Clyde Waterfront Education curriculum resources. Lesson/project idea. Architecture. Architecture. Curricular area. Cross curricular links

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1 Clyde Waterfront Education curriculum resources Lesson/project idea Architecture Architecture Title Finnieston Crane maze puzzles Lesson/project focus Lesson: Problem solving Project: Create a book of maze puzzles like the Finnieston Crane Maze Short description Curricular area Maths Cross curricular links Technology/ICT Social Studies Expressive Arts Science Languages Age group Level A to Middle Secondary Time allocation 10 Periods Cross cutting themes Curriculum for Excellence; Enterprise in Education; Assessment is for Learning; 4-15 National Priorities; ICT; Parents as Partners; Problem solving by designing maze puzzles replicating structure of Finnieston Crane, whilst reaffirming knowledge of adding whole numbers, decimals, negative numbers and algebraic terms. Description This lesson will develop a knowledge and understanding of using either a trial and error approach or by making an organised list to solving problems. Pupils can create their own mazes and test other classmates/teachers or parents. Their final creations will be published in a book for sale. Aims of learning To meet learning objectives of lesson topic e.g. solving problems by trial and error or making an organised list Gain purposeful understanding by putting learning into real context such as puzzles Achieve and identify the development of 4 capacities of a Curriculum for Excellence (i.e. enterprising skills and attitudes) Outcomes of learning Subject knowledge of maths topic gained and enhanced Raising attainment by developing thinking skills in various settings Develop employability skills: problem solving, presenting Confidence of working independently from teacher-led lessons demonstrated production of own mazes Pupils take responsibility for their learning through making decisions about how to produce maze (with solution)

2 Pupils have developed enterprising skills identified as 4 capacities of CfE: - confident individuals as they present product to peers - successful learners because they are able to produce puzzle book - effective contributors by working in a team - responsible citizens through helping younger pupils to enjoy maths puzzles Resources Finnieston Crane Maze (Smart Notebook) Resources for project Smartboard/computer/internet access Laminator A4 printer A4 paper Relevance to curriculum Supports 5-14 Mathematics Standard Grade Maths reasoning and enquiry

3 How to develop an enterprising lesson How will you provide a real context for learning? Developing confident individuals Teams will replicate a real life situation by presenting their puzzles to an audience of peers They will then use the mazes and make a book for sale Pupils will work in teams to research different types of puzzles using the internet and create their own puzzles for use by others Partners in learning: make contacts with business groups who can offer advice/support on publishing, gaming, copyright Action and participation activity: pupils work to complete their maze within a time constraint and have to use their knowledge of whole numbers/negative numbers/algebra to support what they are trying to do How will you give responsibility to pupils for their learning? Developing responsible citizens Independent learning was demonstrated through research, analysis, reporting, and coordinating Pupils had a choice about which puzzles to include in book Pupils made decisions about level of difficulty Pupils solved problems by trial and error They are responsible for achieving task - see above How will you develop relationships? Developing effective contributors Pupils worked together to create puzzles and solve them Pupils took on roles in a team by working together to create mazes They worked with other adults by seeking advice on suitability How will you reflect on this learning? Developing eloping successful learners Reflect: time can be built in at specific stages to review how they are getting on in their task and make changes if necessary e.g. when pupils discovered weaknesses in their knowledge Record evidence for EiE and CfE (see above boxes for ideas) Identify skills that have been developed and ones that require more work such as numeracy Progression identified self awareness raised when achieving success or encountering difficulties The impact of using this approach to learning was shown by the pupils enjoyment of the task

4 Developing lifelong and employability skills How will you establish links with external partners in order to put this into a real context and make this more relevant for young people? Employers/business engagement - developers who design and make games - publishers, puzzlers in newspapers Local community - hobby groups Families were involved through taking part in challenges Is there an opportunity to highlight career opportunities? Working with the businesses above will highlight opportunities to possible career options such as publishers, game manufacturers, printers Career information can be included in worksheets while pupils are working through them e.g. on jobs related to game manufacturers, publishers Careers adviser can also be asked to make an input to the lesson at any time At subject option choice time, pupils will be more aware of how subject knowledge can impact on careers profiled If this is a lesson idea, how could you involve other curricular areas? Reviewing the process p Puzzles could be created using a whole variety of curricular areas Science Physics - forces; balance, pulleys Social Studies Geography network puzzles using routes on maps History decoding Hieroglyphics Art and Design Art architecture: structure of buildings as a basis of puzzle Languages Word puzzles in a foreign language Could it be incorporated into an activity/project with a higher profile (for example, presentation, competition, production of materials, event)? Challenge maths event in school Primary induction fun challenge Parents evening entertainment Printing books of mazes and selling for fund raising

5 Brief outline of plan Timing Input and content 1-3 periods Introduction of puzzle Establish the outcomes of learning Examine how different totals are obtained by using different routes Examine how teams work together to solve puzzle Outline of maze design Individual designs to begin with 3-5 periods Introduce other types of puzzles Establish the outcomes of learning Research how different puzzles work Teacher activity Introduce lesson on problem solving by asking: What ways could we solve problems? What are the main strategies we use to solve problems? Which strategy could we use to solve this maze? How do we arrive at a total? How do we add negative numbers/letters? How could we work together to solve this? How could we produce our own maze with its total? Introduce lesson by asking: Where could we find out about other types of puzzles? Can we create puzzles based on the structure of buildings? Pupil activity 1. Pupils research and report back what are these strategies; how do we use them in solving problems? Discuss and research in groups presenting back in class setting 2. Working in groups, pupils test a variety of routes to see which arrives at the correct total A VARIETY OF ROUTES CAN BE USED FOR TESTING 3. Pupils present solutions to class 4. Working in groups, pupils create maze and swap with other group 5. Pupils could race to see who solves their maze first 1. Pupils research and report back: - What other types of puzzles are there? - Where do I find them? - See internet links above - How can we use them to create our own? - - Can we adapt/make puzzles using the structure of buildings: hexagonal facades, domes, towers etc? 2. Create some puzzles and try them out 3. Discuss and research in groups presenting back in class setting

6 7-10 periods Create own puzzles Evaluate puzzles Create puzzle book Organise sale of books Introduce lesson on puzzle book by asking: Can we use these ideas to create our own? Can we think of any of our own? Are there copyright issues? How will we know if our puzzles are fun/challenging? What market are we aiming for: lower, middle, upper primary, secondary, parents? Should we restrict ourselves to puzzles which involve structures of buildings? 1. Working in groups, pupils test a variety of puzzles to see which are fun / challenging / impossible A VARIETY OF METHODS CAN BE USED FOR EVALUATING 2. Pupils present solutions to class 3. Working in groups, pupils create a collection of puzzles to be included in puzzle book 4. Evaluate success by the amount of interest/ sales of book