EDT510

1. A.D.D.I.E
Danielle Darmo
EDT510

2. A NALYSIS
D
D
I
E

3. Instructional Goals:
Students will apply knowledge of ratio,
volume, surface area, and expressions to a
real life situation.

4. Instructional Analysis:
http://popplet.com/app/#/2071064

5. Learner Analysis:
All students are 7th graders
Students have received prior instruction in
surface area, ratio, and volume
All students are English speakers
Students have little to no prior knowledge of
shipping containers

6. Learner Objectives:
Use variables to write expressions to express the relationship
between cost and the number of containers used.
Determine the ratio between the dimensions of their models
and the actual dimensions (scale factor).
Use scale factor to determine size and placement of windows
and doors in their model.
Design and build a home using model shipping containers and
calculate overall cost of materials.
Use area formula to calculate square footage for ordering floor
and paint.
Present final model to class and explain final cost analysis

7. A
D ESIGN
D
I
E

8. Assessment Design:
Learners will be assessed through:
Class participation
Small group collaboration
Mathematical expressions and calculations
Design of model home
Presentation of home with explanation of cost
analysis

9. Collaborative
Group Work
Video presentation
and online
examples
Course Format
Smart Board
Activities
Hands-on
exploration and
design

10. Pre-Instructional
Strategies:
Watch Science Friday video:
http://www.sciencefriday.com/video/05/03/201
3/living-inside-the-box.html
Discuss pros and cons of homes built with re-purposed
materials
Generate a list of the benefits and limitations
of using shipping containers to build a home

11. Content Presentation:
Video
SmartBoard instruction/review of mathematical
concepts
Group discussion
Small group activities

12. Learner Participation:
Learners will participate through class
discussions, small group activities, model
design, and cost analysis calculations
Feedback will be provided through class
discussions, rubrics, and teacher-small group
meetings

13. Assessment:
Ability to apply mathematical concepts
Model home rubric
Participation in discussions
Small group collaboration
Peer assessment of presentations

14. Follow-through Activities:
Group discussion and small group
collaboration
Scale model of home
Calculation of cost analysis and square
footage
Revision based on peer evaluation of
presentation

15. A
D
D EVELOP
I
E

16. Sample:
Day 1: Monday
Watch “Life Inside the Box” video and ask students their
opinions about homes built of re-purposed materials.
As a class, use the video discussion to generate a list of the
benefits and limitations of using shipping containers to build
homes.
Discuss types of shipping containers and introduce the
upcoming design challenge: design their own model home
and estimate it’s building cost.
Have students investigate container building designs online
and create a design scoring sheet for evaluating the finished
projects. We will use these tomorrow to create a class rubric
for teacher and peer evaluations of the finished projects.

17. Materials Needed:
“Life Inside the Box” video
Smart Board and Projector
iPad cart with internet access
Shipping Container Cut Outs (3-6 per student)
Cost sheet Printout
Scissors, tape, markers, and glue sticks
Toothpicks

18. Lesson Flow:
Day 1:
• Watch “Life Inside the Box” Video
• Generate Pros and Cons List
• Investigate building designs online and develop scoring criteria
Day 2:
• Whole class discussion on evaluation criteria, use to develop scoring rubric
• Students are divided into collaborative groups for this project
• Review mathematic concepts on SmartBoard
• Students complete building container handout

19. Lesson Flow:
Day 3-6:
• Students work with collaborative groups on design process, determining scale factor and
using it to determine the size of windows and doors
• Draw rough draft of model design
• Build scale model
• Determine cost of building materials and labor to create cost analysis
• Calculate square footage of their model
• Prepare group presentations following rubric criteria
Day 7-8:
• Groups present models and cost analysis to class
• Students peer-evaluate using rubric, revise information, and teacher conference

20. Prior Knowledge
Students have had prior instruction on
variables, expressions, ratios, surface area,
and scale.
Students have worked in small groups on
projects before this unit.
Students are familiar with scoring criteria used
in rubrics for various subject areas.

21. Formative Assessments
Observation of group collaboration
Participation in discussions
Model Design
Group presentation with calculations

22. Technology Used:
Videos
Smart Board
Projector
iPads/Computers

23. End of Course Summary:
Students will take an online survey to evaluate
the unit.

24. A
D
D
I MPLEMENT
E

25. Preparing the Learners:
All students will be familiar with general classroom procedures
and expectations, and have worked in small groups prior to
this unit
At the start of each day, every group will have a check-in with
the teacher to discuss what they plan to accomplish during
that class period and ask any questions they may have on the
project
At the end of each class period, every group will have a
meeting with the teacher to discuss what was accomplished
Students will be given detailed written and verbal instructions
throughout the unit
Students will have a copy of the class generated rubric as they
work on their projects

26. Arrange the Learning Space:
Student desks will be arranged in small groups
for this unit
SmartBoard lessons will be prepared and
SmartBoard/projector ready for use each day
“Life Inside the Box” video will prepared for
playing the first day of the unit
iPad cart will be reserved and in the classroom
for the duration of the unit
Handouts and craft materials will be stored in
an organized location

27. A
D
D
I
E
VALUATE

28. Formative Evaluation
One-to-One
Small Group
Field Trial

29. One-to-one Evaluation:
Are the project instructions clear and easy to
understand?
Do you think this project helps you apply the
math skills we’ve been studying this year?
Were you given enough time to complete the
project?

30. Small Group Evaluation:
Did you enjoy this model project?
Do you think this project was a good way to
show what you know about variables,
expressions, ratios, and surface area?
Were the project requirements easy to
understand?
Did you know exactly what you needed to
accomplish each day?
Did you receive feedback from your teacher as
you worked on the project?

31. Field Trial:
If I were currently teaching, I would rehearse
the unit with my students and gather feedback.
I would use the feedback to alter my unit to
make it more impactful to students, increase
student learning, and clarify instructions as
needed.

32. Summative Evaluation
Reaction
Learning
Behavior
Results

33. The project Rreqeuiraemcenttiso wnere: clear to me.
The instructions were easy to understand.
My group worked together effectively.
This project helped me understand the math
concepts we’ve been studying.
My teacher helped me whenever I needed it.
I knew what tasks my group needed to
complete each day.
I enjoyed this project.

34. Learning:
Group projects will be assessed using the
class-generated rubric
Cost analysis calculations will be evaluated by
the teacher
Teacher observation of small group
collaboration and class participation

35. Behavior:
Anecdotal notes will be made as students
work in small groups
Groups will meet with the teacher each day to
check in and out regarding their goals and
progress
Class participation will be evaluated

36. Results:
Evaluate whether students are able to apply the
concepts of surface area, expressions, ratios, and
scale models in a real-life situation
Study results of student questionnaires to
determine whether the project instructions were
clear and easy to understand
Review scale models to determine whether they
were completed according to rubric criteria
Gather student feedback regarding their attitude
towards the unit