Sheppard (William) Middle School,
Alum Rock Union School District
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CALIFORNIA STATE STANDARDS ADDRESSED
Mathematics/7/Measurement and Geometry 2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders. 2.2 Estimate and compute the area of more complex or irregular two-and three-dimensional figures by breaking the figures down into more basic geometric objects. 2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor. 2.4 Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft2] = [144 in2], 1 cubic inch is approximately 16.38 cubic centimeters or [1 in3] = [16.38 cm3]).
Science/7/Focus on Life Science 6.0 Physical principles underlie biological structures and functions. As a basis for understanding this concept:
a. Students know visible light is a small band within a very broad electromagnetic spectrum.
b. Students know that for an object to be seen, light emitted by or scattered from it must be detected by the eye.
c. Students know light travels in straight lines if the medium it travels through does not change.
d. Students know how simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope.
e. Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths.
f. Students know light can be reflected, refracted, transmitted, and absorbed by matter.
g. Students know the angle of reflection of a light beam is equal to the angle of incidence.
h. Students know how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints).
i. Students know how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system.
j. Students know that contractions of the heart generate blood pressure and that heart valves prevent back flow of blood in the circulatory system.
Science/7/Investigation and Experimentation 7.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
b. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.
d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure).
e. Communicate the steps and results from an investigation in written reports and oral presentations.
Students will create a multiple window building model from a shoe box creating the maximized amount of surface area light in the interior of the building. The lighted surface area of the interior walls will be calculated through the use of natural and artificial light.
Create a building using a shoebox and constructing as many windows as possible to maximum the surface area light within the building using natural and artificial light. In addition, students will use the scientific method to achieve their goal of maximizing sunlight through natural and artificial light.
Students will achieve these objectives through building a multi-window building model:
1. Maximize the amount of light absorbed reflected, refracted, transmitted and absorbed by matter.
2. Understand how the angle of reflection of a light beam is equal to the angle of incidence.
3. Use their blueprint calculations to create multiple windows/sky lights on all walls, including the roof.
4. Experiment and modify the exterior and the interior of the building to maximize the amount of artificial and natural light.
1. blueprints of building on graph paper 2. shoebox 3. scissors 4. ruler 5. protractor or compass 6. colored construction paper 7. paint (optional) 8. transparency paper for overheads 9. low-temperature glue gun 10. low-temperature glue sticks 11. fluorescent light 12. incodescent light (optional)
Anticipatory Set (Lead-in):
Show a series of buildings with multiple windows to create ideas for students
Lesson Plan Procedure:
1. RESEARCH LIGHTING EFFICIENCY in buildings and collect research nformation and images from websites etc.
2. Use the area of each window from the blueprints to draw each window on the shoebox.
3. Remove the lid of the showbox.
4.. Carefully poke a hole in the center of each window and cut out the windows in each wall.
5. Use craftsticks if the building is not stable (free of movement without any type of force)
6. Add sky lights to to the roof of the building; use craft sticks if the ceiling is not level.
7. Using the low-temperature glue gun, mount transparency window coverings from the inside of the building.
8. Add additional walls for refraction and reflection and absorbed lighted surface area.
9. Check the temperature of the building using a therometer with the roof/lid.
10. Calculate the surface area of all the walls and ceiling that are lit.
11. Paint or add colored paper to the exterior and the interior walls and roof as needed.
12. Check the temperature of the room when modifications are made.
13. Measure the amount of light absorbed, reflected, or refracted on to the interior walls by using natural and artificial
Closure (Reflect Anticipatory Set):
Students display their projects and are available to answer questions about the scientific method of inquiry ,and their calculations they used throughout this project.
Assessments & notes
Plan for Independent Practice:
Students use the procedures carefully when constructing their multi-window building models. Some students will need assistance on the mathematical calculations for surface area and using the correct unit of measurement (cubic square inch)
Assessment Based on Objectives:
Students will be graded upon the amount of windows they used in proportion to the amount of light absorbed, reflected or refracted onto the interior walls (they can create as many interior walls as they wish to create) through the use of natural and artificial light (day and night). In addition, they will be graded on creativity and the number of modifications they made during the inquiry process.
Possible Connections to Other Subjects:
Interior and exterior design
Adaptations & Extensions:
ELD and SDAIE methods for Second Language Learners
Sample blueprints and shoebox building models will be provide before they begin the process.
A demonstration of how to cut the windows out safely will be provided.
Guided practice as needed.
Students will be asked to turn in their research on light