8th Grade

Using Transformations and Geometry as an Architect

Using Transformations and Geometry as an Architect is a project based project designed to get students engaged in real world designing. Students will act as architects and will be designing two different aspects of a city. They will be creating a street map using linear equations, parallel lines cut by a transversal. They will also design a room layout using geometric transformations.

The PBL Process

What we wanted to learn next from our last PBL:

How we can become better citizens through the implementation of physical changes to our community or society?

Driving Question:

How can we use our knowledge of Geometry and Transformations to develop a plan of a street and a home?

What We Knew:

1) Students need to know how to construct two-dimensional figures representing buildings, rooms etc to scale.

2) Students need to know that it can be lengthy to design the project and should always incorporate rough drafts before implementing online.

3) Students need to know how to draw shapes to scale on a coordinate plane.

What We Needed to Learn:

identify and be able to use transformations for drawing
create parallel lines that are cut by a transversal
knowledge of parallel and perpendicular lines
how to use scale

Standards Addressed:

MGSE8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

MGSE8.G.5

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an argument in terms of transversals why this is so.

Project Timeline:

Entry Event:

Project Management (Step by Step Plan):

-Connect to Content Standards

-Entry Event- 3D Virtual Building and Road Field Trip

-Discover and Explore the Driving Question

Student Voice and Choice- students will be developing inquiry and discovery to drive the project

Students will begin building knowledge and skills through research to answer the driving question.

Street- Linear Equation, Home- Transformation

Develop products for each.

Revision and Critique by Peers-

Exhibition

Reflection

Reflection:

We will reflect after PBL Exhibition Night

Revision:

Based on critique from exhibition night.

What We Want to Learn Next:

How can we expand our drawings to create more detailed maps or sketches?

Progress and Products

Adrienne Davis-Matthews

Aliza Clayton

Ariana Venegas Rodriguez

Audrianna Davis

Carson Fowler

Chloe Black

Donald Jackson

Emma Dempster

Ernesto Perez Pollinares

Ezelle Robinson

Gia Hernandez

Isadri Hernandez-Sanchez

Isreal Clark

Jacob Johnson

Jaden Onwumbiko

James Roberts

Jazlynn Wilson

Josh James

Joshua Johnson

Kelby Cannick

Kevin Arango Lopez

Maria Alvarado-Pachero

Moontaha Choudhury

Nathalie Parker

Nina Atkins

Oscar Astorga

Tinsaye Henock

Zahira Defares

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) 8th Grade Comments.pdf