Radha Lakshmi
Maths Class VI
Project Based Learning
Lesson1. Project Plan
(1.1)The Define Phase
1.Basic Geometrical Ideas
2.Understanding Elementary Shapes
(1.11) Introduction:
Write a statement describing the overall purpose of the project.
What is the key challenge or problem the project is aiming to address?
What are students intended to learn from the project?
*OH ,THE WORLD ARROUND US …..FULL OF GEOMETRICAL IDEAS…..FULL OF ELEMENTARY SHAPES……
*MOTHER NATURE THE QUEEN OF MATHEMATICS…..OPEN YOUR EYES…LOOK…ADMIRE…PROTECT…LEARN FROM NATURE….
*This project is intended to allow class VI students to explore the following topics:
1. A point determines a location. It is usually denoted by a capital letter.
2. A line segment corresponds to the shortest distance between two points. The
line segment joining points A and B is denoted by AB.
AB and BA denote the same line segment.
3. A line is obtained when a line segment like AB is extended on both sides
indefinitely; it is denoted by AB
or sometimes by a single small letter like l.
4. Two distinct lines meeting at a point are called intersecting lines.
5. Two lines in a plane are said to be parallel if they do not meet.
6. A ray is a portion of line starting at a point and going in one direction endlessly.
7. Any drawing (straight or non-straight) done without lifting the pencil may be
called a curve. In this sense, a line is also a curve.
8. A simple curve is one that does not cross itself.
9. A curve is said to be closed if its ends are joined; otherwise it is said to be open.
10. A polygon is a simple closed curve made up of line segments. Here,
(i) The line segments are the sides of the polygon.
(ii) Any two sides with a common end point are adjacent sides.
(iii) The meeting point of a pair of sides is called a vertex.
(iv) The end points of the same side are adjacent vertices.
(v) The join of any two non-adjacent vertices is a diagonal.
11. An angle is made up of two rays starting from a common end point.
Two rays OA and OB
make ∠AOB(or also called ∠BOA).
An angle leads to three divisions of a region:
On the angle, the interior of the angle and the exterior of the angle.
12. A triangle is a three-sided polygon.
13. A quadrilateral is a four-sided polygon. (It should be named cyclically).
In any quadrilateral ABCD, AB & DC and AD & BC are pairs of opposite
sides. ∠A & ∠C and ∠B & ∠D are pairs of opposite angles. ∠A is adjacent
to ∠B & ∠D ; similar relations exist for other three angles.
14. A circle is the path of a point moving at the same distance from a fixed point.
The fixed point is the centre, the fixed distance is the radius and the distance
around the circle is the circumference.
A chord of a circle is a line segment joining any two points on the circle.
A diameter is a chord passing through the centre of the circle.
A sector is the region in the interior of a circle enclosed by an arc on one side
and a pair of radii on the other two sides.
A segment of a circle is a region in the interior of the circle enclosed by an arc
and a chord.
1. The distance between the end points of a line segment is its length.
2. A graduated ruler and the divider are useful to compare lengths of line
segments.
3. When a hand of a clock moves from one position to another position we have
an example for an angle.
One full turn of the hand is 1 revolution.
A right angle is ¼ revolution and a straight angle is ½ a revolution .
We use a protractor to measure the size of an angle in degrees.
The measure of a right angle is 90° and hence that of a straight angle is 180°.
An angle is acute if its measure is smaller than that of a right angle and is obtuse
if its measure is greater than that of a right angle and less than a straight angle.
A reflex angle is larger than a straight angle.
4. Two intersecting lines are perpendicular if the angle between them is 90°.
5. The perpendicular bisector of a line segment is a perpendicular to the line
segment that divides it into two equal parts.
6. Triangles can be classified as follows based on their angles:
Nature of angles in the triangle Name
Each angle is acute Acute angled triangle
One angle is a right angle Right angled triangle
One angle is obtuse Obtuse angled triangle
7. Triangles can be classified as follows based on the lengths of their sides:
Nature of sides in the triangle Name
All the three sides are of unequal length Scalene triangle
Any two of the sides are of equal length Isosceles triangle
All the three sides are of equal length Equilateral triangle
8. Polygons are named based on their sides.
Number of sides Name of the Polygon
3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
8 Octagon
9. Quadrilaterals are further classified with reference to their properties.
Properties Name of the Quadrilateral
One pair of parallel sides Trapezium
Two pairs of parallel sides Parallelogram
Parallelogram with 4 right angles Rectangle
Parallelogram with 4 sides of equal length Rhombus
A rhombus with 4 right angles Square
10. We see around us many three dimensional shapes. Cubes, cuboids, spheres,
cylinders, cones, prisms and pyramids are some of them.
