Activity 3

Author:

Kimberly  Brassfield

Lesson Title:

Building and Modifying Challenge Phase 

Activity Title:

Alternative Solutions & Solution Implementation

Lesson Duration:

5  50-minute class periods

Activity Duration:

1  50-minute class period

Setting:

Classroom 

Date:

July 14, 2016

Activity Objectives:
  • Students will present initial design ideas of packages to group members. Groups will choose one design to implement. Once decided, students will get teacher approval of design and desired materials and then begin the building process.
Activity Guiding Questions:
  • What were the pros and cons of the group member’s initial designs?
  • What made you decide to implement the solution that you did?
  • What makes a good package design?
  • What will allow your design to be cost effective?
  • Was the design chosen the most cost effective or the most practical to meet the challenge of shipping the flower successfully?
  • How are you going to split the tasks to design your package amongst your group?
Materials:
  • Solution Implementation Sheet
  • Rulers
  • Compasses
  • Pencils
  • Paper
  • Computers
  • Carnations
  • Water
  • Cotton balls
  • Plastic
  • Paper towels
  • Rubber bands
  • String
  • Paper clips
  • Cardboard
  • Scotch Tape
  • Newspaper
  • Plastic Wrap
  • Foil
  • Wooden Dowels
Teacher Advance Preparation:
  • I have chosen to use the Solution Implementation Sheet as a Google Doc on the computer so that students can insert pictures and turn in one as a group. This could also be copied for each student or per group if computers are not available.
  • Have rulers and compasses available for students.
  • Be sure all materials are available for students.
Activity Procedures:
  1. Students will present their initial design ideas to their groups. As a group they will initially decide upon 3 possible solutions to implement and determine the pros and cons of each design. They will demonstrate this on the Solution Implementation Sheet.  (One sheet filled out per group)
  2. Once the one packaging design they would like to use is decided upon, students will fill in the 2nd section of the Solution Implementation Sheet. They will be required to sketch the design and take pictures using their cellphones or computers to insert the sketches into the document (if using on the computer and not a paper version of this worksheet). If a new sketch is needed to be completed (perhaps they came up with a new one that meets the conditions of a couple initial design)– students will use paper, rulers, compasses, etc. to create this new sketch and take a picture to insert on the sheet (not every student will have to do this). Students must be sure to label all dimensions and what type of materials they would like to use. They must get approval of materials and design prior to the building phase.
  3. Students will begin the building process with the time remaining.

 

Formative Assessments

 

Summative Assessments

There will not be a summative assessment.

 

Differentiation:

Students will get the opportunity to design sketches on their own, then collaborate with peers.

Students can split the design and building process based on students’ strengths and weakness.

 

Reflection:

Students came prepared with at minimum two three-dimensional packaging designs. The team members compared and contrasted what their peers brought to the class and they decided on one design to use or some groups even combined multiple people’s ideas together. Students were also required to find the surface area of all of their designs as well; this was important in order to get students to obtain more practice of calculating the surface area of various 3-dimensional shapes. Once teams decided on their final sketch, they listed the materials in which they wanted to use and exact amount of each. Prior to obtaining the materials, this list was approved by me to ensure that students were staying within the budgeted material list.  Students were assigned more surface area practice for homework. Overall, this activity worked great. Students got a lot of practice with the geometry content and it also required teamwork and collaboration to get teams to decide on a final prototype and research and think about the type and amount of material that would be most beneficial in their package creation.

 

Unit Academic Standards - NGSS

 

Ohio’s New Learning Standards for Science (ONLS)

Expectations for Learning - Cognitive Demands

Next Generation Science Standards (NGSS)

Science and Engineering Practices

Crosscutting Concepts

Ohio’s Learning Standards for Math (OLS) and/or Common Core State Standards -- Mathematics (CCSS)
Standards for Mathematical Practice
Make sense of problems and persevere in solving them
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically