Devon Stamper Seth Hayden Emma Fillenwarth

Overview

Students will be taught through PowerPoints and an interactive activity about the concepts of surface area and volume. They will learn how to calculate the surface area and volume when given specific problems. They will receive help from college mentors with the activity. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 15-20 students 12 year olds - sixth graders Even distribution of sexes At- risk students Little to no prior knowledge of surface area and volume Saturday afternoon class Large classroom Several round tables The room has small whiteboards Wireless Internet One instructor station with a projector in the room Introduce the concepts of surface area and volume Improve their technology skills Teach the students how to calculate surface area and volume Implement technology in the classroom through a PowerPoint Introduce the concepts of surface area and volume Have the students demonstrate what they have learned

Description of Learners

Description of Learning Environment

Intended Learning Goals

1. 2. 3.

Lesson Content

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2. 3.

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[Type text] a. Calculating the volume of cardboard 3D object activity b. Calculate surface are and volume when given specific problems Have the students demonstrate that they can create a replica of 3D shapes that they are shown on a PowerPoint out of construction paper. The students will be able to demonstrate their knowledge of how to measure by calculating the volume of specific shapes and measuring out the correct amount of flour to fill the shapes. The students will be able to demonstrate that they understand the process of calculating surface area and volume by using equations that they will be given and applying them to specific problems. PowerPoint Cardboard Tape Flour Pencils Paper Projector Computer/laptop Calculators

Learning Objectives

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Materials

1. 2. 3. 4. 5. 6. 7. 8. 9.

Standards

MA.6.5.1 2000

Devon Stamper Seth Hayden Emma Fillenwarth

Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

MA.6.7.9 2000
Make precise calculations and check the validity of the results in the context of the problem.

Procedures

1. Greet the class - Introduce College Mentors to the students. - Assign the students each to a college mentor to work with. 2. Have the PowerPoint set up - Make sure students are paying attention. 3. Go through the concepts of surface area and volume (will be covered on the slides) a. Sphere - Surface Area- 4 r^2 - Volume- 4/3 r^3 b. Cone - Surface Area- rs+ r^2 - Volume- 1/3 r^2h c. Cylinder - Surface Area- 2 r^2+2 rh - Volume- r^2h d. Rectangular Prism - Surface Area2(wh+lw+lh)

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- Volume- lwh e. Square Based Pyramid - Surface Area- 2bs+b^2 - Volume- 1/3b^2h 4. Introduce the activity that the students will be doing with help from the college mentors. - Show a picture of an example of the cardboard shapes through the PowerPoint Slide - Tell them that they will be creating different shapes out of cardboard - Stress the use of tape - Have the students estimate how much flour will be used to fill the shape that they have created - Show the students what one ounce looks like - Explain to the students that the flour represents volume 5. Go to the next slide on the PowerPoint. - This slide should have specific problems for the students to work out. - They should determine which equation that is needed. - If needed, college

Devon Stamper Seth Hayden Emma Fillenwarth mentors can help with the calculations (may use calculators). 6. Have the students clean up their table - Give them each a wet paper towel - Have them wipe their desks - Have them throw away their objects in the trash bin 7. Make sure that the students have an understanding of the concepts of surface area and volume. - Have a class discussion - Quiz the class on what surface area is and what volume is. - Have the students raise their hands to answer the questions

Assessment

1. The activity will assess the students ability to recognize what volume is. - The college mentors/teacher will make sure that the students are creating the objects correctly - If needed, assist the students in creating their objects 2. The problems on the next slide will help the students to know when to apply specific

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[Type text] equations to certain situations.

