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|School:||Shelby County High School||
|Lesson Plan ID:
Water Tank Creations Part I
In this lesson students will study the surface area and volume of three-dimensional shapes by creating a water tank comprised of these shapes. Students will work in groups of 4-5 to research water tanks, develop scale drawings and build a scale model. Teacher will evaluate the project using a rubric and students will assess one anothers cooperative skills using a rubric.
|TC2(9-12) Computer Applications||4. Utilize advanced features of word processing software, including outlining, tracking changes,
hyperlinking, and mail merging. |
|TC2(9-12) Computer Applications||5. Utilize advanced features of spreadsheet software, including creating charts and graphs,
sorting and filtering data, creating formulas, and applying functions. |
|MA2010(7) ||11. 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. [7-G1] |
|MA2010(7) ||12. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. [7-G2] |
|MA2010(7) ||16. 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. [7-G6] |
|MA2010(8) ||24. Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems. [8-G9] |
|MA2010(9-12) Algebra||4. Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1] |
|MA2010(9-12) Algebra||5. Define appropriate quantities for the purpose of descriptive modeling. [N-Q2] |
|MA2010(9-12) Algebra||6. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. [N-Q3] |
|MA2010(9-12) Geometry||37. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.* [G-GMD3] |
|MA2010(9-12) Geometry||38. Determine the relationship between surface areas of similar figures and volumes of similar figures. (Alabama) |
|MA2010(9-12) Geometry||40. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* [G-MG1] |
|MA2010(9-12) Geometry||41. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, British Thermal Units (BTUs) per cubic foot).* [G-MG2] |
|MA2010(9-12) Algebraic Connections||11. Use ratios of perimeters, areas, and volumes of similar figures to solve applied problems. (Alabama) |
NCTM Standards The student will: -use visualization, spatial reasoning, and geometric modeling to solve problems. -understand measurable attributes of objects and the units, systems, and processes of measurement. -apply appropriate techniques, tools, and formulas to determine measurements. -organize and consolidate their mathematical thinking though communication. -use representations to model and interpret physical, social, and mathematical phenomena.
|Primary Learning Objective(s):
The student will use the surface area and volume formulas for a prism, pyramid, cylinder, cone or sphere in a real - life problem. The student will create a scale drawing of a polygon including the dimensions.
|Additional Learning Objective(s):
The student will create a formulas spreadsheet. The student will use Geometer's sketchpad software to create a scale drawing. The student will use the digital camera to capture pictures of the scale model. Apply appropriate techniques for producing multimedia products.(take digital photos of model)
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Graph Paper Supplies to Build Model such as glue, 3-D styrofoam shapes, craft sticks. markers, paint, etc.
|Technology Resources Needed:
Geometer's sketchpad Alpha Smarts or Handheld devices Microsoft Excel or other spreadsheet software Digital Camera
Teacher and students will engage in two days lesson on the vocabulary, definitions, formulas and procedures associated with surface area and volume of three dimensional figures.
1.)Collect and record data from various sources regarding water tanks. This will include searching the internet and contacting local city and county water supply departments.
2.)Students will create a spreadsheet of the formulas needed to calculate surface area and volume of prims, pyramids, cones, spheres, and cylinders.
3.)Working in groups of 4-5 students will plan the design of their water tank and create a scale drawing in Geometer's sketchpad and on 1-cm graph paper.
4.)Students will work with their group to calculate the surface area and volume of the water tank they have designed.
5.)The student groups will build a scale model of the water tank they designed.
6.)Students will work with their group to calculate the surface area and volume of the water tank they have designed.
7.)Each group will put together all information into a portfolio of their work. The portfolio must include: title page, description of tank, formulas spreadsheet, geometer's sketchpad drawing, scale drawing on graph paper with calculations for surface area and volume, and the research.
8.)Students will evaluate other group members cooperative skills using a rubric and reflect on their performance as a group.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||group performance rating scale.doc|
Water Tank ProjectPartI.doc
Rubric will be used to evaluate project
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: