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1. Made by Ella Mae Ingrid M. Cabrera
Technology for Teaching and Learning II Page 1 of 5
Comparing Aquaculture Tanks
Performance Task
Unit Overview
Unit Title
Comparing Aquaculture Tanks Performance Task
Unit Summary
You'll find many real-life cases when calculating the surface area or volume a shape would be useful, such
as the amount of water it takes to fill up a pool (rectangular prism) or the amount of wrapping paper it takes to
wrap a candle (cylinder) or basketball (sphere).
The surface area of a three-dimensional object is the total area of all its faces. In real-life we use the
concept of surface areas of different objects when we want to wrap something, paint something, and eventually
while building things to get the best possible design.
Curriculum Links
Mathematics
Year Level
Grade 7
Approximate Time Needed
35 x 60 minute class periods
Unit Foundation
Standards/Syllabus Outcomes
Area of Study: Surface Area and Volume in the Real World: This area of study covers volume and surface
area involving 3D shapes, including composite figures and choose appropriate formulas to solve real-life volume
and surface area problems.
Outcome 1
On completion of this unit the student will be able to determine the surface area of three dimensional figures in
real-world contexts including:
-Compute the number of faces, edges, and vertices using Euler’s Formula
-Calculate the surface area and volume of a prism and a cylinder
-Find the surface area and volume of a pyramid and a cone
-Calculate the surface area and volume of a sphere
-Compare and calculate the areas and volumes of similar solids
Outcome 2
On the completion of this unit the student will be able to choose appropriate formulas to solve real-life volume
and surface area problems including:
-Use geometric shapes, their measures, and their properties to describe objects.
-Apply concepts of density based on area and volume in modeling situations.
-Give an informal argument for the formulas for the volume of a cylinder, pyramid, and cone.
-Give an informal argument for the formulas for the volume of a sphere and other solid figures.
-Use formulas for cylinders, pyramids, cones, and spheres to solve problems.
Curriculum-Framing Questions
Essential Question How is surface area and volume used in everday life?
Unit Questions
 How can you determine the surface area and volume of three dimensional
figures?
 How can you find and compare the areas and volumes of similar solids?
Content Questions
(Questions to be investigated by student teams 1 to 5)
Questions of the Australian Formula 1 Grand Prix circuit
 How to find the surface area of a three-dimensional figure?
 What is the difference between volume and surface area?
 What are the terminology used with surface area and volume?
 Do you recall how to finc the area of two-dimensional figures?
(Questions to be investigated by student team 6-9
Questions on 3-Dimensional Figures
 How you can find the volume of a three-dimensional figure when you know the
area of the base and the height of the figure?
 How can surface area and volume of three-dimensional figures be
applied when solving real-world problems?
 How can knowledge of two-dimensional figures assist in solving problems

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Technology for Teaching and Learning II Page 2 of 5
involving three-dimensional figures?
(Questions to be investigated by optional special needs student team 10-11)
Questions on F1 racing teams to be negotiated with students and appropriate
to their abilities
 How you can use ratios to compare the areas and volumes of similar solids in
order to determine which aquaculture tank can hold the most tilapia before they
are harvested?
(Questions to be investigated by optional gifted student team 12-14)
Questions on Acceleration and Weight
 Which dimensions they need measure of each tank in order to find the volume?
 What is the relationship between area and volume?
 What is the relationship between volume and surface area?
 Why might a company be interested in building a fish tank that has a smaller
surface area for a larger volume?
 What other parts of the design might make a difference when building a fish
tank?
Assessment Plan
Assessment Timeline
Before learning activities
begin
While students work on
learning activities
After learning activities end
 Brainstorming
 KWL chart
 Questioning
 Progress checks with teached
and teacher feedback
 Team organisation and roles
checklist
 Student checklist of
completed tasks
 Research
 Solving and computing
 Student quiz
 Video Reflection
 Questioning
 Rubrics - Products
 Online student folio
 Reflection
 Evaluation
 Product/unit
Assessment Summary
Assessment will be conducted over a range of tasks that will involve both group and individual
work. It will include the design of informational tools as groups and individuals. The production of
multimedia presentations, wiki and blog pages is to be teacher assessed; peer assessment would also
be beneficial. Assessment will also include a topic test and mini tests during the unit.
Unit Details
Prerequisite Skills
Students Prior
Knowledge
 Knowledge of the areas of rectangles, triangles, circles and
composite figures.
 The definitions of a parallelogram and a rhombus.
 Familiarity with the basic properties of parallel lines.
 Familiarity with the volume of a rectangular prism.
 Basic knowledge of congruence and similarity.
 Since some formulas will be involved, the students will need some
experience with substitution and also with the distributive law.
Teachers’
Professional
Learning
Revision of functions available through the use of programs utilised within the
unit. For example Microsoft PowerPoint*, Wikis*,Blogs*, Word*.
 Wiki development, using
http://www.wikispaces.com/site/for/teachers100k.
 Intel® Teach Program to support professional development.
 Development of evaluation tools such as checklists and rubrics.

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Technology for Teaching and Learning II Page 3 of 5
 Professional learning teams will be established on a grade basis.

