Understanding Properties of Scale

thingiverse

Students will create their own manipulatives to understand units of measurement by designing a representation of parts that make up a whole. The teacher will guide students from conceptual/scaled model creation to accurate scaled models creation and back. When students design their own pieces/projects, they add or do not make exact cut outs because the pieces will not fit without. Models need to be a millimeter smaller to fit within their base. Also consider build height as a factor for time of prints. The curriculum is broken up into 3 cross curricular units: measurement (science, technology, math), creative design (technology, art, math), and implementation (science, technology, art, social studies, math, english/language arts). Grades 3 - 8. Teacher adjusted difficulty to focus on grade specific standards. Grades 3-8 will work together in cross curricular project based learning. Collaborate with other teachers for cross curricular benefits/instruction. Intergraded subjects include (but not limited to): Science, Math, Art, English / Language Arts, Technology. Standards NY & NJ: NY State Common Core Grade 3 - CCSS Math.3.MD.A.2, 3.MD.C.5.A; Grade 4 - CCSS Math.4.MD.A.1; Grade 5 - CCSS Math.5.MD.A.1, 5.MD.C.4, 5.MD.A.3; NJ Student Learning Standards. See attached for complete lesson plans - THING FILE (PDF). Duration is dependent on amount of time teacher meets with class per week. If teacher meets with class 3 times a week for 1 hour, each unit should take about a month to complete. Down the line, consider co-teaching the cross curricular components. Unit Objectives: Unit 1 - Students will begin learning by creating conceptual models. The example is used are cups that when put together make a pint, 2 pints make a quart, 4 quarts make a gallon. Students can create this idea using any 3D shapes by making them fit into each other. After students make a conceptual model, focus will shift to making an accurate model that actually holds a cup of water or sand. We designed a cup that is exactly 1/2 cup in size. Remember to teach students spatial thinking skill strategies. Unit 2 - Sandbox Mode! Once students understand scaled vs actual modeling our curriculum shifts into more creative design. Students will be able to create, design, and build a model of their choosing applying previous skills learned of units of measurements/relationships. For example: office building that holds employees, courthouse that will hold bill of rights, post office that ship and transport packages. Unit 3 - Using relationships learned from Units 1 & 2, students will design, upgrade, and build a scaled version of their school and 2 block radius optimal city grid. Students can choose and create things like a playground, firehouse, movie theatre, home's, needs of community in the surrounding area of their school. Rubric and Assessment: Must be teacher created based on grade/goals. Customization can include level of creativity, meeting goals, showing understanding, and so fourth. References: Time: 60 seconds = 1 minute; 60 minutes = 1 hour; 24 hours = 1 day; 7 days = 1 week; 12 months = 1 year; 52 weeks = 1 year; 100 years = 1 century. Length: 12 inches = 1 foot; 36 inches = 1 yard; 3 feet = 1 yard; 5,280 feet = 1 mile; 1,760 yards = 1 miles. Capacity and Weight: 2 tablespoons = 1 fluid ounce; 8 fluid ounces = 1 cup; 2 cups = 1 pint; 2 pints = 1 quart; 2 quarts = 1/2 gallon; 4 quarts = 1 gallon; 16 ounces = 1 pound; 2,000 pounds = 1 ton.