Performance Based Learning And Assessment Task Kite Project
Performance Based Learning and Assessment TaskKite ProjectI.II.III.IV.V.VI.VII.VIII.IX.ASSESSSMENT TASK OVERVIEW & PURPOSE:The students are instructed to: research the history, science, and design of kites; designa blueprint of their kite and find the measurements, scale factor, area, and perimeter oftheir blueprint; and construct and fly their kite.UNIT AUTHOR:Leslie Hindman, Washington-Lee High School, Arlington Public SchoolsCOURSE:GeometryCONTENT STRAND:Geometry, MeasurementOBJECTIVES:Students will be able to Design a scale model of a kite Measure the dimensions and angles of the scale model Determine the scale factor of the scale model Compute the area and perimeter of the scale model Construct and fly a kiteREFERENCE/RESOURCE MATERIALS:For Research: computer accessFor Scale Model Drawing: ruler, protractor, graph paper, calculator, Geometry SOLformula sheetFor Kites: tissue paper, plastic table cloths, small wooden dowels, straws, yarn, fishingwire, markers, scissors, tape, gluePRIMARY ASSESSMENT STRATEGIES:The task includes an assessment component that performs two functions: (1) for thestudent it will be a checklist and provide a self-assessment and (2) for the teacher it willbe used as a rubric. The attached assessment list will assess the research section, scalemodel drawing, and kite construction.EVALUATION CRITERIA:Assessment List, corresponding rubric.INSTRUCTIONAL TIME:2 ninety minute class periods for research, scale model drawings, and kite construction.1/2 ninety minute class period for flying kites.
Kite ProjectStrandGeometry, MeasurementMathematical Objective(s)Students will be able to: Design a scale model of a kiteFind the measures of the sides and angles of the scale modelDetermine the scale factor of the scale modelCompute the area and perimeter of the scale modelRelated SOL G.12 The student will make a model of a three-dimensional figure from a twodimensional drawing and make a two-dimensional representation of a threedimensional object. Models and representations will include scale drawings, perspectivedrawings, blueprints, or computer simulations.G.8 The student will a) investigate and identify properties of quadrilaterals involvingopposite sides and angles, consecutive sides and angles, and diagonals; and c) useproperties of quadrilaterals to solve practical problems.NCTM Standards Use visualization, spatial reasoning, and geometric modeling to solve problems: drawand construct representations of two- and three-dimensional geometric objects using avariety of tools Apply appropriate techniques, tools, and formulas to determine measurements: analyzeprecision, accuracy, and approximate error in measurement situations Apply appropriate techniques, tools, and formulas to determine measurements:understand and use formulas for the area, surface area, and volume of geometricfigures.Materials/Resources Kite Project Worksheet Class set of computers or iPads Class set of calculators Graph paper Protractors2
RulersGeometry SOL Formula SheetKite supplies (i.e. Plastic table cloths, tissue paper, small wooden dowels, straws, yarn,fishing wire, scissors, glue, tape, markers)Assumption of Prior Knowledge Students should have a basic knowledge of scale models, scale factors, and similarfigures Students should have a basic knowledge of quadrilaterals and their properties Students should know how to measure sides and angles Students should know how to use formulas to calculate perimeter and area of basic 2dimensional figuresIntroduction: Setting Up the Mathematical TaskUsing your knowledge of geometry and kites you will research, design, construct, and fly a kitewith a group of 3-4 of your classmates. Your team will research the history, science, anddesigns of kites. Once you've completed your research, you will develop a blue print (scalemodel) on graph paper for your kite. On your scale model, you will measure the dimensions ofand angles of your kite. You will also calculate the area and perimeter and determine the scalefactor for your blue print to your actual kite. Once your blue print in complete, you willconstruct and of course fly your kite.Planned Time OutlineResearch Students should be divided into groups of 3 (a couple groups of 4 if necessary) Students should separate into research roles (1 person should research the history ofkites, 1 should research the science of kites, and 1 (or 2 if a group of 4) shouldresearch possible designs of kites Each student should have access to the internet (either on a computer, iPad, orChromebook) Students can find internet links for their specific role on the back of the groupworksheet.3
