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Introduction Learners Standards Process Resources Evaluation Conclusion
This Web Quest focuses on the basic properties of triangles, and their significance in architecture specifically bridge design. Through this unit student’s knowledge and understanding of triangles and their property of rigidity, will be investigated, observed, and modeled. Students will also interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood idea. In the culminating performance task, students will design and build their own Popsicle stick bridge that can sustain the weight of their geometry textbook. Using their knowledge and understanding of triangles and their properties, they will create a presentation explaining how they arrived at their design. Students will have the following understanding at the end of this Web Quest
This web Quest was designed for a remedial Geometry class at the high school level. It will last over a period of 6-7 weeks and coincide with Chapters 4 and 5 of our textbook, Geometry Concepts and Skills by McDougal Littell. These chapters focus on Triangle Relationships and Congruent Triangles. Throughout the chapters the students are introduced to properties of triangles. This Web Quest is a supplement to the textbook , and involves individual responsibilities as well and a cooperative learning component. The students will be introduced to all of the Mathematics content in class over the 6-7 week period. The goal of this Web Quest is for students to make a connection between mathematical concepts and real world situations. Students will…
Ohio Academic Content Standards - Mathematics
Bench Marks 8-10
International Society for Technology in Education
Step 1: he Bridge Scavenger Hunt will help students gather the information they will need to build a strong stable bridge. Students are to answer the questions supplied individually, and then use the information later when they form their small groups for the culminating task.
Step 2: Once the students have researched bridges they will each create a two page Tri-Fold brochure. The Bridge Brochure should include the history of bridges as well as the designs and types of bridges citing specific examples of each, compare the similarities and differences in the designs of bridges, explain the importance of bridges in their lives, and include any interesting facts they find along the way as well as pictures.
Step 3: In small Groups of 3-4 the students will go to the following link Tri-Tri Project and complete the Find out by Modeling, Find out by Investigating, and Find out by Observing activities. They are to write their answers in the their Bridge Journal.
Once the students have completed each of the activates above, they are to answer the Essential Questions that follow each activity in their journals. They should answer the Essential Questions individually, and then meet with their group members to discuss their conclusions.
Step 4: Culminating Task
1. Introduction – Summary of the information all group members found in their research of bridges for their brochures. Summary should include a brief history of bridges, uses of bridges, bridge types, and comparison of similarities and difference of bridge types. Pictures and specific examples should also be included. 2. Observations – Pictures of bridges (preferably local), on the pictures show where triangles are used for stability. Provide an explanation of designs that you considered for your bridge including an explanation of why you accepted or rejected some of the designs. 3. Finished Project – Explain the process of creating your bridge (may show pictures of process). Explain how and why you did what you did. Describe the relationship between geometry and architecture. Cite specific examples from class discussions and journals that helped you come to the final model o How does how we build influence what we build? o How do definitions, theorems, and postulates of triangles relate to real world architecture and engineering? o How are triangles a stabilizing force in architecture?? 4. References - Cite all references in the correct MLA format, and hyperlink all web pages.
Several rubrics will be used during the web quest.
In addition to the rubrics the following assessments will be used
Students’ Self- and Assessment and Reflection:
Journal Reflections – Students will use their journals to refer back to the essential questions of the unit. They will also answer all questions from the Tri-Tri Project in their journals, so that they can refer back to them while constructing their bridge and creating their presentation. Students are also to write down any ideas from class discussion that they feel will help to improve the stability and strength of their bridge.
Peer Assessment (on overall presentation) – Students will complete a peer review of each group, group members will then use this evaluation when writing their own personal reflections. Clickers can be used for this assessment.
Self Assessment (after presentation) – Each student will be required to write a one page reflection at the culmination of the project on their unit experience. They are to include: 1) What they learned, 2) How it has or has not expanded their understanding’s of triangles and geometry (cite specific examples), 3) Likes and dislikes of project, what they would or would not change, 4) After seeing others bridges and hearing their reasoning, and seeing the peer assessments, is there anything you would change on or have done differently.
Computer with internet access Text book Bridge Scavengerhunt Questions handout Tri-Tri Activity - one envelope per group with 12 paper fasteners, and 12 cardboard strips 6 inches by 1in. Craft Sticks (4 1/2 x 3/8 x 1/2 Elmer's glue, craft glue or any other white glue
This web quest is responsive to the students in my Geometry Concepts classes. I feel this unit meets the diverse needs of all my students; and the earning activities, and authentic assessment address the multiple intelligences and needs of all students in my classes. Throughout the unit there are opportunities for students to work individually and in small groups. Students will have the opportunity explore their own creative ingenuity, and express their ideas in multiple ways. They will also have the opportunity to work collaboratively in small groups, and larger as a class discussing properties of triangles, and the relationship they have in making strong stable structures. Not only will these discussions allow the students to grasp deeper understandings of the significance of triangles, but also learn to work in groups and solve problems together. A skill that is essential to the work force, and not addressed in standardized tests.
Students will participate in structured and unstructured activities. While many of the activities start structured, they end unstructured. For example, the brochure, while it has specific requirements as to what it is suppose to contain, the design of the brochure is entirely up to the students. The brochure allows the students to explore there artistic side and be creative. In the three Tri-Tri-Projects student’s group skills will be tested. These activities are structured with questions in order for the students to reach a particular understanding through exploration, and group discussions. Students will be required to “think outside the box”, and bounce ideas off of each other through small and large group discussions. The construction of the bridge is an unstructured activity that gives the students hands on approach to the understanding of triangles. The presentation allows to the students to demonstrate their communications skills as well as their understandings of triangles. Overall I feel that the entire web quest mirrors that of what a real engineer or architect would do when designing and building a bridge. They incorporate research, working with other individuals to come up with new and improved ideas, they explore, model and investigate these new ideas, and they present these ideas to peers.
Introduction Learners Standards Process Resources Evaluation Conclusion |
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