{"id":782,"date":"2017-07-07T23:57:17","date_gmt":"2017-07-08T03:57:17","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=782"},"modified":"2018-05-24T22:12:46","modified_gmt":"2018-05-25T02:12:46","slug":"project-based-learning-markham","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/07\/project-based-learning-markham\/","title":{"rendered":"Project-Based Learning &#8211; Markham"},"content":{"rendered":"<p>This Project-Based Learning idea is adapted from <a href=\"http:\/\/wveis.k12.wv.us\/teach21\/public\/project\/Guide.cfm?upid=3483&amp;tsele1=2&amp;tsele2=117\">Geodesic Greenhouses<\/a>, a PBL by the WV DOE and discovered through the Buck Institute for Education\u2019s <a href=\"http:\/\/www.bie.org\/project_search\">Project Search<\/a>.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"irc_mi\" src=\"https:\/\/siterepository.s3.amazonaws.com\/5482\/img_20150519_082431333_hdr.jpg\" alt=\"Image result for greenhouse jokes\" width=\"564\" height=\"481\" \/><\/p>\n<p><u>Overview<\/u><\/p>\n<p>A local farmer wishes to build a greenhouse on her property to allow for small scale crop production in the winter months, as well as a place to start seedlings early in the spring. Students will meet with the farmer to get a deeper understanding of how greenhouses function, what are some of the important factors to consider, what are some of the key features the farmer wants and needs, and what are her primary concerns, goals, etc. In their collaborative teams, students will brainstorm and design a greenhouse proposal to present to the farmer. This proposal should include possible layouts for plant beds, so the farmer can have figures on the number of beds, growing area, etc. when she makes her final design selection.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"irc_mi\" src=\"http:\/\/home.exetel.com.au\/linus\/Herb_greenhouse.gif\" alt=\"Image result for greenhouse jokes\" width=\"600\" height=\"424\" \/><\/p>\n<p><u>Student Learning Goals<\/u><\/p>\n<p><em>Key Knowledge and Understanding:<\/em><\/p>\n<ul>\n<li>Apply properties of polygons, conics, solids, etc. to create a functioning greenhouse structure.<\/li>\n<\/ul>\n<ol>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSG\/GMD\/A\/3\/\" name=\"CCSS.Math.Content.HSG.GMD.A.3\">CCSS.Math.Content.HSG.GMD.A.3<\/a> &#8211; Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.<\/li>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSG\/GMD\/B\/4\/\" name=\"CCSS.Math.Content.HSG.GMD.B.4\">CCSS.Math.Content.HSG.GMD.B.4<\/a> &#8211; Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects<\/li>\n<\/ol>\n<ul>\n<li>Derive and use formulas for area, surface area, and volume to maximize usable growing area while minimizing costs associated with heating\/cooling the space, building materials and costs, and working within the confines of the farmer\u2019s available property and functionality requirements.<\/li>\n<\/ul>\n<ol>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSG\/MG\/A\/3\/\" name=\"CCSS.Math.Content.HSG.MG.A.3\">CCSS.Math.Content.HSG.MG.A.3<\/a> &#8211; Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><em>Key Success Skills:<\/em><\/p>\n<ul>\n<li>Work collaboratively, delegating tasks appropriately amongst the team to ensure a successful final project by the deadline<\/li>\n<li>Listening to consumer\u2019s (the farmer\u2019s) needs and concerns, following up with appropriate questions<\/li>\n<li>Problem solving and reflecting regularly to ensure progress is being made and still on target for acceptable end product<\/li>\n<\/ul>\n<ol>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Practice\/MP1\/\" name=\"CCSS.Math.Practice.MP1\">CCSS.Math.Practice.MP1<\/a> &#8211; Make sense of problems and persevere in solving them.<\/li>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Practice\/MP3\/\" name=\"CCSS.Math.Practice.MP3\">CCSS.Math.Practice.MP3<\/a> Construct viable arguments and critique the reasoning of others.<\/li>\n<\/ol>\n<ul>\n<li>Presentation skills, including design of the presentation and giving said presentation<\/li>\n<\/ul>\n<ol>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Practice\/MP4\/\" name=\"CCSS.Math.Practice.MP4\">CCSS.Math.Practice.MP4<\/a> Model with mathematics.<\/li>\n<li style=\"padding-left: 30px\"><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Practice\/MP5\/\" name=\"CCSS.Math.Practice.MP5\">CCSS.Math.Practice.MP5<\/a> Use appropriate tools strategically<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><u>Essential Project Design Elements<\/u><\/p>\n<p><em>Challenging Problem or Question:<\/em> What is an efficient and effective way for farmers to grow crops and start seedlings when seasonal weather is not conducive to outside cultivation?<\/p>\n<p>&nbsp;<\/p>\n<p><em>Sustained Inquiry:<\/em> Prior to meeting with the farmer, students will have an opportunity to think about and research surface level answers to the above question. Thus, students will be better prepared to engage with the farmer while they have the initial opportunity. As students begin brainstorming their ideas, additional questions will surface requiring them to return to the research and information-finding stage of the process.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Authenticity:<\/em> Students will be creating blueprints to present to a real-life farmer for consideration for construction.