STEMInfusing Math and Science Across the Curriculum

Picture of open field next to MMA

For the last eight years this has been the Military Magnet Academy Sports complex

Name of Project: Design a Sports Complex Duration: 3 weeks

Subject/Course: 6th Grade Math

Teacher(s): Borysowicz Grade Level: 6th grade

Other subject areas to be included, if any:

Project Idea Summary of the issue, challenge, investigation, scenario, or problem:

Students work as a team to design a sports complex for the school, to accommodate football, baseball, and softball. Also, the complex will incorporate support facilities for the spectators of the events. Students will use measuring skills, scale drawings, ratios and proportion to achieve maximum utilization of the area.

Driving Question What is the best design for a sports complex to be added to the school.

Content and Skills Standards to be addressed:

Understand the relationship of ratios; use proportions; use a scale to determine distance; generalize connections among a variety of representational forms and real-world situations

Knowledge and Skills Needed by Students

to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided

by the project teacher, other teachers, experts,

mentors, community members

Presentation skillsWe speak so that our presentation can clearly be heard; we use proper grammar and correct pronunciation; we appropriately use mathematical vocabulary to demonstrate an understanding of the terms.

Oral and visual communicationDraftingDrawingSee rubric

Smartboard

Video presentationComputer software

Understand the relationship of ratios

Lesson by project instructorSee attached lesson plan

use proportions

Lesson by project instructorSee attached lesson plan

use a scale to determine distance

Lesson by project instructorSee attached lesson plan

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

PROJECT WEEK ONEProject titleKWL chart/listExpectationsTask assignments

Project explanationRubricsExamples of sports complexesTeam meeting

Examples of sport complexWeb researchTeam meeting

Web researchDraft preparationTeam meeting

Preliminary draft presentationDiscussion of materials neededRevised KWL listTeam meeting

P R O J E C T W E E K T W O

Lesson on SmartboardLesson on ratios and proportionsSmartboard practiceTeam meeting

Site measurement and surveyTeam meeting

Lesson on scale drawingsSite measurement and surveyTeam meeting

Quiz on ratios, proportion and scale drawingsPreparation of site diagramTeam meeting

Review of presentation rubricPreparation of site diagramTeam meeting

P R O J E C T W E E K T H R E E

Presentation preparation Team meeting

Presentation preparation and practiceTeam meeting

Presentation preparation and practiceTeam meeting

Project Presentation

Assessment reviewProject debriefCelebration

Standard(s)6-5.6 Write and use proportions and ratios

Objective(s)Focus of StudyFocus Question

SWBAT write ratios and proportions

RingerWarm –up “Just Do It”

Warm-up with the problem of the day.

Lesson SetMini-Lesson (10-15 min.) Activate Interact Connect

In this lesson students learn to write ratios and find proportions

Skill Development“I Do- You Watch” Explain Model Demonstrate CFU

Model/demonstrate examples of writing ratios and proportions

Guided Practice“We Do” Gradual Release “I Do-You Help” You Do-I help” Differentiation CFU

Guide the students the students in solving examples that demonstrate Writing and using ratios and proportions

Standard(s)6-5-7use a scale to determine distance

Objective(s)Focus of StudyFocus Question

SWBAT read and use map scales and scale drawings

Lesson SetMini-Lesson (10-15 min.) Activate Interact Connect

In this lesson students learn to read and use map scales and scale drawings

Skill Development“I Do- You Watch” Explain Model Demonstrate CFU

Model/demonstrate examples on how to read and use map scales to determine distances

Guided Practice“We Do” Gradual Release “I Do-You Help” You Do-I help” Differentiation CFU

Guide the students the students in how to read and use map scales to determine distances

4 3 2 1

Organization

15%

We present our data and plan in a clear and logical sequence that is complete and easy to follow.

We present our data and plan in a logical sequence that is complete and relatively easy to follow.

We present our data and plan in a manner that is complete, but its disorganization often makes it difficult to follow.

Our presentation is incomplete and/or disorganized.

Subject Knowledg

e30%

We demonstrate our understanding of the mathematical concepts related to the project with explanations that are clear, thorough, and mathematically correct.

We demonstrate our understanding of the mathematical concepts related to the project with explanations that are mathematically correct.

We demonstrate our understanding of the mathematical concepts related to the project with explanations that are primarily mathematically correct.

We are unable to adequately answer questions related to the mathematical concepts of the project.

Public Speaking

15%

We speak so that our presentation can clearly be heard; we use proper grammar and correct pronunciation; we appropriately use mathematical vocabulary to demonstrate an understanding of the terms.

We speak so that our presentation can generally be heard; we generally use proper grammar and correct pronunciation; we use mathematical terms appropriately.

We speak softly so that our presentation is difficult to hear; at times, our use of grammar and pronunciation detracts from the presentation; we use mathematical terms appropriately, but infrequently.

We speak softly so that our presentation is difficult to hear; our use of grammar and pronunciation detracts from the presentation; we seldom use mathematical terms, or use them inappropriately.

Group Participati

on15%

Each member of our group participated with relatively equivalent roles.

Each member of our group participated, but our roles were not equivalent.

Each member of our group participated, but not all spoke. Not all members of our

group participated in the presentation.

Graphics and/or Display

Materials20%

Our graphics and/or display materials are designed to explain and support our presentation.

Our graphics and/or display materials are related to our presentation.

Our graphics and/or display materials often distract from our presentation.

Our graphics and/or display materials are unrelated to our presentation or none are provided.