Embedded Files
The PBL Process
The PBL Process
What we wanted to learn next from our last PBL:
What we wanted to learn next from our last PBL:
In our last PBL we focused on recognizing when our society needs to change. For quarter three, our PBL will focus on the benefits of society and our environment that would be brought about if tiny houses became "the norm". We will research the benefits: financial, environmental, and societal of tiny house living.
Driving Question:
Driving Question:
When do you recognize your society needs to change and why?
How do tiny houses benefit the environment and society around them?
What We Knew:
What We Knew:
We knew about tiny houses from seeing them on TV. We also had prior knowledge of area and perimeter of polygons from 5th grade.
What We Needed to Learn:
What We Needed to Learn:
What makes a tiny house tiny? How big is a Tiny House?
Where can a tiny house be placed? Are there restrictions?
Can there be wifi in a tiny house?
How many people can live in a tiny house?
Are all tiny houses on wheels?
What are the must haves for a tiny house?
Can I have a second story on a tiny house?
How will I organize my space
How does plumbing work in a tiny house?
Standards Addressed:
Standards Addressed:
MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
MGSE6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths (1/2 u), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = (length) x (width) x (height) and V= (area of base) x (height) to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
MGSE6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
Authentic Experts We Engaged:
Authentic Experts We Engaged:
Mr. Ching (BIA parent and mechanical engineer) served as a virtual guest speaker for our project. He addressed student's questions about using computer software to design tiny houses, making a list of must haves and utilizing space and maximizing square footage within a tiny house.
Project Timeline:
Project Timeline:
Entry Event:
Entry Event:
Watch an episode of Tiny Houses. Make a list of "I notice and I wonder".
Project Management (Step by Step Plan):
Project Management (Step by Step Plan):
Take virtual tours of tiny houses. Complete a response questionnaire listing likes and dislikes.
Explore Tynkercad software and familiarize yourself with the tools and features.
Speak to expert virtually and ask questions.
Review directions for building model of a tiny house. Discuss needed materials and options for building.
Create a rough draft sketch of tiny house using grid paper. Label all required items on sketch. Due February 12th.
Final version of tiny house - due February 17th.
Calculate "specs" of tiny house - due February 19th.
Build scale (or virtual) model of tiny house - due February 24th.
Self evaluation/Peer evaluation & Reflections - due February 26th.
Extension activities (Building furniture & Create housing problems) - week of March 1st
Uploading projects to virtual site - March 5th
Reflection:
Reflection:
Look for student reflections on the last slide of their presentations below.
Revision:
Revision:
Some students did not follow the directions on the blue print (rough draft) when creating their tiny house which led to incorrect proportions in their scale models. As a result, some students had to make many revisions to their tiny house to stay within the 500 square feet restriction.
What We Want to Learn Next:
What We Want to Learn Next:
Students want to know if their tiny houses can be 3D printed. They also want to know how they can build second floors and how to make their tiny houses mobile.
Our PBL Products
Our PBL Products
Feedback and Reflection
Feedback and Reflection
Please leave reflect on our PBL journey and products using the "I like, I wish, I wonder" protocol in the padlet below.HOW to use I Like, I Wish, I Wonder ProtocolExpress your thoughts and feedback to your child in sentences that begin with I Like, I Wish, I Wonder. Share all or your likes first, then wishes, and finally wonders.Some EXAMPLES of how to use the protocol to give students feedback on their process: “I like how you described the use of technology to research new ideas.”“I wish that you would have included more information about possible answers to the driving question.”“I wonder how you could have included coding your project?
2021 Q3 (March) 6th Grade Comments.pdfPage updated
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