Running head: PROJECT TITLE

Wrong Way Driver Project

Eduardo L. Gaspar

Arizona State University

PROJECT TITLE 2

Wrong Way Driver Project

Applicant and School Narrative

Ward Traditional Academy along Hermosa Dr in Tempe, Arizona envisions

students to, “embrace new ideas”, and “accept the challenge to go forth”. The hallways of Ward

Traditional flourish with diversity; White, Hispanics, Asian, black, Pacific Islanders, and Native

Americans, and biracial students all come together and create a sense of community within the

school grounds. Furthermore, Ward Traditional Academy has the potential to proceed with

Science, Technology, Engineering, the Arts, and Mathematics (STEAM) education along with

it’s inclusive atmosphere that it inhabits. STEAM in return will allow students to think critically,

engage students, forge collaboration, and will empower students with creativity.

Emerging as an adult provided me the realization for the value of education; coming from

an agricultural household awaken me about the purpose of education. As much as my parents

appreciated their employment opportunities, I’ve witnessed the sufferment of manual labor. Yes,

it provided a steady income at times, but this sort of employment came with sacrifices of

migranting and resettle a new home once the seasons change. As a result of migrating to

Colorado, Texas, and all over the place in Arizona has resulted in me to listen to workers

testimonies about their desire of earning an education, many of these hard working people

migrated from a different country to earn a job that meets their income expectations.

Unfortunately, many of them weren’t given the opportunity to touch school grounds and enjoy

their childhood in school; the majority of the people come from low-income backgrounds and

had to work at an early age in hopes to support their family financially.

Secondly, mathematics should be taught through project-based learning with student

engagement, and class collaboration. After observing, teaching, and working with students from

a variety of age groups through the role as a Peer Leader, Paraprofessional, and student intern

has provided me the perspective of the students. As a result of working with students, I notice
PROJECT TITLE 3

their facial expression of sitting through lectures and as a full time student too; I too can vouch

lecture as an abyss of boredom. Creating an inclusive environment derives from the result of

classroom collaboration and student engagement; education should be an excitement for

students and a safe zone to share collaboration. Teaching has been utilizing lecturing strategies

since the industrial age, hence lecturing can still be relevant, but centuries have evolved. The

concept of an educator being the brainiac can portray a sense of personality to students and

create an idea of intimation towards students.

Society has been gearing towards facilitating and allowing students to learn among their

peers with a slight guidance of an instructor. Society needs to consider the reason behind a

student's boredom, imagine sitting down and listening to an adult as a perspective of an

adolescent; adolescence is critical. The best optimization would be to allow students to lead

their learning, guiding students to create their set of goals that also correlates to state and

national standards. In addition, students will rely on each other and learn the importance of

collaboration along with team work; everyone doing their part, their duty.

Mathematics holds the stigma of boredom and rigorous content, which it can be

challenging at times, but mathematics can be enjoyable, amusing. As previously stated, when

mathematics and project-based learning goes hand to hand; this sparks an interest to students.

This allows mathematics to go more in depth, it creates an atmosphere where students become

more curious and start asking questions in regards to STEAM and career readiness. In fact,

STEAM creates a connection among other content rather isolating one subject. Furthermore,

project based learning such as STEAM prepares our students with 21 century skills; developing

student to think critically, communicate, collaborate, and to utilize creativity(O’Brien, M, 2019).

Lastly, technology can be utilized as a tool for modeling figures, calculating rigorous

equations, a resource to gather information or to spark an interesting idea. Ward Traditional

Academy has integrated technology back in January 2017 with Mr. Blackstock leading students

with SketchUp, a 3-D modeling program. 8th grade English teacher, Melissa Revel has also
PROJECT TITLE 4

incorporated the use of technology in the classroom by creating a digital classroom discussion

chat room, and a space where students can collaborate ideas through Socratic Seminars (“A

Day in the Life: An Inside Look at Ward Traditional Academy”, 2017). The culture of technology

can be reawakening with the help of STEAM along with the help of educators from Ward

Traditional Academy. By the end of the project students will become proficient at researching

and identifying reliable sources along with using virtual mathematical tools. Technology will

empower student learning and increase student retention as it positively affect my personal life

with now having the knowledge of navigating programming, finding credible sources,

photoshopping with CS6, and graphing models with ASU’s Calculus Graphing Calculator.

