Collaborative Learning: Adaptation Level

(9-12 Lesson)

Geometry at Work: Architects
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Grade Level
9-12
Classroom Configuration:
  • Whole group activity, with small groups using desktop or mobile laptops simultaneously
Arizona State Content Standards
  • Mathematics
    • Strand 4: Geometry and Measurement
      • Concept 1: Geometric Properties
        • PO 2: Visualize solids and surfaces in 3-dimensional space when given 2-dimensional representations and create 2-dimensional representations for the surfaces of 3-dimensional objects
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 1: Knowledge and Ideas
      • PO 1: Analyze, evaluate, and synthesize information to generate new ideas, processes, or products.
    • Concept 4: Original Works
      • PO 1: Create innovative products or projects using digital tools to express original ideas.
  • Strand 2: Communication and Collaboration
    • Concept 2: Digital Solutions
      • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems
  • Strand 3: Research and Information Literacy
    • Concept 2: Processing
      • PO 4: Synthesize research information to create new understanding and innovative solutions.
Objectives
  • Students will demonstrate geometric vocabulary required within real-life professions.
  • Students will present and contrast group designs and interpretations of buildings with different purposes and within different geographical regions.
  • Students will use the language of mathematics to explain which geometric two- and three-dimensional figures were used in the design and how they were used.
  • Students will explain how the chosen shapes and design met the requirements of the "client".
Procedure
  • Prior Knowledge
  • Appropriate mathematics vocabulary relating to geometry. Knowledge of simple two-and three-dimensional figures and their properties.
  • Lesson
    1. Have students view Math at Work: "John Paul Jones: Architect" segment at Discovery Education Streaming and record key components required of an architect to complete a project.
    2. Introduce yourself as a prospective client interested in having an architect design a building based on specific requirements such as space constraints, its purpose, and the relationship to its environment, including other buildings.
    3. You may invite a guest speaker with enough expertise to discuss the craft of architecture.
    4. Have students complete a Google SketchUp design of a three-dimensional representation of a building.
      1. Modification: Please note that you may use any building design software to complete the task.
    5. Have students use Google Earth to determine a site for a building.
    6. Use Google Sketch-Up to present the MyBuilding.skp file of a three-dimensional representation of their project in relation to its environment.
    7. Divide students into collaborative groups to interview a prospective client (the teacher) and discuss the ideas and constraints of the building's design.
    8. Have students use Sketch-Up to complete an initial design of a building. Ensure that they
      1. observe aspects highlighted by architects in the video: collaboration, geometry in the design process, and the physical environment, such as the sun's angle on the building's face at different times of day. (Use the Sketch-Up shadow tool).
    9. Have groups choose how they wish to share their project building with prospective client and other student groups.
      1. Presentation software such as Microsoft PowerPoint or Apple Keynote may be used to accompany building design.
      2. Students might also want to design a web page or wiki to accompany their proposal.
    10. Students highlight geometrical features of the building, and how the client's demands were accommodated.
    11. Feedback
      1. In the role of prospective client, circulate around the room to provide ongoing feedback to groups. Provide comments and guidance on next steps to each group.
      2. During collaborative planning, students should identify the three-dimensional geometric shapes considered and their properties. Groups should submit a final draft of the building, demonstrating how they accommodated the clients needs.
  • Cross-Curricular Lesson Extension
    • Add a social studies component by having groups research the effect of buildings in different types of locations and the purposes of zoning laws.
Materials
  • Computers with Internet connection
  • Projector
  • Discovery Education Streaming accessed through IDEAL
  • Google SketchUp software (free download at Google Sketchup)
  • Google Earth software (free download at Google Earth)
  • Presentation software (PowerPoint, Keynote, Prezi, other)
Assessment
  • Demonstrate geometric vocabulary required within real-life professions.
  • Present and contrast group designs and interpretations of buildings with different purposes and within different geographical regions. Use the language of mathematics to explain which geometric two- and three-dimensional figures were used in the design and how they were used.
  • Explain how the chosen shapes and design met the requirements of the "client".

Attribution:
Discovery Channel School. Math at Work. 2006.
http://www.unitedstreaming.com/.

TIM - Collaborative: Adaptation
Northern Arizona University