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PROJECT DESIGN: OVERVIEW

Name of Project

Skateboarding with Pythagoras

Subject/Course

* Math -> Middle School

Duration: Less than 10 contact hours

Teacher(s): Helen Hancock

Grade Level: 8th

Other subject areas to be

included, if any
Significant Content
(CCSS and/or others)

SOL Standard 8.10

21st Century Competencies

(to be taught and assessed)

Collaboration

Communication

Creativity and Innovation

Other :

Critical Thinking

Project Summary
(include student role, issue,
problem or challenge, action
taken, and purpose/beneficiary)

The students want to help build a community park to use as a playground and for skateboarding but some trees need to be cleared from the lot
first. The students will work in groups to calculate where each tree will land to ensure that it does not hit any of the nearby buildings. Each
student must do research on the Pythagorean Theorem and watch tutorials on measuring and using the app to measure the tree height. They
must pass a quiz on it before beginning on the project. Each member of the group will have a role in the execution of the calculation.

Driving Question

How can you tell where trees will land when you cut them down?

Entry Event

I could have a lumberjack come talk about what is involved in cutting down trees. I could also tell the students how my dad used to pull trees
up by the root and asked for math help from me.

Products

Individual Each student will have to record a video of themselves explaining what
they did in the project in addition to modeling an example of the Pythagorean
Theorem.

Specific content and competencies to be assessed:

Pythagorean Theorem

Team Each team will have to present their findings to the city manager hoping
that the end product is the finished playground.

Specific content and competencies to be assessed:

Collaboration and communication.

Project Design: Overview 2 0 1 6 B U C K I N S T I T U T E F O R E D U C A T I O N | bie.org

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PROJECT DESIGN: OVERVIEW

Public Audience
(Experts, audiences, or product
users students will engage with
during/at end of project)

The teams will also lead a Lunch 'n Learn at the school to demonstrate to other teachers, parents, and members of the community what their
role in the execution of the playground was.

Resources Needed

On-site people, facilities: Bus and driver to take us to the lot

Equipment: Smartphones and the app to measure tree height, laptops with internet, Laser distance measurer, LCD projector and cables.
Materials: paper, pencils, calculators
Community Resources: The school would have to purchase the lot on which to build the playground

Reflection Methods
(Individual, Team, and/or Whole
Class)

Journal/Learning Log

Whole-Class Discussion

Survey

Focus Group

Fishbowl Discussion

Other :

Notes The final presentation would count as a test. Extra credit will be awarded to any group who is able to correctly find the answer using trigonometric ratios instead of the
Pythagorean Theorem.
Project Design: Overview 2 0 1 6 B U C K I N S T I T U T E F O R E D U C A T I O N | bie.org