Summary of Project and Impact

During my time at Ward Traditional Academy, I began to observe the students' reactions

towards direct instruction. Therefore, I was moved by creating a solution that would inspire

students to seek the world of mathematics at their own pace. As a result, students (in this case

thinking as a civil engineer) will design a plan on how to reduce wrong way drivers for Maricopa

county by utilizing complementary, supplementary, and vertical angles along with other

geometric properties. Students will need to evaluate current wrong way driver incidents and go

into depth by observing a variety maps; blueprints, a street perspective map, etc.

In a class of 24, I believe roughly 18 students will find it useful and impacting

considering that the school is direct instruction; it will definitely bring interest to students. In

addition, the majority of the students are picked up by their parents and have experienced a trip

on the highway or freeway. Since at a young age students are asked to look both ways before

crossing a street and this can apply to any sort of driver as well. Maricopa County is

experiencing a high rate of wrong way driver incidents and students will be asked to think

through the perspective of a Civil Engineer mindset. The aspect of investigating and researching
PROJECT TITLE 5

potential dangers will begin to bring curiosity to the students; creating safety concerns of their

streets and find solutions to prevent wrong drivers.

Through the lense of an educator I will determine my skill as a facilitator; I will then

utilize constructive criticism for areas of improvement. The student’s satisfaction will also

provide me an insight if I genuinely connected with the students; unsatisfied or uninterested

students will allow me to know if I really captured my students interest. In addition, designing a

prevention for wrong drivers can also correlate with other content courses and potentially lead to

future collaborations with other teachers or faculty members. I also believe a project like this will

also allow me to utilize adaptability, hence if a student were a bit confused with instruction it

will be my duty to quickly think as a teacher and find the void where students are having trouble

and create a solution or quick modification for instructions.

As result with working with public facilities or routes this will create a connection

between city workers and citizens of Maricopa county. If students gain a strong sense of

solutions, this will grab attention to people who value our project and are willing to fund for

future community projects. Identifying some potential blind spots within the road with

reasonable justification can highlight the value of mathematics to the community and create a

smile to the students who took their time to investigate these blind spots with simple geometric

identities/definitions.

Project Narrative
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Day(s):
Learning Goals Description of Assessment Technolo
and Outcomes Project-Based gy
Learning Unit Support
Activities

1 Essential For the Formative Assignment: Technolo

Introduct Questions: introductory day Metacognition. At the gy will be
ion How can we as students will need end of class students will utilized to
Civil Engineers to step-in and be responsible to empower
prepare for a think as a Civil complete the following students
reduction plan for Engineer. After questions; what did we about the
wrong way drivers researching Civil do?, why did we do it?, meaning
in Maricopa Engineers what did I learn today?, of being a
County. essential tips to how can I apply it?, and Civil
be successful, what questions do I still Engineer
Learning Goal: students will then have about it. as they
Students will be acknowledge the Students will need to research
able to utilize importance of submit their response and
technology as a mathematics and through Google forms as review
research source to briefly start a survey. suitable
gain a better searching for online
understanding of a resources on how resources.
Civil Engineer’s to read maps. All
duty and briefly This will help students
discuss how Civil students to will need
Engineers utilize understand that to be
map(s) and what geometry plays a given a
to expect during big role for laptop to
observation; what Civil Engineers highly
mathematics along with being manage
symbols or able to construct a their
language are being prevention plan research
used. for wrong way opportunit
drivers. y along
Anchor: Reading with
10: Range of Differentiation finishing
Reading, Reading for accelerated the class
1-3: Key Ideas & students: with an
Details Accelerated exit ticket
students will need through
ISTE: to discover some Google
Knowledge: 3a, 3b highly know Civil Form.
Engineers along
 PROJECT TITLE 7

Empowered with their well-

learner: 1a known project.

Differentiation
for students with
needs:
Students with
needs will be
provided a small
passage that
covers Civil
Engineer along
with a fill-in the
blank sheet to
gain the grasp of
a civil engineers
duty.

