in various forms including the use of video, PowerPoint, and/or a written article.
Why PBI?
Educators around the world are asking the question, "What does it take to help students truly learn and understand subject matter?" Many educators support the idea that students learn best when they are actively engaged in learning topics relevant to their lives. This can take place through hands-on learning experiences, the use of manipulatives, and/or through mental stimulation by means of inquiry-based learning. Project Based Instruction (PBI) encapsulates all of these learning techniques as the teacher and students set out to investigate and answer real-world questions. Not only does PBI make math and science concepts relevant to students, but it also gives students the opportunity to acquire useful knowledge, take responsibility for their learning, practice decision making and critical thinking skills, and develop curiosity and motivation to explore the world around them (Krajcik and Czerniak, 2008).
The Five Essential Elements of PBI in this Unit
Project Based Instruction (PBI) is "an approach to teaching that focuses students on engaging in inquiry to learn important ideas and practices" (Krajcik and Czerniak, 2008). There are five essential elements of PBI:
- Students investigate a relevant “driving question.”
- Students engage in inquiry, conducting investigations.
- Students collaborate to find solutions.
- Students use technology to gather, analyze, and communicate information.
- Students create artifacts to demonstrate what they have learned.
Meaningfulness of this Unit
This unit is meaningful for students for many reasons. As mentioned above, the investigations and benchmarks of this lesson are designed to engage the students in their learning and to motivate them to investigate mathematics and science concepts. This lesson also exposes students to working with money and to developing their writing skills. As the students investigate the driving question through collaboration, they will develop communication skills and an awareness of their own learning capabilities.