**Teacher's Guiding Questions**

**Activity 1:**

1-What is the engineering design process?

2-What is an essential question?

3-What are guiding questions?

4-What is a Final Challenge?

5-What do different people do for entertainment?

**Activity 2**

1-What are the different types of rooms/attractions in a Fun House?

2-How should we measure the dimensions so that everyone is uniform?

3-Why is it important to understand how and why the Fun House is designed?

**Activity 3**

1-Why is it necessary to use the same scale?

2-What should our scale factor be?

3-How do you determine what the dimensions of the room that you design?

4-What is Google SketchUp?

5-How do use Google SketchUp to create my Fun Room?

**Activity 4**

1-How can I take what I created in Google Sketch and build a 3D scale model?

2-How does a uniform scale factor keep the Fun Rooms and objects proportionate to one another?

**ACS (Real world applications; career connections; societal impact)**

__Real World Applications:__ The entertainment industry is a multi-billion dollar business. This industry operates facilities and provides services to meet varied cultural and recreational interests of people all over the world. Coney Island operated a Fun House in the early 1900’s and since then carnivals across the country have used them as a top attraction.

__Career Connections:__ There are many careers that could be associated with a Fun House. Here are some of the engineering fields: Architectural, Civil, Electrical, Mechanical, Construction, Electromechanical and Materials.

__Societal Impact:__ Society’s interests drive what our entertainment industry will create. Fun Houses have been a form of entertainment for over a century. People have a great time visiting fun houses with their families and friends. When one visits a Fun House, it is just about impossible to not laugh and or have a great time.

**Engineering Design Process (EDP)**

Students will begin by identifying the problem during the introduction. Next, students will research the entertainment in various cultures and how entertainment has changed over time. Students will also visit a Fun House to see a real one. After the visit to Entertrainment Junction, students will begin to think about how they will design their Fun Room. As a team, students will determine what type of room they will do. Students will then construct a 2D prototype on graph paper. Next, students will construct their Fun Room in 3D on Google SketchUp. Students will then share out with the class how and why they designed their Fun Room and the objects they chose to put in it. The class will then put together the individual Fun Rooms to create a Fun House. Finally, if any of the rooms do not fit together or objects are out of proportion, students will redesign those pieces.

##### Unit Academic Standard

7^{th} Grade:

RP 2b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

G1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

G2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.

G6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

8^{th} Grade:

G1:Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.

b. Angles are taken to angles of the same measure.

c. Parallel lines are taken to parallel lines

G2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two

congruent figures, describe a sequence that exhibits the congruence between them.

G3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

##### Where the CBL and EDP appear in the Unit

**Lesson 1, Activity 1-**Identifying the Problem, Research

**Lesson 1, Activity 2-**Research, Possible Solutions

**Lesson 2, Activity 3-**Determine Solution, Implement Solution

**Lesson 2, Activity 4-**Implement Solution, Communicate, Test, Redesign

##### Misconceptions

Students will often use additive reasoning instead of multiplicative. Students will not understand the difference between proportional and non-proportional situations. Students will not confuse fractions, rations and proportions.

##### How to Make This a Hierarchical Unit

Proportional reasoning should be taught during the Middle School years. However, being able to reason proportionally will help students understand concepts in high school. In high school, students can determine whether a linear relationship is proportional or not. They could also study interest rates. They could explore the effects of doubling the rate of interest earned. They could look at differences in simple and compound interest. They might look at relationships when a diagonal of a square is doubled and what effect that has on the perimeter and area. Students could look at relationships of solid figures when height, length or width is doubled. Students could look at triangles and explore angle sizes with side lengths. Most of these topics could be explored creating a Fun House at the high school level, simply using different criteria and constraints.