1.12) Project Scope:
Describe the scope of your project. This may include class and section, subjects it covers, soft skills to be used etc. as well as other factors affecting scope.
Students from Class: VI
Subjects … mathematics,art,architecture ,cloth designing and measurement, music,science,engineering constructions ,directions in Geography
Tactics and tools , interpersonal skill, communicative skill, leadership quality
Student work to be managed by guide teachers to prevent going from out of track and out of scope.
(1.13) Curriculum and Standards:
List the curriculum and standards this project with cover.
*Introduction to geometry….a new branch of mathematics
*learn some interesting facts that will help you know more
about the shapes around you.
*Basic Geometrical Ideas
*plane figures
*solids
* Understanding Elementary Shapes
* engineering constructions ,directions in Geography
*Conservation of resource
Lesson 2-Define Phase
2.1 Essential Question:
Put in writing the question that will engage the students
*Geometry has a long and rich history. The term ‘Geometry’ is the English
equivalent of the Greek word ‘Geometron’. ‘Geo’ means Earth and ‘metron’
means Measurement.
*Explore about the shapes around you.
2.2 Grouping Strategy:
Describe the criteria that will be used to form student’s team and how this maps to the goals of the project.
Groups consist of students of different gender and have following skills
Organizing skill, Leadership quality-to segregate different topics and assign them among the members.
Drawing skill-to make pictures related to the topic
Slogan writing/ poem writing skill- to create awareness about the need for understanding basic geometrical ideas and elementary shapes
Artistic skill- to make model(house ,building , sofa set ,geometrical fish, garden, house ,….etc)
Speaking skill/ communication skill- to present the project in front of the crowd
Acting skill- skit
2.3 Learning Environment:
Describe the learning environment for the project including any classroom adaptation that will be required.
School campus- campaign, display board ,class room,kitchen, house,world arround us , Assembly – speech, skit
2.4 Assessment Approach:
Describe the approach for:
2.41 Authentic Assessment:
Visit to .
Analysis of shapes around us.
Collecting information about usage of shapes around you Construction of
magnificent palaces, temples, lakes, dams and cities, art and architecture .
Giving “advice- individuals to conserve nature ” will be performed during the project.
2.42. Formative Assessment:
Slogan assessment, regular feedback, questionnaire on , model assessment, photographs assessment.
2.43. Summative assessment:
Data collected and analyzed
Poem assessment
Power point presentation
Solving puzzles/ riddles
Speech assessment
Skit assessment
2.44. Rubrics
Assessment on
Model making
Speech
Poster / slogan and poem presentation
Power point presentation
Execution of campaign
Data collection, organization and interpretation
2.45: Grading’s
Based on stepwise grading throughout the entire project
A rubric used to compile grades
Lesson 3-Plan Phase
List the project task and, if possible at this stage include the sub-tasks. For each task add the product that will be created and indicate it will be a milestone.
Class room instruction—Water resource, source, importance, depletion, pollution and conservation
Selection of student group- Class 6(student group)
Research- Library, website, Wikipedia( research report)
Activity- poem, slogan, poster making, model, speech(activity report)
Field trip- pond ecosystem(field trip)
Presentation- conservation of water resource(presentation)
3.2 Role definition:
List the roles team members will fulfill in the project.
Project leader- Teacher
Researchers- students
Information provider- people staying near the pond
Presenter- group leader with the team members.
3.3 Task schedule:
Note start and end dates for the project.
Include expected dates to start specific tasks
Start date: 08.08.16
End date: 30.08.16
Poem , slogan, poster- 20.08.16
Campaign- 10.08.16
Speech-25.08.16
Presentation-30.08.16
3.4 Special Activities Plan:
List any special activities (e.g. Field trips or guest speakers) including dates.
Visit to pond ecosystem and interaction with local people-13.08.16
Campaign-10.08.16
Poster display-20.08.16
3.5 Resource Plan:
List resource that will be required during the project and any other date constraints associated with them.
Library period- According to the time table of the class.
Computer period- According to the time table of the class.
3.6 Direct Instruction:
List any planned direct instruction sessions and link them to specific tasks if appropriate.
Questionnaire preparation-pond ecosystem
Research paper from internet- study already conducted
3.7 Reviews and checkpoints:
Describe how you will incorporate review meetings and checkpoints in the project
Checking the progress of task, every week.
Group meeting every day to ensure work done
Follow-up
3.8 Assessment plan:
Describe the balanced assessment plan for the project. List products that will be assessed during the project. List rubrics that need to be created before project launch.
Assessment plan: slogan assessment
Poem assessment
Photograph assessment
Questionnaire assessment
Skit assessment
Poster assessment
Presentation assessment
Speech assessment
Model assessment
Team coordination, organization, creativity, interpretation
Work plan-Lesson 4
Sl.
