Introduce the Project and Generate Interest

  1. Introduce the challenge. Can we learn enough about geometry to convince other students that it’s important to life?
  2. Describe the scenario and the task. Clarify, if necessary.
  3. Frame the task with the Driving Question. How can we, as a team of young geometry specialists, create a presentation aimed at teens that combines geometric information and historical facts about geometry to explain the significance of geometry to their lives?
  4. Describe the concepts that students will learn as they complete the project. Include historical information and the ability to recognize and manipulate the key shapes in geometry.
  5. Discuss the why behind the project. It is to gain a deeper appreciation of geometry and set the tone for the remainder of the course.
  6. If using Curriki Geometry for your students, invite them to the site.
  7. Have your students review the student materials available to them. You may also choose to download and print some of the resources for distribution as a student packet.
  8. Anchor rubrics. Students should understand project grading and rubric language.

If your students have no or little experience with PBL, you may have to begin the first day by explaining the process. They can also watch the following videos.

Tips and Tools

Generate interest in the project by using an Entry Event. Examples:

  • The above videos can also be found on YouTube: Project Based Learning: Explained (approximately 4 minutes) or a video on PBL and mathematics (approximately 30 minutes).
  • Have students watch a video on Euclid. This is an overview of Euclid’s life and work. (1 minute 30 seconds)
  • Have students watch the video: What’s the point of geometry? This is a clever video on the importance of geometry. (3 minutes)
  • Have students individually or in teams spend 20 minutes finding online resources for geometry, then discuss and generate questions or share observations.
  • Use Cloze notes (this is an explanation of cloze notes from eHow.com) to encourage retention and understanding of videos.

If your or students would like to change or refine the Driving Question, use this Protocol for Refining the Driving Question.

It’s critical to a good start that students understand they will be assessed on (1) geometry content; (2) mathematical practices; (3) teamwork; (4) presentations.

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