Author:
Carrie Robledo, SCOTT JEWITT
Subject:
Engineering, Mathematics, Social Studies
Material Type:
Activity/Lab
Level:
Middle School
Tags:
7th Grade, 7th Grade Mathematics, 7th Grade Social Studies, Engineering, K12 Engineers, Pi, Pi Day, Stem
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English

Education Standards

Building with Pi!

Building with Pi!

Overview

 

Students will be asked to evaluate their local community and design and build a 3-dimensional circular space, building, or facility to meet their town's / city's / state's needs.

 

Requirements: two written paragraphs, blueprints drafted on graph paper, a physical model, a Project Improvement Plan, and self reflection. 

Instructor Directions

Building with Pi!

Submitted by Scott Jewitt

Eno River Academy

 

 

 

Driving Question / ScenarioCan you design a circular public space, building, or facility using Pi and other geometric principles in order to meet a specific social or cultural demand in your local community?
Project SummaryStudents will be asked to evaluate their local community and design and build a 3-dimensional circular space, building, or facility to meet their town's / city's / state's needs.Requirements: two written paragraphs, blueprints drafted on graph paper, a physical model, a Project Improvement Plan, and self reflection.
Estimated Time~9 classes of 50 minutes (Pacing guide below)
Materials / ResourcesSmall poster board to display written portions and blueprints, graph paper, pencils, rulers, protractors and compasses for drafting blueprints, various arts and crafts materials for constructing models (Ex. styrofoam balls of varying sizes, different circular and semi-circular objects, craft sticks, card stock, legos, cardboard, glue, paint, etc.).
Grade7th, but could easily be adapted for other grades.
Subject(s)Social Studies, Math, Engineering
Educational Standards7.G.1.1: Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement). 7.G.1.2: Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions. 7.G.2.2: Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies. NC.7.NS.3 Solve real-world and mathematical problems involving numerical expressions with rational numbers using the four operations NC.7.G.1 Solve problems involving scale drawings of geometric figures by: • Building an understanding that angle measures remain the same and side lengths are proportional. • Using a scale factor to compute actual lengths and areas from a scale drawing. • Creating a scale drawing.NC.7.G.4 Understand area and circumference of a circle. • Understand the relationships between the radius, diameter, circumference, and area. • Apply the formulas for area and circumference of a circle to solve problemsNC.7.G.6 Solve real-world and mathematical problems involving: • Area and perimeter of two-dimensional objects composed of triangles, quadrilaterals, and polygons. • Volume and surface area of pyramids, prisms, or three-dimensional objects composed of cubes, pyramids, and right prisms.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Apply a structured approach to solving problems including: defining a problem, brainstorming, researching and generating ideas, identifying criteria and constraints, exploring possibilities, making a model or prototype, evaluating the design using specifications, and communicating results.
Classifying ObjectiveStudents will be able to explain the demand for a specific circular or semicircular space, building, or facility and how it will benefit their local community. Students will be able to plan, design, and draw a circular or semicircular space, building, or facility, to scale, using geometric shapes that meets a social or cultural demand in their local community.Students will be able to calculate the surface area, square footage, and volume of the space, building, or facility they design. Students will create a model of their circular or semicircular space, building, or facility. Students will evaluate their design and improve its impact  
Project Outline
AskWhat public space, building, or facility is missing or in demand in my community, city, state? Ex: Green space / parks, Community Center, Sports / recreation facilities, School, Library, Speciality / Boutique store, Restaurant, Entertainment facilities, etc. I suggest using Google Maps or other GPS software to better understand the current physical layout of areas in question.Students will write a five sentence paragraph describing the strengths and weaknesses and the social or cultural demands in their local community. Suggestions include, but do not have to contain: -A short description of the town / city in which you live -What are your town’s / city’s strengths and weaknesses? -Is there overcrowding that needs to be addressed? -Does your community need more green space?-Does your school need a library, community garden, playground, computer lab, music room?-What are the social and cultural demands that could be addressed with the construction of a space, building, or facility?
ImagineStudents will collaborate in groups to brainstorm:-What would meet these demands? -Where would it be located?-What materials would be used in construction?-What are the costs and or consequences? -Who would benefit and is it accessible to everyone?
PlanStudents will write a five sentence paragraph describing what type of space they want to design. -Why do you want to build this space, building, or facility? -How will it meet demands and benefit your community? (Ex: revenue, recreation, entertainment, cultural experiences, schools, dining, etc.)-What materials would be used in construction?-How can you ensure that it will sustainably meet demands and benefit the community? What are the long-term maintenance considerations? Students will plan a blueprint draft of their space, building, or facility on graph paper including on overhead view, side view, their scale, Surface Area, Square Footage, and Volume. **It must be at least partially circular or semi-circular** -Include measurements / dimensions-What scale did you use? (For example, 1cm = 10 ft) -What is the Surface Area of the space, building, or facility?-What is the Square footage of the space, building, or facility? -What is the Volume of the space, building, or facility?
CreateStudents will create a 3-dimensional model, to scale, of their space, building, or facility using various arts and crafts materials supplied by the teacher and donated by families.
ImproveStudents will consider ways to improve their space, building, or facility by completing the Project Improvement Plan Worksheet as a group  and answer the following questions: 1. Is the space, building, or facility accessible to everyone--adults, kids, people with disabilities? If, not how can you improve it so that it is?2. Does the space, building, or facility only benefit a small part of your community or specific group of people? How can you ensure it benefits a wider range and larger group of people?  3. What is the environmental impact of this space, building, or facility? How can the environmental impact be minimized?4. What potential drawbacks or negative impacts may the space, building, or facility have? (Ex: Increased traffic, need to add parking lots, clear cutting / deforestation, waste / sewage disposal, need to construct additional infrastructure--power lines, roads, etc.).5. I don’t expect you to know the exact cost of your space, building, or facility, but I do want you to consider an approximate cost such as low/minimal cost, moderate/average cost, or very high cost. Also, where would that money come from--who would pay for it? 6. What type of timeframe would it take to construct? Something like a park or butterfly garden may be quick, but a whole new large building may take a very long time.  
Closure / Student ReflectionsStudents will self reflect individually by completing the Self Reflection Worksheet and answer the following questions: 1. How did you divide the work? Who did what? 2. What did your group do well? 3. What problems did you encounter/what was difficult? What actions did you take to overcome these challanges? 4. Are you happy with your group’s results?5. What would you do differently if you did this project again? 6. What did you learn while completing this project? (Teamwork, math, science, social studies)
Possible Modifications / ExtensionsModifications for EC / Special Education or similar learners may include: -Students select (or are assigned) a famous space, building, or facility that is circular or semi-circular in shape. Challenge them to draft blueprints on graph paper that include an overhead view and side view (this may include being done to scale if exact measurements / dimensions of the space, building, or facility are available), and create a 3-dimensional model of it. Extensions for AIG / Gifted or any other students may include: -Presenting designs to appropriate community leadership. (Ex: An addition of a school theatre could be presented to the Principal; community or residential designs may be presented to Home Owner Associations; and larger scale community/town/or city designs may be presented to local planning Boards. These could take the form video recorded presentations, pictures of projects either mailed or emailed, or inviting local planning Board members into the classroom.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pacing Guide (based on ~50 minute classes)

