Oosting Inc. bringing relevancy to the classroom through construction of the GVSU Lubbers stadium press box electrical communication trench
CONSTRUCTED BY Jennifer Boodt jboodt@springlakeschools.org
background for the project 
I teach at Spring Lake High School in the special education department. I am responsible for teaching all of the resource room math classes offered for grades 912. I also coteach in general education algebra 1 a & b as well as general education physics. This unit will be used with approximately twenty 11th and 12th grade resource room geometry students. The unit will take approximately two weeks and will be implemented at the end of the first trimester, approximately week 9 of the school year.

Business Worked with 
Oosting Inc. is a construction company based in Spring Lake, Michigan. This general contracting company is known for careful attention to detail and creative problem solving in commercial construction. Oosting Inc. has been employed with various projects at GVSU over the last 20 years.

subject/coursesResource room Geometry

GRade Level The students in my class are 1112 grade resource room math students. However, their functioning grade math level falls between 3rd grade and 8th grade.

content standards taught and assessedThese content standards are for high school geometry. In the resource room class that I teach, I will meet students where they are functioning with the idea that I will provide the scaffolding needed to meet these standards. Not all students will be able to meet these standards, but will navigate through the standards at lower grade levels leading up to these high school geometry standards.
CCSS.MATH.CONTENT.HSG.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* CCSS.MATH.CONTENT.HSG.MG.A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).* CCSS.MATH.CONTENT.HSG.MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). CCSS.MATH.CONTENT.HSG.CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. CCSS.MATH.CONTENT.HSG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.* CCSS.MATH.CONTENT.HSG.GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. 
skills4success skills addressed
Enter the Skills4Success skills that will be addressed within this unit.
*Collaboration and Global Thinking: Students will be working in groups so collaboration is key. Knowing how and when to demonstrate leadership in the team is important to effectively work together. *Communication: Communication fosters collaboration and is what I believe to be the most necessary skill to have when working within a group! The lack of this skill may be the culprit to group breakdown. *Critical Thinking and Problem Solving: Students will be participating in a project based learning, which fosters critical thinking and problem solving. *Flexibility and Adaptability: Students will need to be open minded to ways of doing things. This project will also encourage taking risks and will offer a format for selfreflection in conclusion of the project. *Personal Accountability: The ability to work productively toward a goal in a positive manner all while being reliable and dependable. All of these skills are critical to work within a group. 
formative assessmentsList what assessments you will utilize during the unit. This could include quizzes/tests, journals/learning logs, prototypes, rough drafts, etc. *Some of the formative assessments will be done with practice problems found in the teacher resources section and will be utilized as formative assessments. Volume quiz look in binder #3 (2 quizzes) scale drawing quiz in binder #3 (2 quizzes) 
summative assessmentsList what assessments you will utilize to assess student learning at the end of the unit. This could include product(s) with a rubric, oral presentations, peer evaluation, self evaluation, evaluation from an authentic audience, etc.
Project overview pg. 1 Project proposal pg. 2 Project blueprint p. 3 Project bid p. 4 Project model p. 5 Group evaluation Individual feedback 
student products
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teacher resources
Upload any resources that you created for this unit here.
Ticket out #1
Ticket out #2
Volume: practice a shape within a shape
Blue print scavenger hunt
GVSU trench view what is the volume?
GVSU Bid sheet
scale drawing notes on school computer
Scale drawing worksheet
Ticket out #1
Ticket out #2
Volume: practice a shape within a shape
Blue print scavenger hunt
GVSU trench view what is the volume?
GVSU Bid sheet
scale drawing notes on school computer
Scale drawing worksheet
student resources
Upload any resources that you used with students within this unit.
what do the yellow sides represent?
volume of a cube powerpoint
volume of a cube video and practice examples
formula sheet
3d shape nets
volume of other 3d figures powerpoint
Kahn video a box within a box
volume of 3d shapes practice
nets practices
nets cut outs
scale drawing practice
scale drawing practice worksheet
what do the yellow sides represent?
volume of a cube powerpoint
volume of a cube video and practice examples
formula sheet
3d shape nets
volume of other 3d figures powerpoint
Kahn video a box within a box
volume of 3d shapes practice
nets practices
nets cut outs
scale drawing practice
scale drawing practice worksheet