4.+Performance+Task

Use of Facets in this Unit:
 * Explanation: This unit will provide an understanding of the different shapes associated with geometry and how to use them in real-life situations, ex. creating a bridge.
 * Interpretation: Students will make analytical shapes using visual/concrete concepts.
 * Application: The students will effectively use their ability to graph geometric shapes to construct a bridge.
 * Prospective: Students will hear how an engineer/architech uses geometry to create sound structures.
 * Empathy: Students will gain value in how other content areas use geometric shapes, such as Earth Science and Physics.

GRASPS:
 * Goal: You must construct a bridge for your local town using your knowledge of this unit. The bridge will be constructed over the Bushkill Creek between Tatamy Road Road and Bushkill Drive.
 * Role: You and your group members are the architects in this project. You must use your knowledge of geometric shapes to build a bridge. Since there will be four members in the group, there will be four individual roles.
 * The Secretary - this student will write down the process your group took to come up with your design. Please provide all of the steps you used, even those steps that you eventually took out.
 * The Designer - this student will draw out the model for the project using everyone's ideas.
 * The Architect - this student will be in charge of the construction process of the project. Every student will be helping with the creation of the bridge, but this person will be making sure the steps are completed on time.
 * The Presenter - this student will present their design and the process they took to the committee (class).
 * Audience: Audience is your township's committee. This committee is made up of a variety of people from our town.
 * Planning Commission - They deal with land use items and issues dealing with the land. They will help you develop a plan and then present it to the Board of Supervisors.
 * Zoning Hearing Board - This includes the Solicitor and the Zoning Officer.
 * Situation: Your local community has decided that the current bridge leading across the creek needs to be replaced. Instead of constructing a typical bridge, the community has decided that they want to create a structure that is both a bridge and a tunnel at the same time. They have hired you and the rest of your group members to do this. We will be taking a little field trip down to the bridge on the other side of the school's property in order to help you figure out the construction of an actual bridge. You will be given dimensions of how wide the river is.
 * Product: Create a draft of this bridge using graph paper and state the equations you used to do so. After the design of the bridge is completed, your next step is to create an actual model using toothpicks and marshmellows. The marshmallows will be used as joints to hold the toothpicks together.
 * Standards and Criteria:
 * PA 2.8.11.E. Use equations to represent curves (e.g. lines, circles, ellipses, parabolas, hyperbolas).
 * PA 2.8.11.H. Select and use an appropriate strategy to solve systems of equations and inequalities using graphing calculators, symbol manipulatives, spreadsheets, and other software.
 * PA 2.9.11.G. Solve problems using analytic geometry.

Day-to-Day Work Process
 * Day 1 - Students will be given handout detailing assignment. We will discuss all details to assignment and answer any questions that the students may have. After students have an understanding of what is expected of them I will tell the class their groups. This will all be done during the introduction of the unit on day 1.
 * Day 5 - Field Trip. I will be taking the students down to the local bridge by the school to have them observe what type of shape the architects used to construct the building. I will have them take notes and provide them with a handout to take down information.
 * Day 6 - Students will use this day to brainstorm and design their projects in class. I want them to create a rough draft of their project and presentation prior to finalizing their work. The students can either do work in class or go down to the computer lab to look up any information that they may need.
 * Day 11 - Construction. Students will be given toothpicks and mini marshmallows to start to make their sketches a reality. Since they are not using any glue, the process of creating the bridge will be shorten because they do not have to wait for anything to dry. By the end of the period if I see that most students have not completed their bridge, I will dedicate another day to their construction. If one or two of the groups has not finished, I will ask them to take it home to work on.
 * Days 12 & 13 - Presentations. Each group must present their design to the rest of the class. The class is serving as the town committee, so the students must present their project in a professional manner.
 * Day 14 - Testing. Students will take their models and I will test to see how much weight they can hold. Using a textbook, I will see if the bridge can hold its weight. From there, I will start to add more weight. The group whose bridge hold the most weight will earn 2 extra bonus points.



RUBRIC:


 * || 4 || 3 || 2 || 1 ||
 * Design || Illustration and model were consistent and demonstrated their knowledge of geometric shapes. || Illustration and model differed but showed knowledge of geometric shapes. || Illustration and model were consistent but did not demonstrate knowledge of geometric shapes. || Illustration and model were not consistent and did not demonstrate knowledge of geometric shapes. ||
 * Information || Students answered questions with accuracy and showed the use of good research. || Students answered questions with some accuracy and showed the use of research. || Students missed a few questions, but still had some research behind it. || Students did not do their research. ||
 * Presentation || Oral presentation answered all questions asked and students were well prepared. || Oral presentation answered some questions and the students were well prepared. || Oral presentation answered some questions but no research was provided. || Oral presentation did not provide answers to all questions and no research was provided. ||
 * Participation || Group worked well with one another and had no problems. All students participated. || Group worked well together but had some problems. All students participated. || Group members had a lot of disagreements and most participated. || Group members had difficulty working together. Only some members participated. ||