As we move on to third quarter, it is interesting to see where my Imagine It project has taken off. Students just finished a project in which they were given a certain zone of the ocean and had to find where that mathematics was involved in the ocean. It was amazing to see their final products as they had a “hall decks” competition and decorated a part of the hallway to represent it for the 100th day of school celebration. As I move forward, I am happy with the way things have been shaping for students. Many of them have been excited for the discoveries and several students have stood out as they grow over the course of the school year. Now the students are progressing past nature and into how math influences people, culture, and themselves. As I move forward, I have noticed that the students learn more not from a mini lesson, but from more from creating on their own. Allowing the students to create from an open-ended project has revealed much passion and ownership from the students. As we continue into the next phase, I look for the students to show even more ownership and passion in their new discoveries. My wildest hope is for the students to blow the teachers away with their creations. AS we move away from nature and into culture and creations of their own, I really expect the students to demonstrate their knowledge and discoveries that are made.
Timeline
March
Students will create their own 3-D machines influenced by architects and engineers.
Students are creating 3-D composite figures of an object that interests them. The students have been looking at how architects and engineers are influenced by math. Objects some students plan to create are gumball machines, flower planters, bird feeders, fish tanks, and cat houses.
April
Students will create tiles that show how math influences them and create a class mosaic mirror.
Students will be given a task of representing how math influences them on a 2 by 4 tile piece. With the help of the art teacher, the students will fire up the tiles to create an artistic effect and then use the tile pieces to create a mosaic border around a class mirror.
May
Students will create a collage of what math means to them.
Students will then take their small tile piece and blow that up into a giant size collage of all the other ways that math influences them. This last piece is their self-reflection. They look at how it influences them now and how they think it will influence them in the future.
Timeline
March
Students will create their own 3-D machines influenced by architects and engineers.
Students are creating 3-D composite figures of an object that interests them. The students have been looking at how architects and engineers are influenced by math. Objects some students plan to create are gumball machines, flower planters, bird feeders, fish tanks, and cat houses.
April
Students will create tiles that show how math influences them and create a class mosaic mirror.
Students will be given a task of representing how math influences them on a 2 by 4 tile piece. With the help of the art teacher, the students will fire up the tiles to create an artistic effect and then use the tile pieces to create a mosaic border around a class mirror.
May
Students will create a collage of what math means to them.
Students will then take their small tile piece and blow that up into a giant size collage of all the other ways that math influences them. This last piece is their self-reflection. They look at how it influences them now and how they think it will influence them in the future.