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Technology for Teaching and Learning II Page 4 of 5
Teaching and Learning Strategies
Students will use information learned in this unit about how to find the surface area of a three -dimensional
figure (EU #1), how you can find the volume of a three-dimensional figure when you know the area of the base and
the height of the figure (EU #2), and how you can use ratios to compare the areas and volumes of similar solids (EU
#3) in order to determine which aquaculture tank can hold the most tilapia before they are harvested. Students will
be given 4 different aquaculture tanks in the aquaculture lab. With a partner, they will need to figure out which
dimensions they need measure of each tank in order to find the volume. Once they have all the dimensions they
need, they will individually calculate the volume for each of the tanks. Students will then determine which tank can
hold the most tilapia before harvesting. Students will produce a well-developed paragraph explaining how they
arrived at their answers as well as include the calculations they made and sketches with measurements of each of
the tanks
During, and at the conclusion of the unit, students will present their reflections on the Curriculum Framing Questions:
i) through individual contributions to a video reflection
ii) through their completion of a teacher specified problems solving task that will test their mathematical skills
and thinking
iii) through the production of a causal map using the Intel online Seeing Reason Tool to demonstrate their
understanding of the relationship between working in a team and successful endeavour
iv) through a videoed personal interview in which they individually present their reflections on the essential
question.
Teaching and Learning Activities
In small groups students complete a brainstorming activity and create a mind map or chart of their
knowledge of the structure of the Earth. After researching appropriate information sites students create a
multimedia presentation to demonstrate to the class their understanding of Continental Drift, plate
tectonics, mid-ocean ridges and magnetic floor striping.
Students research discussions, videos or blogs about surface area and volume. They demonstrate their
understanding of these features by brainstorming.
To further their understanding surface area and volume, students by pair will create a KWL chart. Using
graphic organiser software, they then construct a flow chart or differences and similarities of two topics.
Building on their knowledge from the previous activities students working in small groups, having a
question and answer.
Using the knowledge they have gained, students do independent research for enhancement.
Each student designs a wiki (or one wiki as a collaborative effort) to be published to students and teacher
explaining how to investigate the ratios for surface area and volume of similar solid, precisely describe,
classify, and understand relationships among types of two- and three-dimensional objects using their
defining properties, and understand relationships among the angles, side lengths, perimeters, areas, and
volumes of similar objects.
Extensions: Teachers may choose to have groups of students undertake any or all of the following
activities.
1. Students work in pair to aquaculture tank activity. Each pair will observe, measure, compute and solve
the surface area and volume.
2. Students will do a reflection video of activity.
3. Students do some research and collaborate with different group to answer the following questions:How
can you determine the surface area and volume of three dimensional figures; how can you find and compare the
areas and volumes of similar solids?; and; how is surface area and volume used in everyday life?
4. After listening to all of the presentations, each student will present their output in PPT to the class.

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Technology for Teaching and Learning II Page 5 of 5
Students with
Special Needs
 Use of visual and tangible aids
 Open ended questioning
 Peer coaching and support
 Pairing of technologically more able students with those less able – within
the year group
 Supporting adults or older students
 Modified equipment and programs
 Activities organised on rubrics at different levels of complexity
English as a Second
Language (ESL)
Students
 Use of visual aids to demonstrate learning put into place.
 Strong buddy groups set up.
 Extra help from peers.
 Appropriate resources including Internet sites; a variety of ways available
to demonstrate their learning, support personnel, help of peers
 Put into groups of students with superior language skills
Gifted Students
 Use of Blooms Taxonomy
 More challenging tasks, extended investigation in related topics of the
learner’s choice
 Open-ended tasks (research into the Kyoto protocol) or projects that allow
for deeper analysis and evaluation of issues.
 Activities organised on rubrics at different levels of complexity.
 Creation of their own rubrics will allow greater ownership of their learning.
 The class wiki in particular could be used to showcase work from gifted
students
 Opportunities to act as mentors.
Indigenous Groups
 Appropriate support personnel if available, including parents and other
appropriate community groups/individuals ( for in class support of for
consultation.
Materials and Resources Required for Unit
Technology – Hardware
 Camera
 Computer(s)
 Digital Camera
DVD Player
 Internet Connection
Laser Disk
 Printer
 Projection System
Scanner
Television
VCR
 Video Camera
Video Conferencing Equip.
 Interactive Whiteboard
Technology – Software
 Database/Spreadsheet
 Desktop Publishing
 E-mail Software
Encyclopedia on CD-ROM
 Image Processing
 Internet Web Browser
 Multimedia
 Web Page Development
 Word Processing
Other
Printed Materials
Student mathematics text books on rates of change for mathematics skills that are
applied investigations.
Supplies Fish tanks
Internet Resources/
Communication Tools
Unit 12:Volume and Surface Area. Retrieved from
file:///C:/Users/ingri/Downloads/Unit_Unit%2012_%20Volume%20and%20Surface%20A
rea_20220427215500.pdf
Surface Area and Volume. Retrieved from
http://www.shodor.org/interactivate1.0/lessons/sa_vol.html
Unit 8: Surface Area and Volume Geometry. Retrieved from
http://images.pcmac.org/SiSFiles/Schools/CT/MarineScienceMagnet/MSMHS/Uploads/Doc
umentsCategories/Documents/Geo_-_Unit_8__Surface_Area_and_Volume_-
_June_2016.pdf
SAS. Calculating Surface Area and Volume. Retrieved from
https://pdesas.org/module/content/resources/20536/view.ashx
STEM LEARNING. Surface Area and Volume. Retrieved from
https://www.stem.org.uk/resources/community/collection/14936/surface-area-and-
volume
Learn Alberta. Planning Guide: Surface Area and Volume. Retrieved from
https://www.learnalberta.ca/content/mepg8/html/pg8_surfacearea/step3.html
Other Resources