CURRICULLM
DESIGN
Marjan Perry, Liberty, 7B
Grade 4, "Am I A Square?" Measurement Animal
Adaptation, Introduction to Ratio.
Commencement
content standard
 Standard 3: Mathematics
Students will understand mathematics and become mathematically confident
by communicating and reasoning mathematical, by applying mathematics
in realworld settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis, probability,
and trigonometry.
 Standard 4: Science
Students will understand and apply scientific concepts, principles,
and theories pertaining to the physical setting and living environment
and recognize the historical development of ideas in science.
 Standard 5: Technology
Students will apply technological knowledge and skills to design,
construct use, and evaluate products and systems to satisfy human
and environmental needs.
 Standard 6 Interconnect
Common Themes Students will understand the relationships and common
themes that connect mathematics, science, and technology and apply
the themes to these and other areas of learning.
 Standard 7: Interdisciplinary
Problem Solving Students will apply the knowledge and thinking skills
of mathematics, science and technology to address real life problems
and make informed decisions.
Benchmark
standards
Content standards
Mathematical
ReasoningStudents will use mathematical reasoning to analyze mathematical
situations, make conjectures, gather evidence, and construct an argument.
Number
and Numeration Students will use number sense and numeration to develop
and understanding of multiple uses of numbers in the real world, use of
numbers to communicate mathematically, and use of numbers in the development
of mathematical ideas.
MeasurementStudents
will use measurement in both metric and English measure to provide a major
link between the abstractions of mathematics and the real world in order
to describe and compare objects and data.
The
Living Environment
Number 1Students will understand that living things are both similar
to and different from each other and nonliving things.
Number
2 Students will understand that organisms inherit genetic information
in a variety of ways that result in the continuity of structure and function
between parents and offspring.
Number
3 Students will understand that individual organisms and species change
over time.
Engineering
Design Engineering design is an iterative process involving modeling
and optimization used to develop technological solutions to problems within
given constraints.
Tools,
Resources & Technological Processes Technological tools, materials,
and other resources should be selected on the basis of safety, cost, availability,
appropriateness, and environmental impact; technological processes change
energy, information, and material resources into more useful forms.
Standard
6 Interconnectedness: common themes
Magnitude
and ScaleThe grouping of magnitudes of size, time, frequency, and pressures
or other units of measurement into a series of relative order provides
a useful way to deal with the immense range and the changes m scale that
affect the behavior and design of systems.
Patterns
of Change Identify patterns of change is necessary for making predictions
about future behavior and conditions.
Standard
7 Interdisciplinary Problem solving
Strategies
Strategies and technology are used together to make informed decisions
and solve problems, especially those relating to issues of science/technology/society,
consumer decision making, design, and inquiry into phenomena.
Performance
standards
 Students will
use models, facts, and relationships to draw conclusions about mathematics
and explain their thinking
 Students will
use patterns and relationships to analyze mathematical situations.
 Students will
justify their answers and solution processes.
 Students will
use logical reasoning to reach simple conclusions.
 Students will
understand and apply ratio, proportions, and percent through a wide
variety of handson explorations.
 Students will
understand the attributes of area, length, capacity, weight and volume,
time, temperature, and angle.
 Students will
estimate and find measures such as length, perimeter, area, and volume
using both nonstandard and standard units.
 Students will
collect and display data.
 Students will
use statistical methods such as graphs, tables, and charts to interpret
data.
 Students will
describe the characteristics of and variation between living and nonliving
things.
 Students will
recognize that traits of living things both inherited and acquired
or learned.
 Students will
describe how the structures of plants and animals complement the environment
of the plant or animal.
 Students will
plan and build, under supervision, a model of the solution using familiar
materials, processes, and hand tools.
 Students will
use appropriate graphic and electronic tools and techniques to process
information.
 Students will
provide examples of natural and manufactured things that belong to
the same category yet have different sizes, weights, ages, speeds,
and other measurements.
 Students will
identify the biggest and the smallest values as well as the average
value of a system when given information about its characteristics
and behavior.
 Students will
use instruments to measure such quantities as distance, size, and
weight and look for patterns in the data.
 Students will
analyze data by tables and graphs and looking for patterns of change.
 Students will
participate in projects that require them to work efficiently, gather
and process information, generate and analyze ideas, observe common
themes, realize ideas, and present results.
Content
standards
 Students will
measure their height in both metric and standard units.
 Students will
measure their arm span in both metric and standard measures.
 Students will
use a tape measure.
 Students will
tally the class data on a chart.
 Students will
enter the class data onto a spreadsheet.
 Students will
transfer the data to a variety of chart forms (bar graph, pictograph,
etc)
 Students will
calculate the range of heights and arm spans in the class.
 Students will
calculate the average height and arm span in the class.
 Students will
present and interpret graphs.
 Students will
research animal species.
 Students will
compare and contrast the height: arm span ratio of humans to that
of another species.
 Students will
explain how height and arm span make each species unique.
 Students will
describe how the body designs determines movement, eating habits,
protection, and adaptation to the environment for all species.
 Students will
combine all of the information from research into a well written report.
 Students will
design a perfectly "square" student.
 Students will
plan draw, and cut out a model of a "square" student.
Performance
measures
 All measurements
will be made correctly.
 The "square"
student will have its height = arm span.
 The essay will
be graded on a rubric;
4) Very
well organized detail4 and descriptive.
Highly interesting.
Very well edited, no errors.
3) Well
organized, detailed, and descriptive.
Very interesting.
Well edited few to no errors.
2) Fairly
organized, detailed, and descriptive.
Fairly interesting.
Well edited, few errors.
1) Poorly
organized. Lacks detail and descriptions.
Uninteresting. Several errors in editing.
Enabling
Activities
Grouping Pairs
Time  2 weeks
Space
Classroom
Computer Lab
Library
Props
/MaterialTape measures, large roll of paper, scissors, markers, calculators,
Programs (ClarisWorks, Encarta, Student Writing Center).
Activities
Days 1,2,3 Data Collection
Discussion
We will discuss the fact that they have just bought back to school clothing
and will soon be buying Halloween costumes. I will ask them what their
most common problem is that they have with new clothing. Most will say
that the legs or arms are too long or short. We will list the various
problems with finding a size that fits all of their dimensions.
Measurements
Working in pairs the students will predict their height in both inches
and in centimeters. I will model this to give them a reasonable number
range to choose from. They will use a tape measure. Each partner will
check the other's measurements. they will record their answers, and write
about the differences between their prediction and the actual measurement(see
attachment #I).
Ratios/ComparisonsThey
will be asked to compare their height to their arm span to see if they
are equal or if one is larger than the other. Are you a square or a rectangle?
I will model the process of drawing my body on a piece of paper and drawing
lines around the shape that will either create a square or a rectangle.
(see attachment #1a)
Visualize
I will have them draw themselves inside of the appropriate shape (see
attachment #2) depending on the measurements. This will help the students
who have a hard time visualizing themselves as a shape.
Journal
Writing The students will hypothesize what life would be like if humans
had legs that were only half as long as they are , or twice as long as
they are. What could they do or not so? What if humans had arm span that
were only half as long as they are, or were twice as long as they are?
Human
Abilities They will research and list the things that humans can do based
on their height and arm span (use tools, tumble, wash things, reach, etc.).
We will discuss what makes us uniquely human.
Days 4,5,6 Data Processing
Tally
As a class we will discuss the findings of our data collection. We will
tally our body types on a chart.
Height
> Arm Span

