PBL+Projects+-+Math

**PBL Projects - Mathematics**
Use this page to post descriptions of Mathematics PBL projects. Use the format below to make sure the needed information is provided.

**Your name (s):** **Other Content area(s) (if applicable):** **Project title:** **Grade level:** **Project idea:** **Driving Question:** **Content:** **Student Product(s):**
 * 21st Century Skills to be taught and assessed:**


 * Post your description below this line or below someone else's description by clicking** **EDIT THIS PAGE** and then just clicking to place your insertion point to add your text!


 * Woodward High School:**
 * Names:** Nicole Deshuk, Kathleen Morrison, Peggy Rybarczyk, Mike Young, Emilio Ramirez
 * Content Areas (Covered by Team Members):** Math, Social Studies
 * Other Content areas:** Science, English
 * Project Title:** Green Adventures
 * Grade Level:** 9th - 11th grade
 * Driving Question:** Can we make it cost effective to utilize alternative energies at Woodward High School?
 * Content:** World Studies, all math content in Algebra I, Geometry, and Algebra II courses (this will be a year long project for math courses)

=
DL - This is supposed to be a definitive unit that will take place during the fall. I would address specific content standards covered for the unit. You indicate that you are covering 4 content areas (multiple areas of math, Science, Social Studies and English). What are the standards in each of these areas you are addressing. Be specific. What is your connection between the Industrial Revolution and your driving question? ======

=
For this project we would like for sciene and english to be included but they are not on our team. As far as the connection between the IR and our driving question is how changes in the IR were brought about to be costeffective. We will look at those changes and relate them to present day needs for changes and the costeffectiveness of green energy. The content standards we will use are: ====== GRADE: Ninth Grade INDICATOR - Explain the causes and effects of the Industrial Revolution with emphasis on: How scientific and technological changes promoted industrialization in the textile industry in England; The impact of the growth of population, rural-to-urban migrations, growth of industrial cities, and emigration out of Europe; The changing role of labor and the rise of the union movement; Changes in living and working conditions for the early industrial working class, especially women and children; The growth of industrialization around the world **BENCHMARK » Explain the social, political and economic effects of industrialization.** GRADE: Ninth Grade INDICATOR - Explain the causes and effects of the Industrial Revolution with emphasis on: How scientific and technological changes promoted industrialization in the textile industry in England; The impact of the growth of population, rural-to-urban migrations, growth of industrial cities, and emigration out of Europe; The changing role of labor and the rise of the union movement; Changes in living and working conditions for the early industrial working class, especially women and children; The growth of industrialization around the world
 * **BENCHMARK » Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.**

DL- Look at the 21st Century Skills Framework and NETS-S and **specifically** identify the skills/standards you will be deliberate about with this unit of instruction. “Technology and web 2.0” is too general. You should be citing the P21 framework areas and NETS-S standards.
 * 21st Century Skills to be taught and assessed:** communication skills (oral and written), technology, web 2.0 tools

**NETS-T Standards:** Facilitate, Digital-Age Learning (Design and Model), Digital Citizenship, Professional Growth/Leadershi

**NETS-S Standards:** Creativity, Communication/Collaboration, Critical Thinking and Problem Solving, Digital Citizenship, Technology Operations


 * collaboration, problem solving,**inquiry and innovation,** critical thinking, creativity and innovation, primary and secondary source evaluation, time management, self-direction

DL-This is too much. It seems like you are listing everything under the sun. You will probably not use a blog and a wiki. A journal could be addressed in either a blog or wiki format. Think of the outcomes. Think about what specifically you will assess and how it can be done. Don’t over do it. You will run yourself into the ground. Think manageable. Students will be given voice and choice in written piece (not all students will do each): journal, blogs, wikis, research papers Depending on the course, the student will complete content specific projects. 2 of Morrison's Math courses (Jrs, Srs) are creating a curriculum for Algebra and Geometry that focus on alternative energy applications. Why? Current text book is 11 years old and not of interest to students of today. World Studies students will be given the choice of what type of project they want to complete. Timelines, letter writting, interviews, and research papers will be some of the options students might select. We will use the Industrial Revolution, as well as the theme of change to incorporate the green energy movement.
 * Student Products**: Ultimate goal is to present to the Toledo Board of Education and community stakeholders the value of investing in green technologies at Woodward High School, and to possibly have students collaborate in writing a grant to obtain funding for it. So....products include research papers, blogs, wikis, journals, diagrams, scale models, timelines, flow charts, panel discussions, letter writing, interviews of local experts, blue prints, oral pitch, an "energy" fair, and more

GEOMETRY:. PART 1: We will first investigate the different types of solar panels of which there are 3) by groups with at least 2 groups investigating each type. Students will be collaborating on line using Scrumy.com. throught this whole project. The groups will then present the results of their investigation by power point, etc (Whatever they choose to do for their presentation) Each group will then decide which type of solar panel they choose to to work with. Students will be using Algebra for this part. PART 2: The groups will then investigate the purchase and installation of the solar panels on the roof of the building by computing the area of the roof and areas of the necessary equipment to install the solar panels. The students will then present to the class their findings of the placement and costs. A scale model or technologically created map must be part of the presentation. Geometry will be used to compute the area, similar figures for the modeling of their findings, algebra used for proportions of the scale modeling. PART 3: A lesson trigonometry must be provided in order to proceed with the rest of the project. PART 4: The groups will then have to investigate the amount of sunlight in the days and how to best position (angle) the solar panels for maximum output due to the amount of sunlight Toledo receives. Students will then present their findings defending how the solar panels are to be positions. Algebra for the data analysis portion of the amount of sunlight in the days and graphing. Trigonometry for the positioning of the solar panels.