2 Essential The purpose of Red Robin Charts: Technolo

Questions: building a solid Students will be credited gy will
How can we, as background of for participating during help
Civil Engineers, civil engineers is the Red Robin activity. promote
provide the best for students can Each group of people will learning
prevention plan acknowledge the be required to answer the opportunit
for high rate importance of following questions: List ies,
incidents in a mathematics the different types of empower
specific area. when creating maps, list measurement students
structures for tools and types of to think
Learning Goal: cities. By the end geometric methods that critically,
Students will be of the project Civil Engineers use, and confidentl
able to read an students will be share reliable passages y, and
informative able to display about Wrong Way allow
passage; local their potential Drivers incidents. students
news about wrong prevention for Students will share ideas to read
way driver wrong drivers in onto a jumbo size more than
incidents in Maricopa County. notepads. just
Maricopa County Students will gain literature
through online the confidence to and
resources. read and passages,
Students can understand but a wide
identify and structured maps variety of
interpret real that professional maps and
world maps and engineers other real-
structures; blue use. With that world
PROJECT TITLE 8

prints and road being said, passages.

maps. students will be By the
Students will be assigned to create end of the
able to explore a scavenger hunt day
and become with answers and students
knowledgeable of allow one will
measurement tools classmate to become
that civil complete the proficient
engineers utilize. scavenger hunt. at web
The scavenger browsing
hunt will revolve and
Anchor: around successful finding
Reading 10: tips for an reliable
Range of Reading, engineer and car sources.
Reading 1-3: Key crash rates in
Ideas & Details Maricopa County.
Speaking &
Listening 1: Differentiation
Comprehension for accelerated
and Collaboration students:
Students will be
ISTE: ask to incorporate
Knowledge: 3a, 3b famous engineers
Computational from Arizona and
Thinker: 5b specific
Empowered mathematical tools
Learner: 1c that engineers
utilize.
Students will able
to gain an Differentiation
understanding of for students with
reviewing and needs:
utilizing maps and Students will be
structures to given resources to
design a plan for search the needed
wrong way drivers information for the
in Maricopa scavenger hunt.
County. Students
will gain skills on
how to collaborate
with others by
group discussions,
and apply research
 PROJECT TITLE 9

into
conversations.

3 Essential After lecture/mini Formative Assessment: All

Questions: lesson of the By the end of class students
How can we as geometric students will need to will need
Civil Engineers properties, answer a set of questions to be
utilize geometric students will be geared towards their given a
properties on given the comfortability and laptop to
rotation, opportunity to progress of their highly
reflection, and apply their prevention plan along manage
translation for our knowledge onto with submitting their their
wrong way driver their rough draft rough sketch of their research
prevention plan. of their geometric identification opportunit
Content: prevention plan. applied onto their sketch y along
Math - 8.G.A.1, Students will pavements. All work will with
8.G.A.2 need to sketch a be submitted onto Google finishing
rough draft of Forms. the class
Learning Goal: their area of with an
Students will able focus; students Students will specifically exit ticket
to verify their will need to need to submit, through
knowledge of document or "Comments/questions/su Google
these properties by sketch any sort of ggestions about the Form.
applying onto detail as long as it lesson?" Students who Technolo
their prevention covers the normally would not gy will
plan. geometric participate in class will help
Students will be properties being participate virtually promote
able to interpret a applied. All learning
variety of cities students will be opportunit
maps, mainly blue expected to apply ies,
prints of streets the definition of empower
and road/route each property students
maps at an onto to think
advanced level. pavements/roads, critically,
This in return will and physical confidentl
provide students barriers while y, and
21 century skills utilizing a 2 allow
such as critical dimension space. students
thinking, applying to utilize
academic skills to Differentiation the web
real world for accelerated source to
situations, and students: make
having the ability Students will go appropriat
to use in depth on e
 PROJECT TITLE 10

information; observation and calculatio

analyze, apply onto closer n and
organize,and details such as; accurate
communicate street signs, visions
information. dotted for
lines(turning out sketching
Anchor: lines), and etc. their
Speaking & Students will then preventio
Listening 1: determine if any n plan.
Comprehension of these respect
and Collaboration the definition of
transition,
ISTE: reflection, and
Empowered rotation.
Learner: 1c
Innovative Differentiation
Designer: 4c, 4d for students with
needs: Will be
given a cheat
sheet that
provides
examples of each
geometric
property;
reflection,
rotation, and
translation.