Height
= Arm span

Height
< Arm Span







Spreadsheet We will go to the computer lab and enter the data onto a
ClarisWorks spreadsheet. The program will find the average height and
arm span for us. We will also find them in class using calculators.
There
will be columns for Name, Height (US), Height (Metric), Arm span (US),
Arm span (Metric).
Range
They will determine the smallest and the biggest height and arm span.
The students will record these as the class range in their science notebooks.
Graphs
The students will use ClarisWorks to translate the spreadsheet data into
bar graphs and pictographs.
Interpretation
We will discuss which heights and arm spans are the most and least common.
We will also discuss the wide variety of sizes we found in a class of
students who are roughly the same age.
Days
7,8,9  Research
Comparing
Each student will choose an animal to compare to humans. It must be something
with arms/wings and legs (i.e. chimps, bats, penguins).
They
will use Encarta and the Internet to gather information on that animal.
They will fill in the compare and contrast chart (see attachment #3).
They will be looking to compare the animal's height arm span, and general
abilities. They should see the relationship between body design and abilities.
Report
Each students will write an organized essay with at least 5 paragraphs;
1. The
significance of the height : arm span ratio in animals.
2. What humans can do.
3. What their animal can do.
4. The similarities between the two.
5. Conclusions.
Day 10  Designing and Sharing
Sharing The students will share their reports and answer questions.
Designing The students will work in groups of three to create a perfectly
"square" student. The will have a tape measure, large paper,
markers, scissors.etc. Each team will produce a life size paper student
whose height
is equal to its arm span. These will be cut out and displayed around the
room.
WORKSHEET #1
AM I A SQUARE ?
Name_____________________ Partner________________________
Predict
your height and arm span first, then find the actual measurements with
your partner. Use the tape measure which has inches and centimeters.

PREDICTION 
ACTUAL 
HEIGHT 
______________inches 
_______________inches 

______________cm 
_______________cm 
Arm Span 
______________inches 
_______________inches 

______________cm 
______________cm 
How close were your predictions?
What
surprised you?
WORKSHEET
1a
Are you
a square or a rectangle ?
Find out by comparing your height to your arm span.
If Height
= Arm span =Square
If Height < or > Arm span = Rectangle
Try to
figure out what this means and explain it using
the space below.
Draw
Write
Write