Algebra 2 component Students will research the different types of energies that are available to use to provide electricity and discuss these types in class. We will then discuss which energies are green and which are not. Groups will then choose the alternative energy of their choice to research more in-depth. Each group will be responsible for determining the amount of electricity that Woodward currently uses and graph the usage of grid electricity over the next several years Each group will then research the start-up cost of their alternative energy and create a graph of cost over time and develop functions, sharing these through google docs. The groups will compare the two graphs to find the point when the grid electricity will be more expensive than the alternative energy. Each group will then report their findings to the class, discussing the pros and cons of each. They will choose their way to integrate technology into the presentation. Students will then discuss which alternative energy that would best suit Woodward.

We have begun a wiki for this project that divides this project into chunks by classes/teacher. http://greenadventures.wikispaces.com/ It is currently being developed and expanded upon.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________ **Your name (s):** Kara Graham & Ann Binkley **Other Content area(s) (if applicable):** English, Social Studies, Sports Marketing, Tech Ed **Project title:** The Eye Sore **Grade level:**10 **Project idea:** Students will decide how to turn a vacant building in our community into a facility that can be used in the community.

**Driving Question:**

**Content:** Construct and unbiased survey, record results and make a graphical representation. Use formulas to find area, perimeter, and surface area. Use various measuring tools. Construct a blueprint for the interior of the building, using ratios. Write a buisness plan and a persuasive essay to city council and financial provider. Use graphing tools to construct a logo for the building.

**//Benchmarks://** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Number, Number Sense G: Estimate, compute and solve problems involving real numbers including ratios, proportions, percents, and explain solutions. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Measurement A: Solve increasingly complex non-routine measurement problems and check for reasonableness of results. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Measurement B: Use formulas to find surface area and volume for speified three-dimensional objects accurate to a specific level of precision <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Measurement C: Apply indirect measurement techniques, tools and formulas, as appropriate to find perimeter, circumference and area of circles, triangles, quadrilaterals and composite shapes, and to find volume of prisms, cylinders, and pyramids. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Measurement F: Write and solve real-world, multi-step problems involving money, elapsed time and temperature, and verify reasonableness of solutions. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Data Analysis and Probability B: Evaluate different graphicl representations of the same data to determine wich is the most appropriate representation for an identified purpose. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Data Analysis and Probability E: Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Data Analysis and Probability F: Construct convincing arguments based n analysis of data and interpretation of graphs. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Data Analysis and Probability G: Describe sampling methods and analyze the effects of method chosen on how well the resulting sample represents the population. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process A: Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaioning this information, and set limits for acceptable solution. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process B: Apply mathematical knowledge and skills routinely in other content areas and practical situations. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process D: Apply reasoning processes and skills to onstruct logical verifications or counter-examples to test conjectures and to justify and defend algorithms and solutions. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process E: Use a variety of mathematical representations flexibility and appropriately to organize, reord and communicate mathematical ideas. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process F: Use precise mathematical language and notations to represent problem situations and mathematical ideas. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process G: Write clearly and coherently about mathematical thinking and ideas. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Mathematical Process H: Locate and interpret mathematical information accurately, and communicat ides, processes adn solutions in a complete and easily understood manner.

//**NETS-T:**// 1. Facilitate and Inspire Students Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning Demonstrate creativity and innovation Communicate and collaborate Conduct research and use information Think Critically, solve problems, and make decisions Use technology effectively and productively
 * 21st Century Skills to be taught and assessed:** Journal writing, using a blog, a survey tool like survey monkey, google docs, google sketch up, digital camera, graphic design tools
 * //NETS-S//**

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Student Product(s):** Survey, Blueprint of building, Journal entries, persuassive essay, brochure or commercial to advertise the establishment, building logo.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Your name (s): Marcus Bixler**


 * Project Title—** “On Your Own” (Algebra I)
 * Project Idea—**Students are asked to identify the car of their dreams. They are then responsible for determining the expenses associated with that car? From there, students begin to identify the expenses associated with living on your own and the income generated from your future job. Can you afford the car of your dreams? If not, what can you afford?
 * Driving Question—**What does it take to get the car of your dreams?
 * Entry Event—** Video “The 10 most expensive cars in the world (2011 Edition)” http://youtu.be/0NGIQ6raQfU
 * Content—**Writing linear equations to represent real- world situations. Develop a system of equations/linear programming model that can represent expense(s) and income(s). Basic understanding of daily life expenses.
 * Major Student Products—**Research Report, Graphic Design, Estimate, and Wiki.
 * Voice/Choice—**One of the most effective ways to utilize opportunities for voice and choice is by providing students options during the “extremes” of the project. The beginning of any project is a great time to allow students to make their own choices. This creates a sense of ownership from the get-go. In the end of a project, allowing students to explore many different forms of presenting material is a great idea for empowering students and providing choices. Finally, allow appropriate time for revision and reflection. This gives students a chance to adjust and adapt the projects while they work on it.


 * Teach and assess Critical Thinking and/or Collaboration—** Providing the time to allow both individual and group collaboration within the project. Emphasizing the teacher’s role as a facilitator allows the students to become the main character. Utilize driving questions that focus on creativity and remain open-ended. Peer assessment and self-assessment is a great way to help assess student collaboration and critical thinking.