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Student Voice &amp; Choice:<\/em> Students will have the choice to design any style\/size greenhouse they see fit, taking into consideration the farmer\u2019s requirements and requests. Each team will be able to choose their own method of research, tools for design construction (i.e. GeoGebra, Excel, Google Docs), and form of presentation.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Reflection:<\/em> Students will have regular check-ins with the teacher to provide progress reports on both the project happenings and their team functionality. Prior to these meetings, they will be asked to self-assess their individual contributions to the project, as well as how the group is functioning as a whole. If issues or concerns are identified, or if the project is not on pace, students will be asked to identify and implement corrective actions.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Critique &amp; Revision:<\/em> In addition to the regular check-ins with the teacher, each team will have an opportunity to meet with the farmer for a brief update. This will be about halfway through the project timeline. They will present their initial ideas and justifications to the farmer, who will then provide feedback on what she likes of the design thus far and what questions or concerns she has. Students will need to address any questions or concerns in their final presentation.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Public Product:<\/em> Students will present their final designs to the farmer, who will select the one she most likes to be the base design for her actual greenhouse. The presentation should include some sort of visual display and explanation of the design features. These visual displays will then also be posted at a local hardware and\/or farming store for perusal by small farms or individuals for informative purposes or to consider for their own property.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Project Plan<\/u><\/p>\n<p><em>Resources<\/em>:<\/p>\n<ul>\n<li>Challenge question<\/li>\n<li>Assorted research resources for students (for example, laptops or tablets with internet access and possibly blueprint design software like AutoCAD; books on greenhouses, plant beds, building construction (and\/or access to the school or a public library); access to a local farmer, and possibly other relevant community members (i.e. city or county agriculture official, building permit administrators, local business owners with relevant connections like construction or farm or business suppliers))<\/li>\n<li>Lesson plans for associated topics<\/li>\n<li>Materials for students to construct final visual presentation<\/li>\n<\/ul>\n<p><em>Process<\/em>:<\/p>\n<ul>\n<li>Opening activity &#8211;\u00a0 Begin a class discussion by having students consider, individually or in small groups, questions like the following: Where do fresh fruits and vegetables come from during winter months?\u00a0 How do communities in extreme climates (like northern Alaska) get fruits and vegetables?\u00a0 In a competitive field, how can farmers get their products to market before their competitors?\u00a0 Through the discussion, help steer students toward an understanding of how and why greenhouses are used in the farming community, both for profit and by the casual grower.<\/li>\n<li>Give students an overview of the project and its goals.\u00a0 Let them know this will be an ongoing project over several weeks and will require both in-class and out-of-class time.<\/li>\n<li>Place students in their teams and give them an opportunity to research basics of greenhouses.\u00a0 Allowing students to do some individual research as homework prior to their first team meeting may generate more discussion as students compare and contrast notes.\u00a0 YouTube has a wealth of videos on the topic of different types of greenhouses, like <a href=\"https:\/\/www.youtube.com\/watch?v=wPf2b9K9qk0\">https:\/\/www.youtube.com\/watch?v=wPf2b9K9qk0<\/a> or <a href=\"https:\/\/www.youtube.com\/watch?v=FPjko9DDhcU\">https:\/\/www.youtube.com\/watch?v=FPjko9DDhcU<\/a>.\u00a0 (Note: If this will be the first activity students have worked with this team, consider taking the time for <a href=\"http:\/\/www.teachthought.com\/critical-thinking\/10-team-building-games-that-promote-critical-thinking\/\">team building<\/a>.)<\/li>\n<li>Arrange a meeting with the farmer.\u00a0 If possible, take students on a field trip to the farm.\u00a0 Alternatively, have the farmer present to the class, including providing some pictures of the land and the area where the greenhouse will be built.<\/li>\n<li>Have teams create a list of project tasks and questions they will need to address.\u00a0 Students should split the tasks evenly amongst the team and set deadlines for when each needs completed.\u00a0 Much of the initial work will be done outside class, but the last 10-15 minutes of each class will be set aside for teams to meet and work together.\u00a0 Additional questions and\/or tasks will arise throughout the process; teams should reassess assigned tasks regularly and adjust as needed.<\/li>\n<li>Weekly, teacher will arrange meetings for updates with each team during one of the end-of-class 15 minutes.