Interdisciplinary Unit Plan
Unit: Under the Blood Red Sun
Theme: Overcoming Challenges that Minorities Face
Group A
Teacher: Ms. Rosanna Cabigting
Grade: 9
Content: Mathematics
Subject: Algebra I & Geometry
Common Core State Standards
N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.
N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios)
G.MG.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
Activity 1, Week 1
Description of Activity
Students will choose a setting from the book "Under the Blood Red Sun" and draw a blueprint that includes a building structure and landscape using geometric shapes (rectangles, squares, cylinders), proportion and scales. Students will also draw a blueprint of their village or neighborhood which will include building structures and greenery.
Relation to the theme: Students can interview their parents on how homes or neighborhoods were built and set up back in the day to find out about their personal history and how it has changed in the present. Students can also find out if there is a reason for how the neighborhood is set up possibly due to social class, if any.
Supplies
2 sheets of 8.5 x 11" graphing paper, pencil, ruler, colored pencils
Tasks
1. Choose a location setting from the book "Under the Blood Red Sun".
Examples: a) Tomi's home that includes the pigeon house and the field that separates it, b) The Wilson's estate that includesTomi's home, c) Tomi's home and Grampa's chicken coup
2. Using one sheet of 8.5 x 11" graphing paper, students will depict their idea of the setting they chose by drawing and labeling building structures and plant forms on the sheet that may also include roadways.
Image/sample of floor plan to show students:
3. The scale of 1 tile on graphing paper is equivalent to 2 feet, use this information to calculate the real size proportion of your building structure's length or width. Also calculate the perimeter of the building structures.
Example: 1 tile : 2 feet and 2 tiles : x feet
Rubric
http://www.altonschools.org/media/pdf/DRAWING%20RUBRIC%209.pdf
Mini-Exercise #1 (in groups): Domino Challenge
Description
Students will be divided into groups of 3 to 4 per group. Each group will be given a set of dominos to come up with a maze. They must design and arrange the dominos to topple all domino pieces within 60 seconds or less. Students will have 45 minutes to work on this exercise.
Materials
1 set of dominos (28 pieces), timer
Video Demonstration: http://www.teachertube.com/video/activstudio-toolbar-demonstration-54887
Objective of Exercise
Create a maze with 28 domino pieces that can be toppled within 60 seconds or less.
Students will be able to:
1. Work with peers in a group setting
2. Brainstorm and identify the best strategy to meet the goal of the exercise. (20 mins)
3. Test their strategies and decide on the best one (25 mins)
4. Present their maze
5. Rate their experience of how challenging it was to work with one another in that small time frame using a scale of 1 to 5 (Rating of 1 - No issues, 3 - Rocky but it worked out, 5 - Most Difficult) and provide an explanation for their rating.
Supplemental Material Reading/Tools:
Isometric Drawing Tool Activity (Open site with Internet explorer)
Reading on Perimeter Algorithm
Reading: 1) "Surveying and Geometry" and 2) "What is Surveying?" from Phillips, T. The Mathematics of Surveying: Part 1. Online source: http://www.ams.org/samplings/feature-column-fcarc-surveying-one
Books
Hazama, D. & Kemeiji, J. (2008). "The Japanese in Hawaii: Okage Sama De." Bess Press.
Dieudonne, F. (2011). "Always Remember You Are Hawaiian: A Biography of Theodore A. Vierra, AIA."
Hibbard, D., Mason, G. & Weitze, K. (2010). "Hart Wood: Achitectural Regionalism in Hawaii". University of Hawaii Press.
Britton, K., Terib, M., Sakamoto, D. & Frampton, K. (2015). "Hawaiian Modern: The Architecture of Vladimir Ossipoff." Yale University Press.
Click on images to be directed to a website to purchase novel.
Activity 2, Week 2
Description of Activity
Students will be given required measurements to use for planning the construction of their blueprints into a 2D or 3D model. Students will use the scale and proportions from their original plan to calculate the changes in scale and proportions of their design.
Relation to the theme: Ask students: How did their ancestors measure objects? What type of object did they use as a ruler? What did they call it?
Tasks
1. Students will look at their scale from the original design plan and calculate the changes in their unit scale and proportions by using the given:
Requirements: 1) The model should be placed on a platform/poster board measured at 12 x 24 inches. 2) The maximum height of the tallest structure (building or tree/greenery) of the model must stand at least 1 foot from the surface of the board and the smallest structure must stand at a minimum height of 4 inches.
For example: The setting of Tomi's home with the field, tree and pigeon home - You will need to account for maximum height of the house up to 10 inches, the tree could be as tall as 12 inches, the pigeon home at 2 inches minimum. You will also need to acount for the distance from the house to the tree and pigeon home using the dimension of the poster board and placement of the structures.
2. Plan for additional details for the building structure such as textures, furniture, etc.
Supplemental Materials
Video : http://www.bbc.co.uk/skillswise/topic/maps-and-plans
Reading: Casselman, B.(1996). Mathematical Illustrations: A manual of geometry and PostScript. Online source to download from: http://www.math.ubc.ca/~cass/graphics/manual/
Casselman: Chapter 11 - Introduction to drawing in three dimensions p185-186
Casselman: Chapter 14 - Drawing surfaces in 3D
Activity 3, Week 3
Description of Activity
Students will construct a 2D or 3D model of the blueprints they developed in activity 1 and 2. Students will identify materials to use in the construction of their structures such as popsicle sticks, toothpicks, or foam boards, etc. based on how they imagine the structures should look when they designed it.
Relation to the theme: Ask students: What kind of materials did they use to build their homes? How long did it take for them to build a home back in the day? How many people were involved? Who were involved? Did teens also play a role in building homes too?
Supplies
Construction paper, clay, paint, glue, toothpicks, popsicle sticks, foam board, poster board 12 x 24 inches, other supplies as needed
Tasks
1. Identify supplies needed to construct the two or three dimesional model of floor plan developed from Activity 1.
2. Construct a two or three dimensional model with the following requirements: 1) The model should be placed on a platform/poster board measured at 12 x 24 inches. 2) The maximum height of the tallest structure (building or tree/greenery) of the model must stand at least 1 foot from the surface of the board and the smallest structure must stand at a minimum height of 4 inches.
Image/sample of model to show students:
Supplemental Materials
View online museum for ideas - Lipson's Lego Sculptures