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Robot Lesson Plan

1) The lesson teaches students to find the surface area of 3D shapes and apply that skill to building a robot with limited materials. 2) Students will work in groups to build a robot out of given materials like boxes and cups, while ensuring the total surface area used is under 1,000 square inches. 3) To assess learning, students must show their work calculating the surface areas used and explain their design process in a short paragraph. The quality of the robot and math work will be graded.

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LizFiedler
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458 views

Robot Lesson Plan

1) The lesson teaches students to find the surface area of 3D shapes and apply that skill to building a robot with limited materials. 2) Students will work in groups to build a robot out of given materials like boxes and cups, while ensuring the total surface area used is under 1,000 square inches. 3) To assess learning, students must show their work calculating the surface areas used and explain their design process in a short paragraph. The quality of the robot and math work will be graded.

Uploaded by

LizFiedler
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DRAKE UNIVERSITY LESSON PLANNING TEMPLATE

GENERAL INFORMATION Name: Elizabeth Fiedler Lesson Title: Exploring Surface Area Grade level(s)/Course: Sophomore Geometry Date taught: March 29 INFORMATION ABOUT THE LESSON Content Standards: G.MG.3: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). Enduring Understanding and/or Essential Question: In math, new concepts and ideas can be constructed by applying prior concepts and understandings. Why might it be necessary to know the surface area, volume, and density of three-dimensional shapes or objects? Instructional Objectives: After designing and/or building a robot, students will be able to accurately and creatively design a project with specific requirements and size limitations. Prior Learning/Prior Thinking The students will have prior experience finding the surface area of the different shapes that they will have available to use to build their robots. They will be applying the skills we learned in the last two lessons on finding the surface area of 3-D shapes to restricting the amount of material something can be made out of. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge We will start off the lesson very informally. Organize the students into the groups they will build the robot with. Then, hand out the materials and the directions to each of the groups.

DRAKE UNIVERSITY LESSON PLANNING TEMPLATE


Focus/Purpose Statement Today we will be trying to build a robot using 3-D shapes that can only use a certain amount of material. In the real-world you may have limited materials when you are creating something and you will need to know how to determine how much material you have used. Procedures 1. After handing out the materials and the directions to the students, explain what they will be doing. They will be trying to build a robot with some or all of the provided materials. However, they will also need to make sure that the total amount of material used is under 1000 sq. in. To do this they will need to find the surface areas of the materials as they choose what they will build the robot out of. The rubric is provided on the bottom the assignment sheet so the students know how their robots will be judged. 2. After going through the project directions, ask if the students have any questions. Let them begin working. Walk around the class to see how students are doing and making sure that they are showing their math to determine how much material they are using. Be available for any questions or concerns that students may have. Also be prepared for student frustration. If a group has too much material, how can they decrease the surface area of their robot? Differentiation This project easily lets students differentiate by themselves. They all have to do the math. But they can use as many or as few objects as they want to build the robot. So, the students will differentiate the amount of surface areas that they have to find. If students are struggling with the building process, they can draw a design of their robot showing what each piece or feature is made out of. They will still need to turn in the work because this is the most important part. Closure The students will turn their robots or designs and their math work showing how much material they used in at the end of the class. Materials and Resources Boxes, Soup Cans, Paper/Plastic Plates, Construction Paper, Cups, Staplers, String, Tape, Glue, and other things to build a robot out of. Project directions for the students.

Classroom Management/Democratic Practices Students will be organized into collaborative groups and so may be working with people that they dont like or dont want to work with. However, because all students turn in separate work they

DRAKE UNIVERSITY LESSON PLANNING TEMPLATE


will have to work together in order to build a robot with a specific surface area. For those students who dont want to work on the project at all, this is where my walking around to the groups will come in helpful. For those students who are not participating and refuse to help their group, I will come up with an alternate worksheet of surface area problems for them to practice with instead of getting to use the manipulatives and build the robot. ASSESSMENT During the lesson Informal Formative Assessment During the class, I will be walking around to the groups talking to individual students finding out how well the students are applying the material to the scenario. If students are struggling, I can help them to draw more connections between the ideas of finding the surface area of an abstract 3D shape to finding the surface area of a real-world object. At the end of the lesson Formative The math work that students turn in is what will be the majority of the assessment. This will let me know if they can apply the idea of finding the surface area to building something with a restraint on the amount of material available. To make sure that everyone learned from this activity, I am having each student turn in the math work and write a short paragraph explaining the groups process.

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