4 Essential After the Formative Assignment: All

Questions: lecture/mini Metacognition. At the students
How can we as lesson of the line end of class students will will need
Civil Engineers segments, be responsible to to be
utilize line students will be complete the following given a
segments for our given the questions; what did we laptop to
wrong way driver opportunity to do?, why did we do it?, highly
prevention plan. apply their what did I learn today?, manage
Content: knowledge onto how can I apply it?, and their
Math - 8.G.A.1, their rough draft what questions do I still research
8.G.A.2 of their have about it. opportunit
prevention plan. Students will need to y along
Students will submit their response with
Learning Goal: need to sketch a through Google forms as finishing
Students will able rough draft of a survey. the class
to verify their their area of with an
PROJECT TITLE 11

knowledge of line focus; students exit ticket

segments; same will need to through
lengths, same document or Google
angle measures, sketch any sort of Form.
and parallel lines detail as long as it Technolo
& utilize covers the line gy will
geometric segments being help
properties on applied. All promote
rotation, students will be learning
reflection, and expected to apply opportunit
translation by the definition of ies,
applying onto each line property empower
their prevention onto students
plan. pavements/roads, to think
Students will be and physical critically,
able to interpret a barriers while confidentl
variety of cities utilizing a 2 y, and
maps, mainly blue dimension space. allow
prints of streets students
and road/route Differentiation to utilize
maps at an for accelerated the web
advanced level. students: source to
This in return will Students will go make
provide students in depth on appropriat
21 century skills observation and e
such as critical apply onto closer calculatio
thinking, applying details such as; n and
academic skills to street signs, accurate
real world dotted visions
situations, and lines(turning out for
having the ability lines), and etc. sketching
to use Students will then their
information; determine if any preventio
analyze, of these respect n plan.
organize,and the definition of
communicate line segments.
information.
Differentiation
Anchor: for students with
Speaking & needs:
Listening 1: Will be given a
Comprehension cheat sheet that
and Collaboration provides
examples of each
 PROJECT TITLE 12

ISTE: line segment ;

Empowered same lengths,
Learner: 1c same angle
Innovative measures, and
Designer: 4c, 4d parallel lines

5 Essential Students will Formative Assessment: All

Questions: continue the By the end of class students
How can we as opportunity to students will need to will need
Civil Engineers apply their answer a set of questions to be
utilize geometric knowledge onto geared towards their given a
properties on their rough draft comfortability and laptop to
rotation, of their progress of their highly
reflection, and prevention plan. prevention plan along manage
translation along Students will with submitting their their
with line segments need to sketch a rough sketch of their research
for our wrong way rough draft of geometric identification opportunit
driver prevention their area of applied onto their sketch y along
plan. focus; students pavements. All work will with
Content: will need to be submitted onto Google finishing
Math - 8.G.A.1, document or Forms. the class
8.G.A.2 sketch any sort of with an
detail as long as it Students will specifically exit ticket
Learning Goal: covers line need to submit, through
Students will able segments and "Comments/questions/su Google
to verify their geometric ggestions about the Form.
knowledge of line properties on lesson?" Students who Technolo
segments; same rotation, normally would not gy will
lengths, same reflection, and participate in class will help
angle measures, translation being participate virtually promote
and parallel lines applied. All learning
& utilize students will be opportunit
geometric expected to apply ies,
properties on the definition of empower
rotation, each line property students
reflection, and and geometric to think
translation by properties onto critically,
applying onto pavements/roads, confidentl
their prevention and physical y, and
plan. barriers while allow
Students will be utilizing a 2 students
able to interpret a dimension space. to utilize
variety of cities the web
 PROJECT TITLE 13

maps, mainly blue source to

prints of streets make
and road/route appropriat
maps at an e
advanced level. calculatio
This in return will n and
provide students accurate
21 century skills visions
such as critical for
thinking, applying sketching
academic skills to their
real world preventio
situations, and n plan.
having the ability
to use
information;
analyze,
organize,and
communicate
information.

