Name: Katie Doyle / Contact Info: / Date:17-Jul-14 Lesson Title: Designing Benches For

Name: Katie Doyle Contact Info: [email protected] Date:17-Jul-14

Lesson Title: Designing Benches for our Classroom Unit #: Lesson #: Activity #: Activity Title: Final Challenge 5 2 4

Estimated Lesson Duration: 5 Bells Estimated Activity Duration: 4 Bells

Setting: Classroom/Hallway if needed.

Activity Objectives: 1-Student teams will build benches according to their Google Sketch and the materials ordered. 2-Students will take the Post Assessment.

Activity Guiding Questions: 1-How do we build our bench to the design we created?

Next Generation Science Standards (NGSS) Science and Engineering Practices (Check all that apply) Crosscutting Concepts (Check all that apply) ☒ Asking questions (for science) and defining problems (for ☐ Patterns engineering) ☒ Developing and using models ☐ Cause and effect ☒ Planning and carrying out investigations ☒ Scale, proportion, and quantity ☒ Analyzing and interpreting data ☐ Systems and system models ☒ Using mathematics and computational thinking ☐ Energy and matter: Flows, cycles, and conservation ☐ Constructing explanations (for science) and designing ☐ Structure and function. solutions (for engineering) ☐ Engaging in argument from evidence ☐ Stability and change. ☒ Obtaining, evaluating, and communicating information

Ohio’s New Learning Standards for Science (ONLS) Expectations for Learning - Cognitive Demands (Check all that apply)

☒ Designing Technological/Engineering Solutions Using Science concepts (T)

☐ Demonstrating Science Knowledge (D) ☐ Interpreting and Communicating Science Concepts (C) ☐ Recalling Accurate Science (R) 1 Revised: 062813 Common Core State Standards -- Mathematics (CCSS) Standards for Mathematical Practice (Check all that apply) ☒ Make sense of problems and persevere in solving them ☒ Use appropriate tools strategically ☐ Reason abstractly and quantitatively ☒ Attend to precision ☐ Construct viable arguments and critique the reasoning of others ☐ Look for and make use of structure ☐ Model with mathematics ☐ Look for and express regularity in repeated reasoning

Unit Academic Standards (NGSS, ONLS and/or CCSS): 7th Grade: RP 2b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

G1: 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.

G2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. G6: 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.

8th Grade: G1:Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines

G2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

G3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Materials: (Link Handouts, Power Points, Resources, Websites, Supplies) Hammers, Nails, 2 X 4 boards, 4 X 4 boards, 2 X 6 boards (numbers determined from student spreadsheet),

Teacher Advance Preparation: Order materials from student spreadsheet, make sure boards are cut to student specifications.

Activity Procedures: 1-Have all materials gathered in one place in the room. 2 Revised: 062813 2-Have student teams bring their spreadsheet to the front and gather the materials they ordered. 3-Teams will build benches. 4-Students will take the Post Test Assessment.

Differentiation: Students will work together in teams to support one another. Students who are kinesthetic will have an opportunity to use their hands to build the bench. Students who are visual will be able to view the drawing from Google SketchUp and visualize what the bench will look like.

Reflection: Reflect upon the successes and shortcomings of the lesson.

3 Revised: 062813