\u00a0 Additional time can be scheduled with the teacher before or after school if needed. Teacher will facilitate communication between teams and the farmer or additional community members as needed, as well as guide project research if teams are struggling.<\/li>\n<li>In the third week, one day will be dedicated fully to team work and mid-project presentations to the farmer.\u00a0 Each group will have 10 minutes with the farmer (teacher will observe the meeting, as well).\u00a0 5 minutes will be to share initial ideas, and 5 minutes will be for feedback and questions from the farmer.\u00a0 While not meeting with the farmer, teams should be working on their own projects.<\/li>\n<li>Project should conclude and final presentations be made during week 5 or 6.\u00a0 Presentations will take two days, and the audience for these presentations will be the farmer, the rest of the class, and any other community members interested in participating.\u00a0 Each presentation should take approximately 15 minutes and should include an overview of the team&#8217;s research and design process, the design itself, a tour of key features of their greenhouse, a summary of the math used in the project, and any other relevant information the team wishes to include.\u00a0 An additional 5 minutes will be set aside for audience questions (which will be handled, in random turn, by different members of the team).<\/li>\n<li>In addition to the presentation, a visual summary should be created.\u00a0 This will be displayed at a local hardware or farming store.\u00a0 The visual should include information someone may need if they wished to build this greenhouse (i.e. dimensions, a list of building materials, estimated costs, etc.).\u00a0 Students may wish to use software like <a href=\"http:\/\/planner.roomsketcher.com\/#\/?pid=3028842\">Room Sketcher<\/a> to aid in their visual design.<\/li>\n<\/ul>\n<p><em>Evaluation<\/em>:<\/p>\n<ul>\n<li>Students will have homework, quizzes, and tests on the associated math content (polygons, area, volume, etc.) as would normally be assessed throughout the lessons.<\/li>\n<li>Rubrics should be created and used to assess the project at various points.<\/li>\n<\/ul>\n<ol>\n<li style=\"padding-left: 30px\">A rubric for each progress check with the teacher will evaluate how students are functioning as a team, how they addressing issues and conflicts that arise, individual contributions to the project, and whether they are on pace to meet the project deadline.<\/li>\n<li style=\"padding-left: 30px\">A rubric for the mid-project meeting with the farmer will assess the depth of research thus far based off the initial ideas presented and the presence and accuracy of the justifications provided.\u00a0 It will also look for participation by all team members in preparing materials and\/or presenting to the farmer.\u00a0 The farmer will be asked to rate each team on their progress thus far, also, to give each team another perspective on how well their team is functioning.<\/li>\n<li style=\"padding-left: 30px\">A rubric for the final project should assess for accuracy of the design, individual team member contributions to overall project, and effectiveness in communicating the final product both in terms of information provided and ability to &#8220;market&#8221; their idea to the farmer.\u00a0 Teams should also highlight how they adapted their original design\/plan to address questions or concerns raised by the farmer in the mid-project meeting.\u00a0 Each team member should be able to explain their project details and answer questions related to the math behind the project.\u00a0 This will be demonstrated through all team members giving a portion of the final presentation and answering questions directed to individual team members in the post-presentation Q&amp;A.<\/li>\n<\/ol>\n<p><em>Teacher Notes<\/em>: Math teachers may wish to collaborate with science or engineering teachers if possible.\u00a0 Coordinating to include lessons on plant\/crop life cycles; the effect of pesticides; solar radiation, convection, and\/or conduction; and\/or building design and construction could provide excellent opportunities for interdisciplinary work.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This Project-Based Learning idea is adapted from Geodesic Greenhouses, a PBL by the WV DOE and discovered through the Buck Institute for Education\u2019s Project Search. Overview A local farmer wishes to build a greenhouse on her property to allow for &hellip; <a href=\"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/07\/project-based-learning-markham\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2105,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[2],"tags":[115,14,165],"class_list":["post-782","post","type-post","status-publish","format-standard","hentry","category-pbl","tag-cooperative-learning","tag-geometry","tag-science"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/782","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/users\/2105"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/comments?post=782"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/782\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/media?parent=782"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/categories?post=782"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/tags?post=782"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}