Creative Landmarks

GOALS: In this unit, the student will:

1. Use properties of three-dimensional objects to make models.
2. Make a model of a three-dimensional figure from a two-dimensional drawing and make a two-dimensional drawing of a three-dimensional object.
3. Solve problems using scale drawings, perspective drawings, blueprints, or computer drawings as models of three-dimensional objects.
4. Identify a three-dimensional object from different positions, such as the top view, side view, and front view.
5. Find the total surface area and calculate the volume of cylinders, prisms, pyramids, cones, and spheres using appropriate formulas.
6. Solve practical problems involving perimeter, area, total surface area and volume of cylinders, prisms, pyramids, cones, and spheres as well as combinations of three-dimensional figures.

SOLs:

G.12. The student will make a model of a three-dimensional figure from a two-dimensional drawing and make a two-dimensional representation of a three-dimensional object. Models and representations will include scale drawings, perspective drawings, blueprints, or computer simulations.

G.13 The student will use formulas for surface area and volume of three-dimensional objects to solve practical problems. Calculators will be used to find decimal approximations for results.

G.14 The student will
a) use proportional reasoning to solve practical problems, given similar geometric objects; and
b) determine how changes in one dimension of an object affect area and/or volume of the object.


PLACE OF DIGITAL VIDEO IN OVERALL UNIT:

The video will be used to record the processes that the students use to determine the surface area and volume of the three-dimensional figures. The students will have created two-dimensional and three-dimensional representations of figures and will discuss how
the measurements are done and how the total surface area and volumes of various figures are determined. The students will describe the processes that they use to determine surface area and volume. They will also scale up and scale down the figures, describing what process can be used to consistently determine how a change in one measure affects other measures of an object.

PURPOSE:

To record the exploration of perimeter, area, total surface area and volume.

AUTHENTIC PROBLEM:

The Spotsylvania County School Board is conducting a contest for geometry students to create instructional videos relevant to the geometry curriculum. The schools can decide what unit their video lesson will cover. The Principal of Riverbend has asked the Geometry classes to create a video that supports learning about three-dimensional figures. The video should be designed to provide and introduction to the vocabulary necessary to study the unit; a clear lesson on finding the perimeter, area, and surface area of two- and three- dimensional objects, and some extension activities. The principal has been told that George Mason University is interested in using this type of video in their online high school academy and will be providing technical support to the students.

MATERIALS:
digital video camera computer 3-D shapes
Nets of 3-D shapes 2-D printouts
student-created designs Overhead calculators

CLEAR OUTCOME:

At the completion of this activity, the students will have a digital video lesson on 2-D and 3-D shapes.

THINKING SKILLS NEEDED:

Comparing the use of triangle types in the various sections of the roller coaster; recognizing patterns in terms of how the triangle types are used throughout the roller coaster design; analyzing and interpreting data about the speed and distance of cars along mock designs, developing and defending their proposals and designs.

„X Recognizing the parts of 2-D and 3-D shapes,
„X Recalling how to measure parts,
„X Comparing measures of 2-D and 3-D shapes,
„X Noting differences between perimeters and areas of shapes
„X Determining the impact of changes in one or more measures
.
DIGITAL SKILLS NEEDED:

The students will need to have the following skills:

„« know how to use a digital camera,
„« know how to download their video into the computer,
„« know how to edit the video,
„« know how to add sound to their video.

BRAINSTORMING:

Have the students highlight, through brainstorming, the types of shapes that will be addressed in the video.


Using the list developed by the class, the students will break into production groups to design their videos. This will include the development of a storyboard to submit for approval. The teacher will assure that all of the major shapes are covered by a group.

ASSESSMENT:

The students submit a storyboard for their group.

ACTIVITY 2:

The students are given time to create props for the video. This may include the use of a
3-D shape kit and any of the slides from the overhead nets. They will also write and
practice scripts.

Using the storyboard, the students collect the images for their video.

1. The students are given 90 minutes to shoot their video, using the props, script and storyboard. They will use digital cameras to shoot the instruction. They will add sound, as they like.

ACTIVITY 3:

The students will present their videos to the class.

ASSESSMENT:

The students will do a self assessment and an assessment of each of their group members.

ACTIVITY 4:

Based on the class comments, the students will be allowed to revise their videos. Some will need to work on props, some will need to reshoot.

ASSESSMENT:

The students will present their final videos to the committee established by the principal to select the video that goes to the Spotsylvania County Public School Board.

EVALUATION:

The students will be evaluated throughout the production process. They will be assessed by the teacher, their group members, by themselves, and comments from the principal¡¦s committee will be considered.