The goal of this project is to help students design and construct a composite shape with personal meaning and calculate the surface area of their design.
To help students formulate their design they were given a set of design criteria:
- Create a 3-D “pet” using geometric solids
- To construct the geopet, use recycled household objects, design it for the 3D printer, or styrofoam materials
- Be practical, as you will need to do calculations for the pet!
- SPECIFICATIONS: use at least THREE different solids, and the final pet must be able to fit in a 30cm x 30cm x 30cm box if using conventional materials, if designing for the 3D printer, must be able to fit in a 10cm x 10cm x 10cm box.
- Artistic ability is not required, but showing pride and effort is essential!
Students were provided 3 hour long sessions to work on their geopet at school. During this time, they were problem solving how their shapes would fit together and how to complete their calculations including overlapping shapes in the most easy to understand way. Collaboration was encouraged and formative check ins with students regularly occurred providing feedback about their organization and calculations.
Students were also expected to complete their calculations as if their geopet had doubled in size (by doubling the dimensions). The purpose of this step was to support student understanding that doubling dimensions of an object does not double the surface area.
Students had an opportunity to decorate their geopets with paint and other embellishments to make them “come alive”.
At the end of the project, students participated in a sharing session, describing their creative process and outlining the polyhedrons that make up their pet.
Curriculum Connections: This task, when modified can have possible connections to many areas of the Alberta Program of Studies. For example:
- Grade 9 -Shape & Space
- Math 10C – Measurement
- Math 20-2 – Measurement
- Math 20-3 – Measurement
- Math 8 – Shape & Space (enrichment)
- Fine Arts
- Language Arts
Formative assessment was provided to students throughout the design process. Typical formative check ins surrounded use of shapes, and mathematical support for the calculations of polyhedrons.
Students were summatively assessed using a rubric on a 1 – 4 scale based on their ability to meet the design criteria, correctness of calculations, and overall organization.