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References

1. PowerPointa. Pictures - Spherehttp://www.icsm.gov.a u/mapping/web_images /sphere.jpg - Conehttp://www.abcteach. com/free/c/conebnw.j pg - Cylinderhttp://upload.wikimedi a.org/wikipedia/commo ns/thumb/e/e1/Cylinde r_geometry.svg/220pxCylinder_geometry.svg. png - Rectangular Prismhttp://etc.usf.edu/clip art/43100/43150/prismquad20_43150_lg.gif - Square Based Pyramidhttp://mathematicsi.co m/wpcontent/uploads/squar e-based-pyramid.png b. Slide 9 (cardboard shapes) - http://www.fun-stuff-todo.com/images/geometric-

Devon Stamper Seth Hayden Emma Fillenwarth shapes-to-print-and-fold3D.jpg c. Slides 11-16 http://www.cimt.plymouth .ac.uk/projects/mepres/bo ok9/bk9i9/bk9_9i4.html 2. Trello was the Web 2.0 tool that was used to assign and discuss what each group member would be doing.

[Type text] B. What inspired your lesson?

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-Our lesson was inspired by the different components of our teaching fields. Emma and Devon are in Elementary Education and Seth is in secondary math education. We thought math would be a great subject since its involved in all our future subjects. Devon is in a fifth grade class for her TIP experience and she had just graded math tests on surface area and volume so we thought that it would be a great lesson to teach. When looking for information about this subject, we used some articles we found online as well as information from Devons EDCI 205 class.

Devon Stamper Seth Hayden Emma Fillenwarth C. Online Articles Pinnell, M., Rowley, J., Preiss, S., Franco, S., Blust, R., & Beach, R. (2013, October).Bridging the Gap Between Engineering Design and PK-12 Curriculum Development Through the use the STEM Education Quality Framework Journal of STEM Education. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1 804&path[]=1562 -This article draws attention to the lack of people in the work force that are educated in the STEM field. As our economy shifts from a manufacturing based to an information based economy there is a growing need for these kinds of students. One way that this gap is being bridged is through project based learning. This is why we are integrating an activity into our lesson plan because we feel that this is the most effective way to get the information to the students. While our project is not as high tech as the ones described in this article we are having our students physically make the volumes that they are calculating. This is in hopes that by physically having the students create these it will help them learn effectively.

Bybee, R. (2010, September).Advancing STEM education: a 2020 Vision. Technology and Engineering Teacher, Retrieved from http://opas.ous.edu/Work20092011/InClass/Bybee-Integrated%20STEM%20Plan.pdf -One problem with STEM education today is that many people only focus on the S and the M in STEM. The math and science sections are outweighing the engineering and technology. The point of this article is to show that all 4 parts of STEM are important

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and students need to learn about all 4. While we are doing a math lesson we felt like we could incorporate the technology and engineering portions into our lesson as well. The article says that by including inquiry design and analysis we can widen the STEM vision outside of just math and science. We are having our students calculate the volumes of shapes but we arent going to just check their math, were going to check their engineering capabilities. By having the students physically make these volumes and fill them in with the quantity of flour they calculated we arent just incorporating math, we are incorporating design. We think that by not just using pencil and paper but real life objects it will get the students interested in every aspect of STEM.

Devon Stamper Seth Hayden Emma Fillenwarth

Discussion Group Form
(complete as a group)

Group Members Names: Devon Stamper, Emma Fillenwarth, Seth Hayden We only discussed math since its in all our fields.

Please provide an overview of what topics your group discussed as you planned your lesson. How did you decide what topics to discuss as you planned your lesson?

What Web 2.0 tool(s) did you select? Why did you select this tool? What was your experience with using this tool? Was it helpful or was it a hindrance? Explain. Would you use it again? Why or why not? Insert a screen capture (or a link to) of anything you created with your selected Web 2.0 tool.

We decided to think about what we did in fifth grade and thought about the fifth grade class Devon shadows right now for her EDCI 205 class. Trello We asked Elizabeth if shed ever used it, and she said she loved it. This tool was awesome. It makes everything so simple to organize and we loved it. We would definitely use it again, it was so helpful in dividing up the work and planning things out. https://trello.com/b/IsA38SDo/the-project