Anchor:
Speaking &
Listening 1:
Comprehension
and Collaboration

ISTE:
Empowered
Learner: 1c
Innovative
Designer: 4c, 4d

6 Essential Students will be Formative: 2x Technolo

Questions: introduced with Summarization - To gy will be
How do Civil mini lesson of check understanding, ask utilized to
Engineers apply diations, students students to write two empower
dilations onto real will be given the different summaries: students
world scenarios. opportunity to One in 100-150 words about the
Content: Math - apply their One in 75-100 words. meaning
8.G.A.3, 8.G.A.4 knowledge onto The different lengths of being a
their rough draft require different attention Civil
Learning Goal: of their to details. Compare/ Engineer
prevention plan. contrast with peers/ look as they
 PROJECT TITLE 14

Students will able Students will research

to verify and need to sketch a Students document and and
understand their rough draft of discuss on they applied review
knowledge of their area of standards 8.G.A.1 and suitable
dilations along focus(high rated 8.G.A.2 & 8.G.A.3 and online
with integrating areas with wrong 8.G.A.4 onto their resources.
past standards; way drivers prototype. All
8.G.A.1, 8.G.A.2 incidents); students
onto a two students will need will need
dimensional to document or to be
space. sketch details given a
covering dilation laptop to
Anchor: properties.. All highly
students will be manage
ISTE: expected to apply their
Empowered the definition of research
Learner; 1a, 1c dilation onto opportunit
Knowledge pavements/roads, y along
Constructor; 3a, and physical with
3d barriers while finishing
Innovative utilizing a 2 the class
Designer: 4a, 4c dimension space. with an
exit ticket
through
Google
Form.

7 Essential Students will Formative Assignment: All

Questions: continue working Metacognition. At the students
How do Civil with dilations, end of class students will will need
Engineers apply and to apply their be responsible to to be
dilations onto their knowledge onto complete the following given a
prevention plan their rough draft questions; what did we laptop to
for wrong way of their do?, why did we do it?, highly
drivers in prevention plan. what did I learn today?, manage
Maricopa County. Students will how can I apply it?, and their
Content: Math - need to sketch a what questions do I still research
8.G.A.3, 8.G.A.4 rough draft of have about it. opportunit
their area of Students will need to y along
Learning Goal: focus(high rated submit their response with
Students will able areas with wrong through Google forms as finishing
to verify and way drivers a survey. the class
understand their incidents); with an
 PROJECT TITLE 15

knowledge of students will need exit ticket

dilations along to document or through
with integrating sketch details Google
past standards; covering dilation Form.
8.G.A.1, 8.G.A.2 properties.. All Technolo
onto a two students will be gy will
dimensional expected to apply help
space. the definition of promote
dilation onto learning
pavements/roads, opportunit
and physical ies,
barriers while empower
utilizing a 2 students
dimension space to think
critically,
confidentl
y, and
allow
students
to utilize
the web
source to
make
appropriat
e
calculatio
n and
accurate
visions
for
sketching
their
preventio
n plan.

8 Essential Students will be Formative Assignment: All

Questions: introduced with Metacognition. At the students
How can we as mini lesson of end of class students will will need
Civil Engineers supplementary, be responsible to to be
design prevention complementary, complete the following given a
routes for wrong vertical, and questions; what did we laptop to
way drivers in adjacent do?, why did we do it?, highly
Maricopa County angles. Students what did I learn today?, manage
utilizing supplem will be given the how can I apply it?, and their
 PROJECT TITLE 16

entary, opportunity to what questions do I still research

complementary, apply their have about it. opportunit
vertical, and knowledge onto Students will need to y along
adjacent angles. their rough draft submit their response with
Content: Math - of their through Google forms as finishing
7.G.B.5 prevention plan; a survey. the class
students will need with an
Learning Goal: to document or exit ticket
Students will be sketch details through
able to use facts covering standard Google
onto 7.G.B.5. Form.
supplementary, Technolo
complementary, gy will
vertical, and help
adjacent angles in promote
multi-step learning
problems to write opportunit
and solve real- ies,
world problems empower
students
Anchor: to think
critically,
ISTE: confidentl
Empowered y, and
Learner; 1a, 1c allow
Knowledge students
Constructor; 3a, to utilize
3d the web
Innovative source to
Designer: 4a, 4c make
appropriat
e
calculatio
n and
accurate
visions
for
sketching
their
preventio
n plan.

