|Title:||Pyramid Design Challenge|
|Learning Target:||I am learning to measure length of an object using appropriate tools. I am learning to compare length of objects using standard and non-standard units. I am learning to use text features to understand unknown words. I am learning to determine the meaning of words in a text.|
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
|Title:||How Tall, How Short, How Faraway|
|Author:||David A. Adler|
|Lexile Reading Level:||850|
|Formative Assessment Strategy:|
Completed measurement log (attached)
Example materials to use for building pyramid: books, play doh, clay, sugar cubes, shoe boxes, crates, popsicle sticks, bite size candies, marshmallows, matchboxes, tubs, cups, bowls, unifix cubes, leggos, math manipulatives, pattern blocks
Copy of a blue print (you can google a blue print house plan)
Template for Formative Assessment
Challenge: “You are being charged with a design challenge. Your job as architects is to design the biggest pyramid you can make using only materials that are provided.”
The driving question for the week is: “How can we as architects design a well-constructed pyramid?”
Lead a class discussion called “Need to Know.” Ask students “what do we need to know to construct a pyramid” and list their discussion on chart paper. This time may lead to children needing to research about pyramids and how construction happened in ancient times. There are multiple videos on YouTube and BrainPop Jr. that can be helpful (teacher discretion based on your population)
|Variations, Connections, or Follow-up Suggestions|
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