Land Survey (Land of Plenty) Classroom Activity

Transcription

1 Land Survey (Land of Plenty) Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed, potentially unfamiliar concepts that are associated with the scenario, and key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task. The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions. Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance. Resources needed: Paper and writing tool for each student 1 Some method of displaying images 2 Resources Provided: Resource Documents o Figure 1. Land Survey o Figure 2. Swimming Pool with Deck o Figure 3. Soccer Field o Figure 4. Sod Learning Goal: The student will understand the context of the key ideas related to the topic: o Land dimensions and boundaries, and the purpose of surveying a plot of land. o Land uses, such as agriculture, housing, or recreational facilities and how this might affect property tax rates. The student will understand the following vocabulary: o Land Surveying: The art and science of planning, designing, and establishing property boundaries; and the mathematical practice of measuring the boundary lengths, angle elevations, and area of a plot of land. o Land Surveyor: A person who conducts professional land surveys by taking precise land measurements using special equipment and performing necessary mathematical calculations. o Property Tax: A tax assessed on real estate by the local government, usually based on the value of the property and land. o Sod: A piece of earth or the layer of earth with grass and roots growing in it. Definitions are provided here for the convenience of facilitators. Students are expected to understand these key terms as they arise in the context of the task, not to be able to recite the definitions. 1 Students who need an accommodation may use their preferred tool for writing. 2 Instead of displaying Figures 1, 2, 3, and 4, the images can be used as handouts for students. 1

2 Land of Plenty Classroom Activity [Purpose: The facilitator s goal is to introduce the concept of land surveying and associated vocabulary.] Facilitator says: Today we will get ready for the Land of Plenty Performance Task. This task is about land surveying. Facilitator says: Do you know what a land survey is? Do you know what a land surveyor does? [Allow time for student responses.] [Facilitator should display Figure 1 Land Survey.] Figure 1. Land Survey [Picture Description: Figure 1 shows two men standing in the middle of a road surveying the land. One of the men is holding a map, and they are both looking at it. Next to the men is a leveling instrument mounted on a tripod (three legged stand). A cone is also on the road in front of them.] Facilitator says: A land surveyor uses special tools to measure the size of a piece of land. He or she does some math calculations after taking the measurements and then creates a scale drawing of the property with the dimensions and area marked. This process is called land surveying. Facilitator says: One reason you would want to know how much land you have is for tax purposes. Land owners pay property taxes based on how much land they own. If the land is used for agricultural purposes (farming), it may be taxed at a lower rate. Facilitator says: Another reason you would want to know how much land you have is to know what you could build or fit on the land. If you had a really large piece of land, what would you build on it? [Allow time for student responses. Student responses may include: a swimming pool, garden, soccer field, or running track. If the students do not provide these responses, the facilitator should provide them.] 2

3 [Facilitator should display Figure 2 Swimming Pool with Deck.] Figure 2. Swimming Pool with Deck. [Picture Description: Figure 2 is of a large rectangular shaped swimming pool filled with water. Around the outside of the swimming pool is a rectangular deck which seems to have the same width all around.] Facilitator says: If you were to build a swimming pool on your land, what are some things you would need to consider before building? [Allow for student responses. Student responses may include: the length, width and depth of the pool and building a deck around the pool. If the students do not provide these responses, the facilitator should provide them.] [Facilitator should display Figure 3 Soccer Field.] Figure 3. Soccer Field [Picture Description: The picture shows a drawing of a soccer field from a top (aerial) view. The soccer field has the shape of a rectangle and has markings on each corner. The rectangular field has a circle in the middle of the field with the center of the circle marked with a point. There is a vertical line which cuts the length of the rectangular field and the centered circle in half. The goals are centered on the lines of the opposite widths of the field. Around each goal, a small rectangle is drawn contained inside a bigger rectangle. Both rectangles have one of their lengths on the line of the field s width. In between the two rectangles is a dot centered with the goal. This dot is called the penalty mark. Outside of the big rectangle is an arc (piece of a circle) centered at the penalty mark. The arc begins and ends on the length of the big rectangle.] 3

4 Facilitator says: If you were to build a soccer field, you would need to make sure that the land is covered in grass in the area you would like to build. If there is no grass when someone is building a soccer field, sometimes they will install sod. [Facilitator should display Figure 4 Sod.] Figure 4. Sod [Picture Description: Figure 4 shows a piece of sod rolled out onto the ground. A person is rolling out a second piece of sod next to the first one. Next to the second piece of sod being rolled is an area of ground still needing to be covered with sod.] Facilitator says: This image shows sod being rolled onto a yard. Sod is a piece of earth with grass and roots growing in it. People put sod on a field or lawn so they do not have to wait for the grass to grow, or if grass is unable to grow on that area. Where have you seen sod? [Allow for student responses.] Possible class discussion questions (unscripted): If you were building a recreational area on some land, how would you know where to put the track, pool, garden, soccer fields, etc. so they would all fit? What steps could you take to make sure everything will fit? If you were planning a swimming competition, why would it be important to know the dimensions of the pool? Why are the swimming pools used in the Olympics always the same length? If you were planning a footrace, why would it be important to know the dimensions of the track? Why might you need to know the area of the track? What would you need to know before ordering sod to cover some land? [No resolution is needed for these questions. Questions are to increase student interest and to promote discussion regarding the topic.] Facilitator says: Are there any questions? [Allow for student questions.] Facilitator says: You are ready to complete the Land of Plenty Performance Task. 4

5 Resource Documents Figure 1. Land Survey [Picture Description: Figure 1 shows two men standing in the middle of a road surveying the land. One of the men is holding a map, and they are both looking at it. Next to the men is a leveling instrument mounted on a tripod (three legged stand). A cone is also on the road in front of them.] Figure 2. Swimming Pool with Deck. [Picture Description: Figure 2 is of a large rectangular shaped swimming pool filled with water. Around the outside of the swimming pool is a rectangular deck which seems to have the same width all around.] 5

6 Resource Documents Figure 3. Soccer Field [Picture Description: The picture shows a drawing of a soccer field from a top (aerial) view. The soccer field has the shape of a rectangle and has markings on each corner. The rectangular field has a circle in the middle of the field with the center of the circle marked with a point. There is a vertical line which cuts the length of the rectangular field and the centered circle in half. The goals are centered on the lines of the opposite widths of the field. Around each goal, a small rectangle is drawn contained inside a bigger rectangle. Both rectangles have one of their lengths on the line of the field s width. In between the two rectangles is a dot centered with the goal. This dot is called the penalty mark. Outside of the big rectangle is an arc (piece of a circle) centered at the penalty mark. The arc begins and ends on the length of the big rectangle.] Figure 4. Sod [Picture Description: Figure 4 shows a piece of sod rolled out onto the ground. A person is rolling out a second piece of sod next to the first one. Next to the second piece of sod being rolled is an area of ground still needing to be covered with sod.] 6