Goal: To complete set up for Minecraft
critical thinking task
Attendance: Lee Martin, Rob Dunlop
Overview:
- Reviewed additions made to
procedures and guided questions.
- Solidified links to social studies
curriculum (A. 2.3, A.3.4) and math curriculum. Confident that they
are aligned effectively to culminating task.
Social Studies
–
A2.3 analyse and construct maps as part of their investigations into
interactions among and between First Nations and Europeans (e.g., thematic
maps showing physical features that influenced settlement patterns,
agricultural practices, or the habitat of animals that sustained the fur trade;
historical maps that show First Nations territory at the time of contact or the
expansion of New France
–
A3.4 identify significant offices and institutions in New France (e.g.,
the seigneurial system; the Roman Catholic Church; the king, governor, bishop,
and intendant; nuns, priests, missionaries), and describe their importance
to settlers in New France “What
effect did the seigneurial system have on the way land was divided and
developed?”
Mathematics
–
determine, through investigation using a variety of
tools (e.g., concrete materials, dynamic geometry software, grid paper) and
strategies (e.g., building arrays), the relationships between the length and
width of a rectangle and its area and perimeter, and generalize to develop the
formulas [i.e., Area = length x width; Perimeter =
(2 x length) + (2 x width)];
–
solve problems requiring the estimation and calculation
of perimeters and areas of rectangles
–
determine, through investigation, the relationship between
capacity (i.e., the amount a container can hold) and volume (i.e., the amount
of space taken up by an object), by comparing the volume of an object with the
amount of liquid it can
–
contain determine, through investigation using stacked
congruent rectangular layers of concrete materials, the relationship between
the height, the area of the base, and the volume of a rectangular prism, and
generalize to develop the formula (i.e., Volume = area of base x height)
- Lee addressed concerns about giving
students more guided practice.
- Decide to create a lead up
assignment to give students practice, to work out any issues and to
help build success criteria off of.
- After brainstorming, we decided to
have student “Design Mr. Martin's Backyard”.
- We discussed our pedagogical
approach to this assignment and agreed we would keep it very similar
to culminating task. However, we would give less details as this
assignment would become the basis of teaching perimeter, area and
volume/capacity.
- Decided that we needed to extend the
culminating task to include volume and capacity.
- Create the investigation for the
“backyard planning”
- Developed and tweaked learning goal.
Also, made predictions to what students would be able to come up
with as success criteria.
Learning goal: To effectively
demonstrate an understanding of perimeter, area and volume of
rectangles
and cubes using Minecraft.
Unpack
- Proper Units
- Correct Forumlas
- Clear communication of math
- Variety of dimensions
- Guide Questions (Relationships)
- Accuracy
- Labels
- Decided that this would be tweaked
more after the first assignment and that we would wait to make rubric
to make it more authentic to the students with regards to their
wording and ideas.
Next Steps:
- To get MinecraftEDU installed in the
lab (waiting on a response)
- Lee to create graphic organizers for
both investigations
- Set up 'World' in Minecraft MOD
