Activities in this PBL (in order of appearance)
Throughout this PBL, students will foster a sense of ownership because each activity is directly applicable to their device. Through Surface Area and Volume Investigation, the students will develop an understanding of how the surface area and volume will change when they make alterations to their device. They can directly apply this knowledge to evaluate the characteristics of their design. Students will inherently feel a sense of ownership because they are creating their own device from scratch, which will culminate in a final sales pitch in front of their peers. The Will Ferrell video will also foster a sense of ownership because they can relate to the challenges of tiny technology and apply this experience to their own product.
Week One
A daily reflection for students to think about what they have learned that day relating to Math Content, Nanotechnology, and 21st Century Skills. A video to help generate interest around the topic of nanotechnology. A Know, Want to Know, and Learned activity around the students understanding of nanotechnology. A short video to help students gain a visualization of nano. Students will compare size relationships between objects and will relate the size of nano-sized objects to objects encountered in daily life (macro scale). A hands-on activity that has students taking an everyday object and making that nano to visualize how tiny nano is and compare it to everyday objects. Over the course of the challenge, students will be asked to investigate the question “How small is too small when designing the next BIG thing?” The challenge will conclude with a sales pitch competition, in which each group of students will present their device to potential investors. During this activity, students will investigate how the surface area and volume vary when the dimensions of a cube are changed.Students will take a short quiz to assess their progress in meeting each objective of the unit thus far.Student groups will observe the other groups’ proposed products and make suggestions, or ask questions to the other groups in order to enhance each product. |
Week Two
Students will spend time at the end of class to reflect upon the activities of class, and make connections between what they’ve learned and how it will impact their project. In this activity, students will research to find the equations for calculating gravitational force and the electromagnetic force between two objects.Students will take a short quiz to assess their progress in meeting each objective of the unit thus far. Students will design a scale model of their product, and then develop a net of this scale model. Over the course of the challenge, students will be asked to investigate the question “How small is too small when designing the next BIG thing?” The challenge will conclude with a sales pitch competition, in which each group of students will present their device to potential investors. |
Skill Sessions for Students
These activities are open to student choice. Students are required to attend a minimum of three skill sessions during the course of the project. The timeframe in which each activity is available to the students is flexible to their project needs. For an implementation plan, click here.
Student groups reflect upon a completed activity with regards to student collaboration. The purpose of this activity is to appreciate the various components of a working team, such as the student roles.
Students are introduced to planning and brainstorming strategies- specifically using Sticky Notes.
Students learn about the various technological presentation avenues, or what Prensky calls "Nouns"
Students explore the significance of the Surface Area to Volume ratio by considering the dissolution rate of sugar cubes and granulated sugar.
Students learn about applications of nanotechnology by playing The Memory Game, and then reflecting upon their experience.
Students supplement their knowledge of finding Surface Area and Volume of figures by watching a video.
Students supplement their knowledge of performing unit conversions by watching a video, and then practicing those skills on example problems.
Student groups reflect upon a completed activity with regards to student collaboration. The purpose of this activity is to appreciate the various components of a working team, such as the student roles.
Students are introduced to planning and brainstorming strategies- specifically using Sticky Notes.
Students learn about the various technological presentation avenues, or what Prensky calls "Nouns"
Students explore the significance of the Surface Area to Volume ratio by considering the dissolution rate of sugar cubes and granulated sugar.
Students learn about applications of nanotechnology by playing The Memory Game, and then reflecting upon their experience.
Students supplement their knowledge of finding Surface Area and Volume of figures by watching a video.
Students supplement their knowledge of performing unit conversions by watching a video, and then practicing those skills on example problems.