Name
How could you escape the Bermuda Triangle?
Topic
Geometry, 7th grade. Triangles: classification, perimeter, area, important lines
Learning time
3 hours
Designed time
3 hours
Size of class
24
Description
"National Geographic" is looking for young investigation reporters. Students will work in groups to explore the Bermuda Triangle from several points of view, including the mathematical one. The best team will be employed by the famous magazine for this investigation.
Aims
Students will use Google Maps and Geogebra to find what type of triangle the Bermuda Triangle is, measure its sides and angles, calculate its perimeter, then find at least two different ways for calculating its area. In order to do this, they will need to discover new ways to calculate areas, such as Heron's formula, Pick's rule, to use coordinates, split the triangle into smaller ones, enclose it into a rectangle etc. The final outcome of their work will be a presentation of their findings, calculations and results, either using ICT tools or a model, poster etc.
Outcomes
Knowledge, Application, Analysis, Synthesis, Evaluation, Comprehension
Editor
ivasil
Edit
Getting ready: introduction, getting acquainted with the materials, creating the groups, sharing roles.
27 minutes)
  • Read Watch Listen
    5
    24
    0
    Students are given the context of their learning: What is the Bermuda Triangle and what kind of triangle is it? Use math, geography, history and computer science to analyze the Bermuda Triangle and find out about it. National Geographic is looking for a new team of investigation reporters to explore the mysteries of the Bermuda Triangle, including the mathematical ones. You will compete for this job and prove that you are able to do it and tell to live the story. The triangle has to be explored from geographical, historical and mathematical point of view, following some points of interest. You will use the internet, Google Maps, Geogebra and whatever tool you chose. In the end, you have to present your findings and calculations to your peers and to the employers as convincing as possible in order to get the job. National Geographic has specific requirements for those participating in the research. You must comply with the requirements and any additional effort will be rewarded! It is very important that you organize, present calculations clearly and work as a team. You will find more details in the Task Description document.
  • Discuss
    2
    24
    0
    Short assessment for the understanding of the task using a simple check method such as "fist-to-five". The teacher clarifies then the possible issues with the groups that need more guidance.
  • Collaborate
    5
    4
    0
    In order to share the work collaboratively, you have to assign roles. One of the four members of the group will be the researcher, another one the mathematician, another- the ICT expert and of course the group has to have a coordinator. Share the roles in your group and decide on splitting the work.
  • Collaborate
    5
    24
    0
    The teacher creates the groups using TeamUp.
  • Collaborate
    10
    4
    0
    Students play a non-verbal problem-solving team-building game called Broken Squares. There is a version of this game at this address, but it can be adapted and simplified. http://www.slideshare.net/abhilashnar/broken-squares
Notes:
This is the first module of the activity, focused on group-forming and ice-breaking activities.
Resources linked: 0
Work process: gathering data, making the calculations, creating presentations
93 minutes)
  • Investigate
    10
    4
    2
    Each student in the team works according to his role, but they also collaborate in order to select the most reliable and relevant information. They search for historical and geographical data about the Bermuda Triangle on the websites indicated by the teacher, such as https://en.wikipedia.org/wiki/Bermuda_Triangle or http://robertkaplinsky.com/work/bermuda-triangle/ The ICT coordinator should check on the reliability of the sources and make sure they will be quoted properly.
  • Read Watch Listen
    3
    24
    1
    Before starting the mathematical part of the project, students are presented with the rubric that will be used to assess their work http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2633291&. The teacher checks that they read it and understand how the rubric works, using a quick check method.
  • Collaborate
    5
    24
    0
    Students reflect on the rubric and suggest changes, if they see fit.
  • Collaborate
    10
    4
    0
    After locating the triangle on the map, they use Google Maps tools to measure the sides and the angles. They decide the type of triangle and calculate the perimeter. They can use Geogebra for measuring the angles if they prefer.
  • Investigate
    15
    4
    1
    Students look for ways of calculating the area of the triangle. They can discover different methods: Heron's formula, Pick's method, splitting the triangle, using Geogebra and scaling, framing it into a rectangle etc. The teacher helps them understand and brainstorm. They can also use the ideas on this page: http://mathforum.org/library/drmath/view/55325.html
  • Collaborate
    5
    4
    0
    Students decide on the best two ways to calculate the area.
  • Practice
    15
    4
    0
    Students use the methods they chose to find the area of the Bermuda triangle and compare the results. The mathematician of the team should check the work and results for the accuracy from the scientific point of view.
  • Produce
    30
    4
    0
    Students collaborate on creating a presentation of their result. The presentation can be a Powerpoint, poster, video, interview etc. It has to be no longer than 5 minutes and show the main steps of their work process. (The details of the calculations can be examined later by the teacher.) The ICT expert of the group will be in charge with the use of the ICT tools. The coordinator should check the English language accuracy, the mentioning of the sources, the timing, the overall product.
Notes:
This is the second and main part of the activity, where students investigate, discuss, learn and apply new information. They have to search some given web sources and decide on the best strategies to use as well as produce a consistent and clear presentation.
Resources linked: 0
The last module consists of assessment, reflection and presentation activities.
60 minutes)
  • Discuss
    5
    4
    0
    Students in every group assess their own presentation using the rubric.
  • Practice
    10
    8
    1
    The groups form pairs and they assess each others' work using the Ladder of Feedback
  • Collaborate
    5
    4
    0
    Every group reflects on their work and makes the changes and improvements they see fit, according to their own assessment and to the peer assessment.
  • Discuss
    40
    24
    0
    Students present their work to the whole class and discuss the work of the other groups.
Notes:
Assessment and reflection are focused before presenting the work to the whole class. Each group reflect on their own work, then they mutually assess another groups' presentation. There is also some time for the necessary improvements, before the final presentation and discussion.
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.