Lesson Plan

Authors/Teachers: Alison MacKenzie, Lindsey Spurrell and Ryan Thornton.

Title: The Great Pyramids Problem

Subjects: Science and Mathematics

Learning Level: Grade Five

Purpose and Summary: To give students an opportunity to think critically about a real
world problem with the help of their group members. Students will put their scientific
caps on to study the construction of the Great Pyramids. Its a mystery to the entire world
so students should become very engaged to come up with their own ideas. Students will
create visual representations of the methods and technology used to construct these
massive pyramids. Students will create this presentation to convince the principal and
teacher that the solution to the problem is indeed possible. Presentations can include (but
are not limited to), tools used, methods or technology needed for transportation,
technology used to lift blocks into place, length of time to construct the pyramid, and
amount of people needed to construct the pyramid. Overall, students will use
mathematics and scientific concepts to help them along the way.

Duration: Approximately four or five 30-40 minute classes.

Materials/Resources:


Task Teacher Student
1 ! Assign class into groups on chart
paper
! Smart Board
! Internet access
! Website links
! Internet access
! Computer with speakers if
possible
! List of links provided by
teacher

2 ! Sign out computer lab or iPads ! Inspiration software
! Computer/iPad
3 ! PowerPoint Presentation
! Book Creator
! Videolicious
! Presentation software
! Internet access
! Inspiration or Coggle
! Kid Blog
! Publisher
! Other software that students may
come up with on their own
4 ! Assessment rubric
! Project survey
! Smart Board
! Internet access
! Visual representation project
! Reflection


Possible Learning Outcomes:

Math
Students will be expected to:
B1 find sums and differences involving decimals to thousandths
B3 find the product of two 2-digit numbers
B5 find simple products of whole numbers and decimals
B6 divide decimal numbers by single-digit whole numbers
B6 divide decimal numbers by single-digit whole numbers
D5 develop formulas for areas and perimeters of squares and rectangles
D6 solve simple problems involving volume and capacity
E1 draw a variety of nets for various prisms and pyramids
E1 draw a variety of nets for various prisms and pyramids

Science
Students will be expected to:
1) investigate and compare the effect of friction on the movement of objects over a
variety of surfaces (204-1, 204-5, 303-15)
2) demonstrate the use of rollers, wheels, and axles in moving objects (303-16)
3) design a lever for a particular task and differentiate between the positions of the
fulcrum, the load, and the effort (303-18, 303-19).
4) design a system of machines to solve a task (204-7).
5) describe examples of how simple machines have improved living conditions and
identify machines that have been used in the past and that have developed over time
(105-5, 107-8, 205-8).

Background to Lesson: For students to learn effectively in this lesson, they must have
some knowledge of how to collaboratively work in groups, think critically, solve
problems, work as a team, and organize information so the project can be completed in an
effective manner.

Students will also need to have some prior knowledge of simple machines and use of
friction. This would have been previously taught this at an earlier date. Basic math skills
are also necessary before completing this lesson.

Tasks:

1) Research: Find resources to solve the mystery
The teacher will begin by showing a few sample links on the Smart Board that will be
provided. He or she will then assign the class into groups of 3 or 4. Students will begin by
researching information about the given problem. This will be completed by using the
provided links on the research page of the website and searching for their own websites
to solve the mystery about the construction of the great pyramids.

2) Solution: Come up with possible answers
Next, with the collected research students will come up with ideas, and agree upon
possible answers to how the pyramids were constructed using scientific and mathematical
concepts. After brainstorming, students will create a concept map to make connections
between the different topics that were researched. Students may focus on what and how
technology was used, how the technology helped, how they transported the materials and
lifted it all into place.

3) Project: Represent it with a visual
Now students will create a visual representation of the methods and technology used to
construct the Great Pyramids. In the visual representation students will have to include
visuals of the construction of the Great Pyramids and their descriptions. There are many
presentation tools available to students so they have the opportunity to create a
PowerPoint, poster, video, instructional story, concept map, hands on model, blog, board
game, or brochure.

4) Presentation: Time to show us what you got
Finally, students will now have the opportunity to present their project to the class. They
can do this by projecting their presentation on to the Smart Board so the entire class can
see.

Credit for Lesson idea:

Images
! www.clker.com
! Creative commons

Interaction: Students will first come together as a class to discuss what they will be
accomplishing. After that, the lesson will be completed in groups of 3 or 4 for the entire
project. Although they are more then welcome to do some extra individual work at home
to research further information for their group. Students will research, find solutions,
create a visual representation and present it to the class in their group. In their groups,
students will be able to help one another and learn from each other to find a solution to
the problem. To do this, students must understand they have to listen, communicate
information, and respect each other.

Assessment/Evaluation: Students will be assessed throughout the project with written
individual reflections. They will be asked to reflect on what they have learned, what tasks
they completed, and how the group worked together that day. As well, there will be an
assessment of the final visual representation and presentation. Students will be given
rubrics for these assessments. Students will be given multiple opportunities throughout
the year to meet all outcomes. Therefore, the outcomes met through this project may vary
from group to group.

To evaluate the effectiveness of the project, there will be an end of project survey done
by the students. Criteria addressed in the survey will include: understanding of the
material/subject covered, ease of use of the website, ease of use of all multimedia
required throughout the project, and interest in the project.

Technology Integrated: Technology was integrated mainly through the delivery of the
lesson. Students are able to go on our website and follow a step-by-step procedure to
complete their project. On the website, we have incorporated various websites and
resources that students can use to gather information to determine a solution to the
problem of the construction of the pyramids. During their research, students will be using
iPads or computers, depending on what is available to them. When it is time to create
their presentations, there are many software programs that can be used including Power
point, Book Creator, Videolicious, Inspiration, Coggle, Kid Blog, Publisher, etc. Students
using these programs can then present them to the class using the Smart Board.

Student Expectations:

Students are expected to:
! Collaborate in their designated groups and research information about the given
problem of how the pyramids were constructed.
! Create a concept map with their own possible solutions on how the pyramids were
constructed.
! Create a visual representation of their project.
! Present their visual representation to the class.