Students Will be Able To:
Material delivery and installation charges
Construction materials' costs, taxes, and sales
Dimensions of the enclosure.
- Demonstrate fluency in calculating area, surface area, and volume by re-scaling a zoo exhibit given certain geometric constraints and other animal care factors.
- Calculate the dimensions of a zoo exhibit model using scaling.
- Draw geometric shapes given certain conditions.
- Demonstrate their knowledge of different types of land forms by discussing the make-up of the zoo exhibits with regards to the varying land forms and how they are appropriate to the animal’s needs.
- Explain the difference between weather and climate.
- Construct a cost proposal with a discussion of the following elements:
Material delivery and installation charges
Construction materials' costs, taxes, and sales
Dimensions of the enclosure.
- Differentiate between an experiment and an investigation.
- Demonstrate understanding of proportional relationships by calculating interest rates, fees, and percent increase and decrease in expenditures for their cost proposal and models.
- Add, subtract, multiply, and divide with fluency and accuracy when calculating values for their cost proposal and models.
- Calculate equivalent ratios using a common factor to scale a given ratio up or down.
- Use unit rates effectively to make unit conversions.
- Use variables in simple equations.
- Explain the real-world meanings of variables used in expressions to represent real-world situations.
- Create a model of a zoo exhibit, either physically or using technology.
- Use technology, such as PowerPoint, Word, and Excel, to create a presentation.
- Defend and provide reasoning for the decisions made in the construction of their cost proposal and models, both orally and in writing.
- Practice decision making skills in determining mathematical processes to be used.
Standards
Common Core Mathematics Standards:
Math Practices:
Science Sunshine State Standards:
Common Core English Standards:
- CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
- CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q= r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
- CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
- CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multi-step ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
- CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
- CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
- CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.
- CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
- CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
- CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
- CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
- CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Math Practices:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
Science Sunshine State Standards:
- SC.6.E.6.2: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
- SC.6.E.7.6: Differentiate between weather and climate.
- SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
- SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
- SC.7.N.1.3: Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.
Common Core English Standards:
- CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
- CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
- CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
- CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
- CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
- CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
- CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
- CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style.
- CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
- CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
- CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
- CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.L.7.2b Spell correctly.
- CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Alternative Conceptions and Struggles
Alternative conceptions and student struggles are inevitable in all classrooms. For this reason, it is important that teachers are aware of and able to recognize those issues going into teaching any lesson. In turn, the alternative conceptions and student struggles can be addressed and corrected to improve student understanding. Below is a list of possible alternative conceptions and struggles that may come up throughout the implementation of this unit. They were all found in Benchmarks for Science Literacy by the American Association for the Advancement of Science.
- According to the American Association for the Advancement of Science (AAAS) students are "...often unaware of the arbitrariness of the letters chosen to represent variables in equations. (Benchmarks for Science, 1994)" The benchmark lesson, Sweet Algebra is designed to help students understand the use of variables and what they represent to ameliorate this misconception.
- Students of all ages struggle with the equality sign, viewing it as a sign to begin calculating as opposed to "a symbol of the equivalence between the left and the right side of the equations.(Benchmarks for Science, 1994)" This alternative conception is also addressed in the lesson Sweet Algebra where an emphasis is placed on the equality symbol as an equivalence and not simply a calculation symbol.
- With regards to decimals, "students often do not understand that decimal fractions represent concrete objects that can be measured by units, tenths of units, hundredths of units, and so on. (Benchmarks for Science, 1994)"
- The AAAS also claims that many students have trouble understanding the meaning of fractional numbers. For example, they do not recognize 6 1/2 as 6 + 1/2. They suggest that guiding students to see the fractions as multiples of basic units is an "intuitive basis for developing the concept of fractional numbers... (Benchmarks for Science, 1994)"
- When it comes to operating with decimals, fractions and percents, the AAAS states that students often "lack essential concepts... and have memorized procedures that they apply incorrectly. (Benchmarks for Science, 1994)" They also struggle with recognizing the relationship between the three representations. For this reason, throughout this unit, the teacher is encouraged to focus on the improvement of conceptual understanding so that these misconceptions can be replaced.
- Another common struggle for students is using measuring instruments and procedures in an investigation unless prompted to do so. For this reason, some of the investigations in this unit are designed to help students make the most of their resources, which will encourage the students to use the measuring instruments and procedures they have.