Students researching the history and science of kites should record 3 new things theylearn about kites on the group worksheet.Students researching designs of kites should record 3 possible design options of kitesfor their group.During this time the teacher should help any students who are having technical issues,encourage students to be responsible for their portion of the research, and help groupsalong that are getting stuck.Scale Model Before groups begin this section, the teacher should do a quick check to confirm thatthe research portion is complete. Once students have completed the research portion, the teacher should give the groupa piece of graph paper, a ruler, a protractor, a geometry SOL formula sheet, and acalculator. The group should decide on a design for their kite and draw it on the graph paper. Once the group is happy with the blue print, they should measure all of the sidelengths and all of the interior angles of their kite and record them on the blue print. The group should then calculate the area and perimeter of their kite and record theircalculations on the blue print. Finally, the group should determine the scale factor of the blue print to their actualkite. During this section the teacher should observe group discussions of their problemsolving of the calculations. If groups become stuck, the teacher should help them byasking guiding questions about area, perimeter, measurement, and scale factors.Kite Construction Before groups begin this section, the teacher should do a quick check to confirm thatthe scale model portion is complete. Once students have completed their scale model of their kite, they should have accessto the kite construction materials to build their kites. Construction materials could include: plastic table cloths, tissue paper, small woodendowels, straws, yarn, fishing wire, markers, scissors, tape, glue, etc. During the section the teacher should circulate from group to group and ask guidingquestions whenever groups get stuck. Try to be less involved in this process to allowstudents to problem solve and be creative.Kite Flying Before the class begins this section, the teacher should do a quick check to confirmthat groups have completed their constructions.4
Choose a day with good weather to take the class outside (low chance of rain, windy,comfortable temperature)Students should be given time to fly kites as a group.Demonstrate how to get a running start for your kite (some students probably havenever flown a kite before)Bring a few supplies (scissors, string, tape, etc) for kites that may become damagedwhen flying and may need quick repairsThe research and scale model parts should take 45-60 minutes. The kite construction should takeabout 90-105 minutes divided up between 2 classes. The kite flying should take about 45minutes.Student ExplorationIndividual Work Students are responsible for contributing to the success of the group kite. This ishighlighted when students are given a specific role for researching kites. Eachstudent should know what their role is for the research and should be responsiblefor sharing their findings with their entire group and writing them on the groupworksheet.Small Group Work Students will be working as a group for the whole activity to accomplish the goal.Students should work collaboratively and cooperatively by listening to one another'sideas and practice mathematical discourse to explain their own. One grade will begiven to the entire group for this project.Student/Teacher Actions Students should be working with their groups on each part of the activity to worktogether to build a kite that successfully flies. In order to facilitate math discourse, the teacher should work with groups by askingquestions such as: Explain your process for calculating the area. Why did you chooseyour particular design? Are there other methods for calculating area and perimeterfor your kite? etc. When groups become stuck because of differing ideas, ask group members toexplain each other's construction ideas and ask the group if there is a way tocompromise between the differing ideas.5
Monitoring Student Responses students are to communicate their thinking and their new knowledge by communicatingtheir ideas and mathematical reasoning verbally with math discourse to their groupmembersstudents are to communicate with each other respectively and supportivelyteacher should assist groups who have difficulties by asking guiding questions andasking students to compromise on their ideasteacher should summarize the activity by having groups discuss successes andweaknesses of different designs of kites after flying them and by asking groups whatthey could do differently to improve their designs6
Team Names:Let’s Go Fly a Kite!Objective:The student will be able to use their knowledge of geometry and kites to constructand fly a kite.Directions:You will design, construct, and fly a kite with a group of 3-4 of your classmates.Your team will research kites, develop a blue print, calculate the dimensions of yourkite, and of course fly your kite. This project will be counted as a test grade.Research:Use the given websites to fill in the chart with information you find on kites.History of tp://www.gkites.com/howtofly/hist1.htmlScience of /thephysicsofkites.homestead.com/index.htmlDesign tmlhttp://www.inquiry.net/OUTDOOR/spring/kites/7