No TASK SUBTASK ROLE STARDATE END DATE PRODUCT
Launch project
teacher 08.08.16 08.08.16 Project launched
Deliver classroom instruction 1.Define the project
2.culminating product
teacher 08.08.16 08.08.16 Initial classroom
discussion completed
Group selection teacher 08.08.16 08.08.16 Group selection complete
Conduct Research
Collect data on water pollution and water conservation students 09.08.16 28.08.16 Information recorded
Perform field visit Visit to nearest pond ecosystem
student 13.08.16 13.08.16 Proceedings recorded & Photographs taken
Conduct Survey
Visit to nearby village. Prepare Questionaire
student 13.08.16 13.08.16 Prepared and conducted Survey.
Activities Slogan, poster, speech, campaign 10.08.16 25.08.16
Advice meeting Team meets for briefs and advice from teacher.
students 08.08.16 Meeting held to discuss proceeding
Assessment & grading
Prepare rubrics & assessment teacher 08.08.16
Reflection and evaluation Student reflection& evaluation, Teacher reflection & evaluation Student and teacher 29.08.16
Project closed
Submitting to Principal teacher 30.08.16
Project Plan – Lesson 5
The Do Phase
(5.1) Project Launch: Describe how the project will be launched, including how goals, expectation, rules, procedures, assessment, and grading will be presented to the students. The project will be launched at a group meeting with the class. There will be a presentation covering goals. Expectations, rules, procedures, assessments and grading. Students will be invited to discuss any of the above. The final presentation will be printed and displayed in the classroom and posted in the blog. The define, plan, do and review cycles will be discussed.
(5.2) Artifacts: List artifacts that will be created during the project Questionnaire, slogan , presentation, display board
(5.3) Culminating product: Describe what culminating product or products are expected to be created during the project and how they will be presented. 1.Questionnaire 2. Log book on activity report with date. 3. Charts/ Posters depicting ideas. 4. Blog/animation 5. cartoon. 6. Power point presentation
(5.4) Celebrating completion: Describe how the students will celebrate when the project is completed. Exhibition of project in the conference hall before peer group and all science teachers, Principal / Vice Principal/ Experts.
Lesson 6 -The Review Phase
(6.1)Student Reflection and Evaluation:
Describe how student reflection and evaluation will be conducted.
Student will present in front of the class-the methodology adopted, challenges faced-facts learned-skills developed-enjoyment of team work-self decisions made-critical analysis- visits and experiences gained.
(6.2) Teacher Reflection and Evaluation:
Describe how teacher reflection and evaluation will be conducted.
Challenges
Problems faced
How it can be done better/different
Overall experiences gained.
Successes
(6.3) Assessment of 21st Century skills:
List of 21st century skills in this project and its assessment
Artefacts : 21st century skills
Campaign: organization and
Photographs: Skill to handle camera- cinematography
Poster: Drawing and painting skills. creativity using colours.
Presentation: ICT , creativity, team coordination, leadership, Analysis, conclusion, problem solving.
(6.4) Summative Assessment and Grading:
List products and the corresponding rubrics that will be used for SA and Grading
Product Rubric Grading
1.Survey results
2.campaign
3.Blog
4.Posters/slogan/speech/skit
5.Power point presentation Questionnaire, survey rubrics
campaign
Blog rubric
Respective rubric
ICT/presentation rubric
Lesson 7-The Manage Phase
(7.1) Process Management:
List tasks that will be used to manage the process of conducting the learning
Planning
Project leadership
Progress monitoring
process management
Conflict management
(7.2) Student Preparation:
Describe how students will be prepared for the project prior to launch. List any specific instruction or tasks that will be needed
The idea to be presented to student 3 weeks before the launch of the project. New ICT tools to be practiced and analysed. Sample project can be discussed- highlighting steps to be followed- results- conclusion- requirements.
(7.3) Facilitation:
Describe how facilitation of resources will be used to enable the students to be successful.
Use of library and computer labs - free periods to be made use of . Research papers on the same topic and previous project reports to be made use of.
(7.4) Progress Monitoring:
Describe how program will be monitored throughout the project.
Team to meet on daily basis to discuss proceedings and report to teacher in charge.
Group Progress
Check for the completion of specific task and topics learned
Individual Progress
(7.5) Re-planning:
Describe how‘re-planning’ will be used if the project goes off track
Low risk of student work going out off track. Project to be completed in the assigned date schedule. 10% additional time may be allowed. End date to be adhered to. Extra time at home can be made use of.
(7.6) Conflict Management:
Describe how to address problems related to participation, offer approaches to manage other conflicts that may arise.
Team work rule to be followed. Students are asked to coordinate and cooperate to make the programme a success. Activity to be monitored by the teacher regularly to avoid misunderstanding. Motivating words to be used often to encourage student to work with unity