In Milestone 3 + 3 Extension– High Fliers (with or without Trig!) students create their own clinometers.They then design, create, test and analyze three of their own designs! In Milestone 2– A kite of Many Names: Polygon Comparison, students investigate the key features of design for kites.Students analyze designs to determine 2D figures that model the kites, as well as any and all symmetry within the design! In Milestone 1– Kite Analysis, students get familiar with the most popular kite designs.Let’s Go Fly a Kite is an all-encompassing plug + play project-based learning unit designed to get your students exploring quadrilaterals, similarity and trigonometry through designing and flying our own custom kites! ( Remember these units are designed to work with any standard mathematics curriculum–letting you PLUG in your Curriculum (direct instruction + practice) as needed to meet your needs! ) This enables students to develop key reasoning and critical thinking about geometric figures that they can then apply outside the classroom. Learning these concepts in isolation removes the relevance of the content. Inside, there is also an opportunity for students to focus on triangles through right triangle similarity or even trigonometry. Students are thinking critically about the features of all of the polygons, not just the quadrilaterals in this project. As you will see, this is a polygon and quadrilateral project. Teaming up with a younger grade level and creating kites for those studentsĪnother key to project based learning? It often doesn’t isolate skills.Learning about the global culture of kite flying as a sport/activity in other countries. If you don’t have a kite festival nearby, you could make this ideal real and relevant to your students by: This made the need and desire to understand quadrilaterals that much more enticing. My students knew that the kites they were designing would have the ability to fly at the kite festival. When I first designed a kite project nearly ten years ago, I did so because our local community hosted a kite festival each year. Project based learning needs to be real and relevan t for our students. High School Quadrilateral Project Based Learning Ideas So, how else could we get them thinking of the properties of quadrilaterals? And furthermore, why should the students care about the properties of quadrilaterals?’ Students should think critically about which quadrilaterals belong together and their relationship to one another. Let’s take that idea of the quadrilateral family tree project and turn it into a project-based learning experience.Īt the heart of the quadrilateral family tree project is understanding the quadrilateral properties. On the other hand, “doing projects” typically happens at the end of the learning, with limited or no inquiry involved. The key difference between “doing projects” and project-based learning (PBL) is that in PBL the learning is uncovered as part of the inquiry process throughout the project. So how could we make them better?įrom Quadrilateral Project to Project-Based Learning And while there’s nothing wrong with these projects, they aren’t the kind of quadrilateral project that will develop critical thinking skills for the high school student. One quick look at Pinterest and you’ll see plenty of examples of quadrilateral projects ranging from family trees to city design. The quadrilateral project is a quintessential project in geometry.
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