9 Essential Students will Formative: 3x Technolo

Questions: need to finalize Summarization - To gy will be
 PROJECT TITLE 17

How can we as their work onto a check understanding, ask utilized to

Civil Engineers blueprint map and students to write two empower
design prevention prepare to discuss different summaries: students
routes for wrong their modification One in 15-200 about the
way drivers in for wrong way One in 100-150 words meaning
Maricopa County driver incidents; One in 75-100 words. of being a
concerned local The different lengths Civil
Content: Math - residents, require different attention
Engineer
7.G.B.5, 8.G.A.1, engineers and city to details. Compare/ as they
8.G.A.2, 8.G.A.3, work of Maricopa contrast with peers/ lookresearch
8.G.A.4 County. and
Students will Students document and review
Anchor: share potential discuss on they applied suitable
hazards and areas standards 8.G.A.1 and online
ISTE: of improvement 8.G.A.2, 8.G.A.3 and resources.
Empowered for the County of 8.G.A.4 and 7.G.B.5 onto All
Learner; 1a, 1c Maricopa. their prototype. students
Knowledge will need
Constructor; 3a, to be
3d given a
Innovative laptop to
Designer: 4a, 4c highly
manage
their
research
opportunit
y along
with
finishing
the class
with an
exit ticket
through
Google
Form.

10 Essential Students will After the of the panel

Questions: share their students will have time
How can we as finalize for an open discussion
Civil Engineers modification/prev and cover student’s
design prevention ention plan for strength and weakness by
routes for wrong wrong drivers in the audience. Students
way drivers in Maricopa along work will be graded
Maricopa County with sharing their based off past formative
PROJECT TITLE 18

mathematics assessments along with

Content: Math - work with audience feedback; these
7.G.B.5, 8.G.A.1, mathematical guests will follow a
8.G.A.2, 8.G.A.3, reasoning; rubric during the panel.
8.G.A. proving their
modifications.

Empowered
Learner; 1a, 1c
Knowledge
Constructor; 3a,
3d
Innovative
Designer: 4a, 4c

Sustaining The Project and Innovation

After Proposal Period

The project can be sustained after the proposal period by contacting actual city workers

who are mainly focused on construction and the epidemic of wrong way drivers in Maricopa

County. The aftermath of the panel can spark interest to future investors along with fostering a

connection between city workers and concerning residents of Maricopa County.

Innovation

The project allowed students to explore mathematics by allowing students to

utilize the natural environment. The inquiry-based project allowed the teacher to step-out the role

of being known as the “expert”, and allow the educator to facilitate, while students explore their

own curiosity of mathematics by creating a prevention plan for their local community.
PROJECT TITLE 19

Budget Narrative

Justification and purpose for expenditures:

Office Supplies will be bought from Amazon for the 7th grade Wrong Way Driver

Project that will be held at Ward Traditional Academy’s Cafeteria. This project will allow

students to become self-driven individuals and potentially influence their perspective on

mathematics increasing the idea of a future career. These office supplies from Amazon will

inspire students to submit quality as they will present to local residents, city workers around the

area, and upcoming Civil Engineers from Arizona State University. The simplicity of these

office utensils will also foster a sense of socializing among with others; building important

communication skills. The Blueprint Paper from EngineersSupply will be used as a final touch

for the students end presentation; bringing attention to people of expertise and portray the

students dedication and diligence. This in return, will leave a standard for incoming students,

increase student retention, and provide something for students can look forward to.

Source of Funding:

The wish list will become public through Amazon for donors/parents can easily access

the shopping list for the Wrong Way Driver Project. Students will be sent home with the

shopping list for parents can become more aware about the upcoming assignment; providing the

parent an opportunity to become inclusive with their child and their education. In addition, a

GoFundMe account and DonorChoose will also be a source of funding for the project. Luckily,

students at Ward Traditional Academy are assigned with a laptop easing the demands for the

project along with the panel presentation at the school cafeteria will definitely reduce our
 PROJECT TITLE 20

demands for the project. However, students will be in charge of inviting one guest to their panel,

while the I will reach-out to local residents, city members, construction workers, and Civil

Engineers from Arizona State University

Budget Narrative

Product Name Company/ Product Quan Unit Price Total:

Company Code/ASIN tity
Website

Alvin 1422-10 - 11" x Engineerssupply ES9005 1 $35.99 $35.99

17" Cross Section https://tinyurl.com
Paper with 10" x 10" /EngineersSupply
Grid - 50 Sheet Pad

