Playground Modeling K-2

Lesson Plan

Overview

In this two-lesson series (Playground Modeling K-2 and Playground Mapping K-2), children will use and develop their spatial-visualization skills as they learn to represent features and physical objects on their playground.  Working in groups, students will use everyday classroom materials (blocks, crayons, counters, etc.) to build a simple physical model of their school playground.  This activity will introduce mathematical ideas of perspective and scale.  In the second lesson (Playground Mapping K-2), children will examine a satellite image and corresponding map, and then use their playground model to draw their own map of the playground.  As extensions, children can use their models and maps to locate (and measure between) objects on the playground, and to think about plant and animal habitats on the playground and how humans can affect those habitats.

Materials

Pencil and crayons

Large sheets of paper to represent the playground space

Blocks and other materials for building a miniature playground

Procedures

I.  Assessing Prior Knowledge

Background for the teacher.   By the end of this lesson, children should be developing understanding of scale, as well as the idea that symbols can represent physical objects.  Models are usually miniature versions of "the real thing."  Ideally, all parts of the model are scaled down (or up) equally.  For example, it would not make sense to have a toy car or a doll-house with some very small parts as well as some full-size parts.  The parts should be proportional to one another as they appear in the real object.  The same goes for the distance between objects in a model.  The distances in the model should be proportional to the distances they represent in the actual physical space.  In addition students should understand that some models look very much like the real thing -- like a toy car or doll house -- but other models are simplified like building, car, or airplane that might be constructed with Legos.

Begin to assess children's understandings of scale and modeling by asking them if they know what a "model" is.  Students might take several minutes to look around the room to identify any objects that a "models" of another physical object.

II.  Contextual Preparation

1.       Build on the previous discussion by displaying one or two models from your classroom or school.  (The globe, a dollhouse, model cars, etc.) Engage children in discussion about ways in which scientists and mathematicians use models to help them understand and explain interesting things that may be too small or too big to study on their own.  (For example, it would be impossible to bring a real car into the classroom, although a small model car fits easily.)

2.  Ask students to share observations about the model(s) and any thoughts or questions that they have about the model.  This discussion will give you and the students a starting point for the rest of lesson.

III.  Activity: Building a Model

This activity requires ample space.  You might choose to do it in the hallway, or clear a large area on the floor in your classroom.  You could also have one group build at a time, and record their work with a digital camera so that their model can be dismantled to make room for the next group.

1. Provide each "architectural team" with a paper mat that represents the playground.  As much as possible, customize these sheets according to the shape and size of your playground and the amount of space you have in your classroom.   Paper mats that measure about 3 feet by 3 feet would be ideal.  Carefully select classroom materials that students will be building with to be proportional to the building space; the larger the blocks for example, the larger the building space.  You want the relationships between equipment size and playground space to be realistic so that children can explore scale.

3.  Using blocks, markers, paper, other math manipulatives, or any other materials in the classroom, each team should build a model of the playground.  Using markers, the students might wish to label the structures that they build. 

4.  Once all of the teams have completed their models, allow for plenty of sharing and discussion time so that children can make comparisons between the models.  Focus the discussion on differences between the sizes of the structures and space between the structures that each team used, as well as the orientation of each model.   Possible questions might include. . .

-           How did you decide how big different pieces of equipment should be?

-           How did you decide where to place objects?

-           What did you use to represent the slide? The swings? Other objects. . .

-           How are your models the same?  How are they different?

The class should come to the conclusion that it would be helpful if some standards were used when making the models.  While each team may be able to interpret their model, other teams may struggle because they don't have enough information or there is a difference between how the viewer and builder are thinking about the model.  This conversation will get kids thinking about the need for a consistent scale, a symbol key and compass, even if they do no know what these systems are called or how they work.

IV.  Assessment

The assessment activity for this lesson may be used as a springboard for the following lesson as well.  Ask students to think about their physical models as an example as they answer the following question:

1)  What if you had a friend that lived in another state who was interested in your playground?  You certainly couldn't mail him or her your existing model complete with the blocks and other materials you used.  How could you use your model to create something that you could mail to a friend that would still illustrate what your playground is like?

Extensions of Lesson for Authentic Assessment

1. Children may enjoy creating shoebox dioramas of their bedrooms or other place they know well. 

2.  Invite children to search for models outside of school and share their findings with the class. 

3.  Invite an architect, zoo planner, or museum curator to speak to the class about how they use physical models in their professional careers.  Have students develop a class story based upon a career of their choosing, and act out the story using each other as "models".