# EDPC 605 - Digital Drafts

### Curriculum Design and Development

## Lesson#1 How do we apply 2-D and 3D concepts through design?

## Summary

Standards: CCSS.MATH.CONTENT.HSG.GMD.B.4

Visualize relationships between two-dimensional and three-dimensional objects

The goals of this lesson are for the students:

1) to understand design progress and why prototype (failure) is essential

2) to build team work skills

3) to connect the ideas of 2D and 3D concepts

The smartboard lesson will start by a do-now activity (students will be asked what the most important aspect when working as a team and teacher will then show them the picture of the design process). After that, students will be given the introduction and rules of the marshmallow challenge (see the attached picture). Once students are familiar with the rules and expectation, they will be given 18 minutes to execute the challenge (background music will be played and online timer will be displayed the students.) When the students are finished with the challenge, they will be watching a TED talk video in the form of a Zaption video. As an exit activity, students will complete a reflection via google form

## Support Synopsis

Gramatik

##### Grizmatik - Digital Liberation Is Mad Freedom by Gramatik

for teachers to download the video in advance if youtube is blocked in the school network

## Lesson#2 - How do we find the surface area of a 3-D solid?

## Summary

Apply geometric concepts in modeling situations

This lesson is from a Geometry Unit which students will develop a deep understanding of 2-D and 3-D objects.

The goals of this lesson are for the students:

1) to review the idea of surface area

2) to make connections between 2D and 3D objects

3) to create formulas for finding the surface area of a rectangle prism

The smartboard lesson will start by a do-now activity (students will be asked to compare the term, "area" and "surface area"). After that, the lesson will continue with an exploration activity - 3 Acts Math. In the first act, the students will be posted a question through a short video clip and then they will be asked to post their estimation of the answer on a padlet wall. During Act 2, students will be working in partners to use their math skills to come up with a solution. In Act 3, students will be shown the answer and reflect on whether their estimation is accurate and explain why there are errors. After the 3 acts math activity, students will be asked to come up with a formula for the rectangular prism (if the formula is brought up during Act 2, students will be asked to justify the formula and why it would work each time). Then the students will be given a few practice problems to test out the formulas. As an exit activity, students will be given a Regent based question to assess their understanding.

Padlet link

## Act 1 What do you notice? What is your estimation? | ## Act 2 What information do we need to know? How do we find the answer? | ## Act 3 What is the solution? How close is it to your estimation? |