Sax Sulphite Amazon B003U6TOS0 1 $9.99 $9.99

Drawing Paper: https://tinyurl.com
Pack of 500 paper /tohh54m

ARTEZA #2 HB Amazon B076DGMLT6 1 $28.98 $28.98

Wood Cased https://tinyurl.com
Graphite Pencils, /ws2vtuu
Pack of 180

BIC Soft Feel Amazon B00H14PM9W 2 $13.45 $26.90

Retractable Ballpoint https://tinyurl.com
Pen(36-Count) /ws2vtuu

Ludwig Precision 18" Amazon B00BGSTICG 12 $11.89 142.68

Standard T-Square https://tinyurl.com
for Art Framing and /sg5x3q8
Drafting

Mr. Pen- 3 Pc Large Amazon B072M8JZ8R 12 $8.99 107.88

Triangular Ruler Set https://tinyurl.com
/wrv72f4

50 Pack Clear Amazon B07PHPK8S6 1 $18.99 18.99

Plastic Ruler, 12 https://tinyurl.com
Inch Standard/Metric /sdcnffc
Rulers

Mr. Pen- Erasers, Amazon B07KRNM6K5 3 $6.95 20.85

Pack of 24 https://tinyurl.com
/rb839o4
 PROJECT TITLE 21

Sub-Total: 392.26

Tax(8.1%): 31.77

Shipping: 19.25

Approx Total: 443.28

References

O’Brien, M. (2019, September 26). What is Project Based Learning? Retrieved from

https://www.definedstem.com/blog/what-is-project-based-learning/.

A Day in the Life: An Inside Look at Ward Traditional Academy. (2017, January 11). Retrieved

from https://www.tempeschools.org/Home/Components/News/News/4937/76.

Appendix

INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Eduardo L. Gaspar Subject: Grade:

Mathematics - Geometry 7th Grade Honors
Common Core State Standards:
 8.G.A.1, 8.G.A.2, 8.G.A.3, 7.G.B.5
Objective (Explicit):
 Students will able to use facts about supplementary, complementary, vertical, and adjacent angles in multi-step
problems to write and solve real-world problems
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Formative Assignment: Metacognition. At the end of class students will be responsible to complete the following questions; what did we do?, why did we do it?,
what did I learn today?, how can I apply it?, and what questions do I still have about it.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

ISTE Standards:

Empowered Learner; 1a, 1c

Knowledge Constructor; 3a, 3d
Innovative Designer: 4a, 4c
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Global Collaborator: 7d

Students will be able to improve their learning outcomes by utilizing online resources and engineer authentic solutions while testing geometric theories and
developing imaginary prototype ideas for their local community. Students will research and analyze previous and current wrong way driver incidents in Maricopa
County; potential ideas to observe can be news article, road maps, blue prints, and data table of wrong way driver rates. Students will be going in depth about a
regional issue that interferes with their safety tying-in some interest.
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?

Students will be given a scenario in regards of identifying and modifying wrong way driver routes in Maricopa County.
“How can we as Civil Engineers design prevention routes for wrong way drivers in Maricopa County.”

Teacher Will: Students Will:

Provide students a scenario that will influence students to develop multiple Analyze this epidemic as way a Civic Engineer would interpret this issue in
solutions to the wrong way driver incidents in Maricopa County Maricopa County

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?

Student will begin by being introduced to two different sets of videos; one video will introduce skills that civil engineers inherit or utilize, while the other video
prepares for supplementary and complementary angles. Students will also be given a formula sheet that provides previous and current geometric equations,
students will then utilize and select which formulas or cheat sheets will benefit them during the project. After walking through these videos’ students will then
pair and share with a partner and explain & reason their next steps or speak ideas on where to start. After students’ pair & share, the class will then proceed by
creating a class discussion as the teacher writes down students’ thoughts in hopes of creating ideas on where to starts and how to apply mathematics to the
wrong way driver epidemic in Maricopa County.