 

Day 1 Classwork: Project introduction, form groups, ask questions, begin ASK section.

Day 1 Homework: Begin / Continue ASK section.

 

Day 2 Classwork: Complete the 5 sentence paragraph portion of the ASK section.

Day 2 Homework: Finish the 5 sentence paragraph portion of the ASK section.

 

Day 3 Classwork: Discuss IMAGINE section as a group and decide what to build!

Day 3 Homework: Finalize decision on what to build if necessary.

 

Day 4 Classwork: Complete the 5 sentence paragraph portion of the PLAN section.

Day 4 Homework: Finish the 5 sentence paragraph portion of the PLAN section.

 

Day 5 Classwork: Complete the draft of blueprints portion of the PLAN section.

Day 5 Homework: Finish the draft of blueprints portion of the PLAN section.

 

Allow ~3 Days for students to CREATE their models.

 

Day 9 Classwork: Complete the IMPROVE section as a group.

Day 9 Homework: Complete the CLOSURE / STUDENT REFLECTIONS .

 

Optional Extensions

 

 

 

 

 

 

 

 

 

 

 

Project Improvement Plan 

 

As a group answer the following questions:

 

1. Is the space, building, or facility accessible to everyone--adults, kids, people with disabilities? If, not how can you improve it so that it is?

 

 

 

2. Does the space, building, or facility only benefit a small part of your community or specific group of people? How can you ensure it benefits a wider range and larger group of people?  

 

 

 

3. What is the environmental impact of this space, building, or facility? How can the environmental impact be minimized? What materials will it be made out of?

