Ms. Kliewer's Inquiry Based Learning Project
Blaise Mattox, Shelby Kliewer, and Chloe Hargrove
Unit: Application of Geometry
Persistent Issue: Why is geometry relevant in the real world?
Central Question: How can geometry be applied to real world issues, and what are the most vital issues?
Lesson 1: Grabber and Introduction
One 90-minute class period
Introductory Grabber: The instructor begins the activity by introducing different situations where real world applications of geometry are present. Examples such as billiards, everyday household items (i.e. cans, boxes, and other geometric shapes), and sports such as soccer show relevance towards geometry. In the examples, concerning billiards students are able to observe the obvious use of triangles, then everyday household items can be used to explain volumes, perimeters, areas, and surface areas of different two and three dimensional shapes. Lastly, by incorporating soccer into the discussion, the teacher is able to apply the idea of lines, similar triangles, and different shapes that and needed to be considered while attempting to make a goal during the game of soccer. During this introduction, the teacher will present three different videos concerning each subject area.
Geometric Terms Applied to Everyday Life
The instructor introduces this scenario: Many students are losing sight of the real life applications of mathematics, and in order to gain insight one must explore the different uses of it in everyday life. The class will discuss examples such as Billiards, Soccer, and everyday household objects correlated with volumes. The teacher will introduce these concepts in order to get the students to begin thinking about applications about geometry, and then the question of geometries relevance in the real world is introduced
Introduce the Central Question: The teacher takes the overall questions, and narrows this down to the central idea of how geometry can be applied to real world issues and which are the most important subject. This is discussed after pointing out each geometrical uses in the videos shown. The students are then split up into to groups, and each student group will create a presentation concerning their thoughts on what are the most important applications of geometry, and this will set the groups up for the later debate.
Lecture: Teacher presents an overview lecture geometrical shapes, volumes, triangles, and other basic geometric standards in order for the students to review their previous knowledge. This can then be correlated with the videos previously shown, and after reviewing the basic idea of the activity that is going to be evaluated the students will then be separated into groups and be able to lead their own discussions (i.e. guide their own learning). While students were primarily be researching in this project, the teacher can be used as an insight or guide to help students.
Culminating Activity
Group Presentation and Proceeding Debate
Introduction: Students will form groups of 5 or less after the lecture and introduction of the topic, and they will then arrange themselves in a group setting in order to easily collaborate. Students will research what are the best and most useful applications of geometry with their group, and the form a presentation to introduce their idea to the class. Then following the presentations, the students will be required to engage in a debate, and they will debate among their peers to decide which is the best application of geometry.
Lecture: In a brief lecture, the instructor will give a brief overview of the past year and what will be vital to completing the projects (i.e. basic volume, area, and perimeter formulas, hypothesis concerning geometry, and other basic geometric concepts). Although, students can derive from the examples given and come up with their own geometric examples to correlate with their specific real life situation. Students are shown an example of how a presentation should look, but are not restricted to the slideshow presentation. This project will also have needed preparation, such as notes and research. Students will be able to use the internet, lecture notes, quizzes, and any other class materials at their disposal. These notes taken during the presentation can be used during the debate for students to defend their ideas.
Billiards Example - An overview of Billiards and Geometry
Activity Overview: Students will be engaged in a class project considering the importance of geometry in the real world, and they will form groups that will collaborate in order to come to a conclusion on what the most important applications are. Students will need to come to a clear conclusion with several examples backing up each idea (this will be needed in activity two). They will need to have a strong thesis concerning the specific topic, and they will do this using research and prior knowledge. Students should give examples concerning their chosen topic, and defend each issue deliberately. The first part of the project is primarily to give students insight on the given project and will be used to organize and find given information, and this will also be used to inform other students on important topics. Students should observe others points, and use these to strengthen their own topics.
Billiards Example - An overview of Billiards and Geometry (Presentation)
Debate: One 90 minute period
Preparation for Debate: Following the presentations, students will engage in a debate. The primary part of the preparation will be done while researching to form the presentations, but students can also use other students research to defend their points (with proper citation). Students should have notes, main points, and ideas formulated during the debate as they will be assessed on their flow of ideas.
Structure of the Debate: Groups will have a representative and this representative will be used in order to portray the ideas of their group. This will allow for structure, and students will have the opportunity to go back and discuss with their groups during the debate. Each group will be allowed an opening and closing statement, but there will also be open debate during this time. After each student has done their closing statement, the class will come back together and discuss each other’s points, and students will assess which group has the best argument concerning the central idea.
Debating: Students will sit among their groups and one representative from each group will debate with their peers.
Debriefing: After the debates, the instructor will lead an informal vote in order to decide which group presented the best evidence of geometry use in real life. This vote should be decided based on the persuasiveness of each presentation and how well prepared each group seemed to be. After each group has wrapped up and a conclusion has been made, the instructor will then close the lesson by reviewing some of the common and frequent uses of geometry in real life. These can include students’ presentations as well as original examples not included in the debate. The instructor should again emphasize the importance and frequency of geometry in everyday life, not simply in the classroom.
Grading: In total, this project would be worth 110 points, with 60 points for the Debate and 50 point geared towards the Group Presentation