I used resources from the following website for reflection questions and a calculation worksheet to help students follow along from day to day (http://ispeakmath.wordpress.com/2012/06/24/creating-tin-men-to-explore-surface-area-project/)
I gave student the choice to make a tin man, animal, car, whatever they wanted! (As long as it was school appropriate) Below are the steps that we went through from day to day. They also could choose to work with a partner.
DAY 1: I introduced the project and gave students their directions and grading scale to the project. I gave instruction on how to find the surface area of rectangular prisms and had students pick out the prism (body) for their figures and begin to record measurements and find the surface area of the object they chose.
DAY 2: Students worked on finding the surface area of their prism and gathered all other supplies they planned to use. Students began taping and assembling their figures together.
DAY 3: I gave instruction on how to find the surface area of cylinders. Then, students worked to measure the cylinder objects they used for arms and legs (or wheels). After this day, students had their figures put together.
DAY 4: Students watched a video I created on calculating the surface area of spheres. Then, we worked through the steps together as a class to find the surface area of the spheres. I had students find the circumference of the circle using a string, and then working that formula backwards to find the radius that could be applied to the surface area formula!! Once students calculated the surface area of their spheres, they found a TOTAL surface area for their figure.
DAY 5: Students were instructed to come to class with their total surface area measurements. Today we planned to wrap up our figures! But first, the students had to find how much foil to measure. We did this by looking at the formula Area = Base X Height. We already knew the height of the foil, 30 cm, and each student had a total area they needed. We found that we had to divide our total area by 30 cm to find the length we should measure as our base of the foil. Then, students began to wrap up their figures!! If they were over or under the amount of foil, we looked at their calculation sheet to find where they messed up and then calculate how much more foil would be needed. I told students to limit the amount of tape used and work with the foil to get it to stick without tape as much as possible (a good life skill!!!)
DAY 6: We spent day 6 decorating our figures and adding extra pieces that we wanted to before they would be judged by the staff! When students were done decorating, they answered 12 reflection questions (Geared from Miss Calcul8's blog - https://www.box.com/s/e5192ab0eb35bb17708a) Students answered questions that asked about their measurements, why they did the math they did and overall what they learned and liked about the project!!! Below are the completed projects that the students created!!
Overall, this was a fun project!! Students who participated enjoyed the project and were learning about surface area at the same time!! I just took one 3D shape at a time, and had students measure as we went according to what shape was being taught. You could also teach all surface area formulas and then have students measure and build their figures starting with the shapes that they wanted to and work at their own pace! Enjoy!!
Im not really sure how to measure how much tinfoil? If students have 2000cm squared surface area total and my tinfoil is 30cm length do I just divide and give them 66cm of tinfoil?
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