TopicHistory of KitesThree things I discovered 1.2.3.Science of Kites1.2.3.Design Ideas1.2.3.Design:Create a scale drawing of your kite using graph paper. You should label the scalefactor of the drawing to the actual kite (ex. Scale Factor ?).Kite Measurements:On your graph, you should label all side lengths and all angle measures. You shouldalso calculate and record the perimeter and area of the blue print of your kite aswell as figure out the area and perimeter of your actual kite.Kite Flying:Your project will be flown during class time. To classify as flying, the kite must be10 feet off the ground and stay in the air for at least 10 seconds.8
Assessment List and RubricAssessment List for Kite ProjectNum123456789101112ElementPointValueHistory of Kites chart completed3Science of Kites chart completed3Design Ideas chart completed3Blueprint of kite designed on graph paper5Scale Factor of scale model to actual kite displayed on 2blueprintKite side lengths labeled on blueprint3Kite angle measurements labeled on blueprint3Kite perimeter of both blue print and actual correctly 5calculated and displayed on blueprintKite area of both blue print and actual correctly5calculated and displayed on blueprintKite constructed according to blueprint10Creativity/Neatness of construction3Flight performance5Total509EarnedAssessmentSelfTeacher
#1Element2Science of Kiteschart completed3Design Ideaschart completed4Blueprint of kitedesigned ongraph paper5Scale Factor ofscale model toactual kitedisplayed onblueprintKite side lengthslabeled onblueprintNo scale factor isdisplayed onblueprintKite anglemeasurementslabeled onblueprintKite perimetercorrectlycalculated andNo anglesmeasurements arelabeled on blueprint678History of Kiteschart completed00 pieces of historicalinformationrecorded0 pieces of historicalinformationrecorded0 pieces of historicalinformationrecordedNo blueprint of kiteNo side lengthmeasurements arelabeled on blueprintNo perimeter wasfound for the kite.Rubric for Kite Project121 piece of historical 2 pieces of historicalinformationinformationrecordedrecorded1 piece of historical 2 pieces of historicalinformationinformationrecordedrecorded1 piece of historical 2 pieces of historicalinformationinformationrecordedrecordedA blueprint is drawn A blueprint is drawnbut is difficult tobut is sloppy andread and designdesign has somecontains significantflawsflawsScale factor isScale factor isdisplayed but isdisplayed and isunreasonablereasonable for theconstructionSome side lengthmeasurements arecorrect and labeledon blueprintSome anglemeasurements arecorrect and labeledon blueprintMost side lengthmeasurements arecorrect and labeledon blueprintMost anglemeasurements arecorrect and labeledon blueprintAn incorrect method NAwas used to find thekite perimeter.33 pieces of historicalinformationrecorded3 pieces of historicalinformationrecorded3 pieces of historicalinformationrecordedBlueprint is drawnneatly but thedesign has someflaws4NA5NANANANANABlueprint is drawnneatly with athoughtful designbut has a fewinaccuraciesNABlueprint is drawnneatly and preciselywith a well thoughtout designAll side lengthmeasurements arecorrect and labeledon blueprintAll anglemeasurements arecorrect and labeledon blueprintNANANANAA correct methodwas used to find thekite perimeter, butNAKite perimeter ofblue print and actualwas correctlyNANA
was performedincorrectly.displayed onblueprint910Kite areacorrectlycalculated anddisplayed onblueprintNo area was foundfor the kite.An incorrect method NAwas used to find thekite area.A correct methodwas used to find thekite area, but wasperformedincorrectly.NA2Kite is constructedbut does notresemble blueprintdesign4Kite is similar todesign on blueprintbut measurementsand the scale factorare wrong6Kite is similar todesign on blueprintwith severalinaccuracies8Kite is constructedaccording to designon blueprint withsome inaccuracies0No kite isconstructed1Kite is messy anduncreative2Kite is neat inconstruction3Kite is creative, neatin construction, andattractive4NA10Kite is constructedaccording to designon blueprint withaccurate sidelengths according toscale factor5NAKite does not flyKite flies as studentruns while pullingthe string for 3secondsKite flies as studentruns while pullingthe string for 5secondsKite flies at least 5feet above theground for at least 3secondsKite flies at least 10feet above theground for at least 5secondsKite flies at least 10feet above theground for at least10 seconds0Kite constructed No kite isconstructedaccording toblueprint1112Creativity/Neatness ofconstructionFlightperformancecalculated andlabeled onblueprint.Kite area of blueprint and actual wascorrectly calculatedand labeled onblueprint.11
Benchmark for Kite Project
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Examples of students' final kite constructions and flying attempt:15
a piece of graph paper, a ruler, a protractor, a geometry SOL formula sheet, and a calculator. The group should decide on a design for their kite and draw it on the graph paper. Once the group is happy
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