##
* *Reflection: Lesson Planning
BUILDING DAY! - Section 3: Wrap Up & Celebration

Although a month long project may seem overwhelming, it actually was much easier than preparing lesson that are unconnected and not engaging to students. The entire time we were writing, reading, working through math skills, planning, and preparing, the students had a real task to accomplish, which created a motivation I have not seen before.

Working with the community, aligning all of the day's work to one singular outcome, and building on each day's work, gave the children a "need to know" feeling. All of their learning came from them deciding what they needed to know and exactly when they needed to know it. All I had to do was supply the time for them to find their answers and guide them in their search.

If you are thinking of a big project, the kind of learning you would have wanted when you were in school, do it. It takes a little outlining of steps, an ability to ask for volunteers when you need them, and a classroom of curious children.

*A Real Life Cross-Curricular Lesson*

*Lesson Planning: A Real Life Cross-Curricular Lesson*

# BUILDING DAY!

Lesson 11 of 14

## Objective: Students will be able to consolidate all of their measurement and geometry skills by assembling a bat house for the community.

## Big Idea: This lesson is the culmination of a month's worth of work in reading, writing, science, social studies, and math. The children used all of their math skills to arrive at the point of assembling a bat house for their immediate community.

*80 minutes*

#### Warm-up

*10 min*

This is the day the children have been working towards for a month. They researched the plight of the little brown bat, wrote research papers, interviewed experts, studied bat house plans, measured, divided, graphed, determined area, sanded, and persuaded community members to hang our 15 houses. Today, they finally build!

As a warm-up, I remind the students to re-measure the pre-cut pieces of the bat house in order to be sure they are assembling the bat house correctly. They will use measuring tapes and measure to the nearest 1/4 inch, following the schematics we have been working with. I also task them to decide, as a team, how they will share the work.

When they are done discussing their team plan, I assign them to a parent volunteer that will oversee the activity. However, the students do all of the work. That's important!

By the way, I did this project with our entire third grade population - 60 students!

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#### Active Engagement

*60 min*

As children worked, they re-measured using their tape measures and schematics, divided the number of nails (28) into equal interval placements, counted the number of hits it took them to hammer nails in and compared with their teammates, problem solved when pieces were not placed in the box correctly and made new nail placements, and concentrated on their efforts. As you watch this rather long (9 minutes) video, you will see evidence of true math and a wonderful performance task.

This is a demanding task, requiring perseverance and concentration. Some of the obstacles the students ran into was realizing the nail holes were not placed correctly. When this happened, they needed to re-measure the length of the board, divide by the number of nails, and adjust their plan. Some students wanted to "eyeball" nail placement and then place the tape measure next to the plotted nails to adjust, while others divided using the various division strategies.

There is music to this, but it was unable to load. Several of my students took the song "Ya Had A Bad Day" by Daniel Powter and changed the words to create a new song "Bat Day", which was full of facts about bats!

You will also notice in the video that the students are wearing Home Depot aprons. In order to create a community partnership in this event, Home Depot sent 5 of its staff to help out during the building. They also brought everyone aprons!

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#### Wrap Up & Celebration

*10 min*

To celebrate, the students have ice cream sandwiches, write thank you cards to Home Depot on "bat paper" and sign their bat houses.

*expand content*

Hey Michelle,

I love your Bat unit. I was wondering how you got Home Depot involved and how did you calculate how much material would be needed in advance? Thank you so much for your wonderful units!

| one year ago | Reply##### Similar Lessons

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: How Time Flies
- LESSON 2: Time Flies When You're Having Fun
- LESSON 3: How Can We Get It All Done?
- LESSON 4: Wing Span
- LESSON 5: What is Happening to the Little Brown Bat?
- LESSON 6: How Much Paint Do We Need?
- LESSON 7: Where Do These Nails Go?
- LESSON 8: Nailed It!
- LESSON 9: Tri Tri Triangles
- LESSON 10: What Angles are on a Bat House?
- LESSON 11: BUILDING DAY!
- LESSON 12: What Makes a Shape? Analyzing and Script Writing
- LESSON 13: Using a ShowMe as an Assessment
- LESSON 14: Polygon Puzzle