 

 

 

4. What potential drawbacks or negative impacts may the space, building, or facility have? (Ex: Increased traffic, need to add parking lots, clear cutting / deforestation, waste / sewage disposal, need to construct additional infrastructure--power lines, roads, etc.).

 

 

 

5. I don’t expect you to know the exact cost of your space, building, or facility, but I do want you to consider an approximate cost such as low/minimal cost, moderate/average cost, or very high cost. Also, where would that money come from--who would pay for it?

 

 

 

6. What type of timeframe would it take to construct? Something like a park or butterfly garden may be quick, but a whole new large building may take a very long time.  

 

 

 

 

 

 

 

 

 

 

 

Self reflection

 

Individually, answer the following questions:

 

 

1. How did you divide the work? Who did what?

 

 

 

 

2. What did your group do well?

 

 

 

 

3. What problems did you encounter/what was difficult? What actions did you take to

overcome these challanges?

 

 

 

 

4. Are you happy with your group’s results?

 

 

 

 

5. What would you do differently if you did this project again?

 

 

 

 

6. What did you learn while completing this project? (Teamwork, math, science, social studies)

 

 

 

 

 

 

 

 

 

 

 

Grading Rubric

 

 

 Below Expectation(0-9 points)Meets Expectation(10-11 points)Exceeds Expectation(12 points)
5 Sentence ASK_____/12Missing, incomplete, or less than five sentences. Incomplete or unclear paragraph describing the local communityBasic five sentence paragraph describing the strengths and weaknesses and the demands of local communityClear, concise, yet detailed five sentence paragraph describing the strengths and weaknesses and the social or cultural demands of local community
IMAGINE Collaboration_____/12Group members did not collaborate with each other, or argued, or were unable to come to a common agreementAll group members collaborate in brainstorming possible solutions and come to a common agreement.All group members collaborate and encourage others to collaborate in brainstorming possible solutions and come to a common agreement while considering multiple ideas.
5 Sentence PLAN_____/12Missing, incomplete, or less than five sentences. Incomplete or unclear paragraph describing what the group will design and createFive sentence paragraph describing what the group will design and create in order to meet demand.Clear, concise, yet detailed five sentence paragraph describing what the group will design and create in order to meet demand and achieve sustainability.
Blueprints PLAN_____/12Missing or incomplete. Lines are not straight and work is not carefully completed. Overhead and side views are missing or incomplete. Scale, measurements / dimensions and calculations are missing, incomplete, or incorrect.Blueprints clearly drawn that show an overhead view and side view. Scale, measurements / dimensions, and correct calculation of surface area, square footage, and volume.  Neatly and carefully drawn blueprints using a ruler, compass, protractor or other tools that show an overhead view and side view. Scale, measurements / dimensions, and correct calculation of surface area, square footage, and volume.  

 

 

 Below Expectation(0-23)Meets Expectation(24-27 points)Exceeds Expectation(28-30 points)
CREATE Model_____/303-Dimensional model is missing or incomplete. Model is poorly or inaccurately constructed and / or does not match blueprints or proposed building materials.  3-Dimensional model is created according to blueprints and corresponding scale. Model represents proposed building materials.3-Dimensional model is neatly and carefully created according to blueprints and corresponding scale. Model appears realistic in terms of color, materials used, and attention to detail.

 

 Below Expectation(0-9 points)Meets Expectation(10-11 points)Exceeds Expectation(12 points)
IMPROVE Worksheet_____/12Missing, incomplete, or not in complete sentences. Little consideration is given for accessibility, whole community benefit, environmental impact, negative impacts, potential cost, and timeframe for completion. Suggestions for improvement are minimal or not made.All questions answered with considerations for accessibility, whole community benefit, environmental impact, negative impacts, potential cost, and timeframe for completion. Suggestions for improvement are made.Thorough evaluation is completed with considerations for accessibility, whole community benefit, environmental impact, negative impacts, potential cost, and timeframe for completion. Suggestions for improvement are discussed with implementation proposals.

 

 Below Expectation(0-7 points)Meets Expectation(8-9 points)Exceeds Expectation(10 points)
Reflection Worksheet_____/10Reflection is missing, incomplete, or not in complete sentences. Responses do not accurately reflect the student’s experience while completing the project.Reflection is completed and fully explained in complete sentences. Responses reflect the student’s experience while completing the project.A careful and thorough reflection is completed and fully explained in complete sentences. Responses are honest and open and reflect the student’s experience while completing the project.

 

Total:_____/100