One Pager: World Water Project (Vahora)Teacher’s Name: Amin Vahora                                      Subject Area: Geom...
Recognize Perspectives:Use their mathematical data and analyses to draw conclusions, generate arguments, or make decisions...
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One pager world water project

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One page Summary 9th grade math task

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One pager world water project

  1. 1. One Pager: World Water Project (Vahora)Teacher’s Name: Amin Vahora Subject Area: GeometrySchool: Sharpstown International SchoolDescription of Unit/Design of Activities: Using Bounded regions to design water tanks and bottles forgovernments of failing water managementTime Frame: 2 weeks( 90 minute class periods every other day)Task: Design a water bottle or a water tank for the government of a country so that they may bettermanage their water consumption and easily distribute water to their citizens. The water bottle will alsoserve as a domestic revenue builder in hopes that the money will be reinvested in better watermanagement.Driving or essential questions: How can we engineer a water bottle or water tank to serve the citizens ofa poverty stricken country with poor water management?Enduring Understanding: How to use bounded regions and skills from Algebra 1 to design somethingthat can be useful for people.Content: Geometry; bounded regions; point slope form of a lineStandards Addressed:TEKSG.2(B)Make conjectures about angles, lines, polygons, circles, and three-dimensional figures anddetermine the validity of the conjectures, choosing from a variety of approaches such as coordinate,transformational, or axiomatic.G.4(A) The student is expected to select an appropriate representation (concrete, pictorial, graphical,verbal, or symbolic) in order to solve problems.G.7 The student understands that coordinate systems provide convenient and efficient ways ofrepresenting geometric figures and uses them accordingly.Math GPS Performance Outcomes:Investigate the World:Use mathematics to model a given issue, situation, or event.Review and confirm the correctness and reasonableness of solutions or analyses both contextually andmathematically.
  2. 2. Recognize Perspectives:Use their mathematical data and analyses to draw conclusions, generate arguments, or make decisions.Communicate Ideas:Communicate thinking coherently and clearly using correct mathematical language and visualrepresentations.Major Experiences: Students should learn about countries that don’t have enough water resources. They should learn howbounded regions can be helpful in design and implementation. Students will need to convince theirinstructor why their design is better while supporting their claims with mathematics.Assessment: formative and summative: quiz on bounded regions and point slope form of a lineHow does this task address SAGE?Student Choice: Students are allowed to either build a water bottle or a water tank. They are allowed tochoose another country, but it must be approved by the supervisor (Instructor)Authenticity: World Water Council is an actual organization. Students will be working for them and thegovernment of another country to help them better manage their water consumption, and how toprovide adequate and clean water to their citizens.Global Component: The students are designing water bottles or water tanks for the government ofFrance or another country. They will need to research more about the water management for France oranother country.Exhibition: Their work will be presented in a final report with the questions from the supportingdocument answered.

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