7 Most Important Skills for a Civil Engineer to Succeed (updated) | Civil Engineering
https://youtu.be/HAx7E3Bu7gA

Complementary and Supplementary Angles

https://youtu.be/GO20ZgUzlc0

Prompt: What are some potential factors that may lead to wrong way driver incidents? Observe the areas, read peoples statements, what time of day did it
occur?
Teacher Will: Students Will:
Provide students essential skills that Civil Engineers utilize when dealing with a Then select which geometric cheat sheets will best benefit them during
situation/project. Students will also be given a set of geometric equations and the process of creating a prevention plan for wrong way drivers. In
angle cheat sheets. addition, students will create questions or concern in regards of wrong
ways and how utilize integrate mathematics into the project through the
lens of a civic engineer.
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?

Students will have the opportunity to pair & with a partner and discuss which information was useful and how can they utilize the given information. Students
will theoretically connect skills that civil engineers utilize along with limiting mathematical information that will best benefit them for decreasing wrong way
driver rates in Maricopa County. Students will them share how technology can support them during this process; will they watch videos, if so why? Will students
observe blue prints, how will they learn how to read blueprints? Did students watch a quick tutorial on how utilize blueprints? By the end of class students will be
responsible to complete the following questions; what did we do?, why did we do it?, what did I learn today?, how can I apply it?, and what questions do I still
have about it.

Teacher Will: Students Will:

Gather students’ ideas and create a list or map on how an Civic Engineer would
interpret these factors and what potential support or knowledge they need to
become successful during projects
Share the ideas to the classroom discussing with their partner.
Theoretically, students will then create a connection a between
mathematics and role a civic engineer. Students will need to interpret
that their will consist of researching and analyzing these blind spots
where these incidents likely: the areas with the highest rate incidents.
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Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a
deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Student will need to both utilize explore and explain and apply these resources to their scenario by further investigating this epidemic occurring in Maricopa
County. Students will begin by creating mind maps; these mind maps will allow students to ripe they ideas and see them documented on paper. Students are
also encouraged to observe street/road layouts in areas with the highest rate of wrong way driver incidents. Students will then need to identifying these blind
spots and observe their structure are the angles too acute; sharp of a turn or does it create issue for on coming traffic? Are there enough street lights or signs
near the perimeter? Are these signs in an unseen area/position?
Teacher Will: Students Will:
Provide guidelines to students; students will be required to identify roads with Need to identifying potential blind spots or hazards near the wrong way
room of improvement. For instance, some routes may painted with narrow driver incidents. Student will need to analyze routes and question the
dotted lines, or a stop sign maybe placed at area where on coming traffic may safety of these road structures. Afterwards students will need to sketch
not see sign. Instructor/Facilitator will then observe students and help those potential modification onto a graphing sheet.
with questions and concerns.

Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

By the end of the projects will able to design a blue of potential modification onto a blueprint map and present to civil engineers, construction workers, local
residents of Maricopa County, and etc. Students will compare and contrast previous construction work on roads/streets along with presenting their solution
to preventing wrong driver incidents.
Teacher Will: Students Will:
Review students work based off audience feedback with the help of a rubric. Explain their modification to the public and showcase their blueprint.
Potential idea objective during presentation can be integrating more
wrong way drivers signs, adding more physical barriers, fixing a route and
it would it extend or should be structured.
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Maricopa County Government Administration Office

Civil Engineer - Civil Structures
301 W Jefferson, Phoenix, AZ 85003, US

Congratulations! You have been selected to aid Maricopa County in their attempt to create the
most innovative and efficient route structure that this county has ever seen! Since you had
strong letters of recommendation from prior employees, we expect only the highest level of
professionalism and pride in your work.

For your assignment we would like you to create three different route structure models for us
to view and test for efficiency. We would also like you to create a potential route to reduce our
wrong way drivers in Maricopa County by using key geometric properties for your route. You
will discover the importance of identifying and using supplementary, complementary, vertical,
and adjacent angles in your construction and more importantly, how you can prove that the
figures you are using are actually efficient. However, you encourage to utilize any other
geometric arithmetic to decrease our wrong way driver epidemic.

Your teacher will supply you with a list of specific tasks to complete and a timeline in which you
need to do so. Please note however that we want this model to be available by Christmas time
to maximize grants, so please have everything completed by the week of December 7.

If you have any questions, comments, or concerns please feel free to contact us at any time.

Sincerely,

Maricopa County Government Administration Office

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