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PROJECT NARRATIVE

Project Narrative

Jennifer Nguyen

Arizona State University

TEL 311: Instruction/Management in Inclusive Classes

Professor Lori Lovitt

Project Narrative

November 15th , 2020

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PROJECT NARRATIVE
What Can Math Do For Pollution?

Summary of Project:

In this project, students will create a digital prototype of their mathematical way of helping

prevent pollution. Students will begin by brainstorming how much plastic and waste they acquire on a

daily basis, weekly basis, yearly basis, and a lifetime. Then, they will brainstorm how math could

possibly decrease and prevent it. They will be given resources to look at as a foundation. They will then

start individually researching amongst themselves about pollution, reusing and reducing basics, and

looking at examples of items made, the students will form their own ideas of their creation. These items

may include but are not limited to reusable bags, alternatives to grocery bags, glass containers, etc. They

will use their previous knowledge and new research to create a digital prototype using the resources

focusing on our geometric standards and pollution. After a digital prototype is made and things like

density, area, perimeter, longevity, and effectiveness are considered, they will be paired with a random

partner to peer review each other's projects. Corrections and changes are made and then presentations

begin. After presentations, they will reflect and evaluate their own creations as well as one from another

classmate. The reflection consists of a questionnaire of how the project went, why it was significant,

where they can apply it elsewhere and focuses on answering the driving question.

Driving Question: How can we use math, specifically geometry, to help lessen pollution and waste in the

world?

● Sub-Questions:

○ How much plastic and waste do you acquire in a lifetime?

○ What will happen when the world is overpopulated and polluted?

○ Will you make a difference in this world? How?

Standard and Learning Evidence of Technology Used

Learning Activities Mastery
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PROJECT NARRATIVE

Objectives

Day 1 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply Students will think Assessment: Laptops
concepts of about their Evaluating Computers
density based on previous journals where Tablets
area and volume knowledge of they listed their Electronic devices
in modeling plastic, waste, and previous
situations utilizing pollution. They knowledge and
real-world will evaluate how experiences.
context. much they’ve
acquired on a
G.G-MG.A.3: daily basis,
Apply geometric weekly basis,
methods to solve yearly basis, and
design problems over their entire
utilizing real- lives by creating a
world context. table, list, or
illustration in their
Learning journals. They will
Objective: start to develop
The student will their own thoughts
be able to analyze relating to
concepts of pollution and
density and apply math.
geometric
methods in order Instructional
to create a Strategies:
prototype of an Incorporating
environmentally charts and visuals
friendly object to to callback to
help reduce waste previous schemas.
and pollution.

Essential
Question:
How much plastic
and waste have
you acquired?

Day 2 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply The students will Assessment: Laptops
concepts of be given their Students will write Computers
density based on technological down an Tablets
area and volume devices and will explanation of Electronic devices
in modeling start researching what they
situations utilizing the given links and understand from
real-world resources I’ve the given
context. provided. They resources and use
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PROJECT NARRATIVE

will use this this to ask any

G.G-MG.A.3: information to clarifying
Apply geometric build their existing questions.
methods to solve schemas and start
design problems to brainstorm what
utilizing real- they would like to
world context. research. They
will also add this
Learning to their journals or
Objective: keep notes so they
The student will can refer back.
be able to analyze
concepts of Instructional
density and apply Strategies:
geometric The students will
methods in order be practicing
to create a active reading,
prototype of an annotating,
environmentally building literacy
friendly object to skills today since
help reduce waste they are using the
and pollution. resources, I’ve
provided to do
Essential their research.
Question:
How much plastic
and waste have
you acquired?

Day 3 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply Students will take Assessment: Laptops
concepts of the information Students will Computers
density based on from Day 2’s create a rough Tablets
area and volume research and draft in a form of a Electronic devices
in modeling conduct their list or graphic
situations utilizing individual organizer of their
real-world research to further ideas in creating a
context. their ideas of their prototype. I will
prototype. This is check for transfer
G.G-MG.A.3: a big and ensure
Apply geometric brainstorming day students are able
methods to solve for the student and to move forward.
design problems a day for their
utilizing real- ideas to run wild.
world context. It should be a day
of trial runs and
Learning looking at
Objective: different ways
The student will they can relate the
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PROJECT NARRATIVE

be able to analyze two concepts.

concepts of Instructional
density and apply Strategies:
geometric The students will
methods in order be starting to
to create a create their own
prototype of an ideas from the
environmentally resources given to
friendly object to them by circling
help reduce waste the stage. Their
and pollution. brainstorming is
turning into
Essential creating.
Question:
How much plastic
and waste have
you acquired?

Day 4 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply The students will Assessment: Laptops
concepts of begin creating The student will Computers
density based on their digital draw their idea in Tablets
area and volume prototype and a form of an exit Electronic devices
in modeling overall project. ticket to showcase
situations utilizing They will be using their
real-world the research understanding
context. they’ve worked through doodles.
hard on for the last This allows me to
G.G-MG.A.3: couple days and have a checkpoint
Apply geometric turn it into their of their standing
methods to solve creation. They will and if feedback is
design problems use their necessary.
utilizing real- technological
world context. resources to make
their ideas come to
Learning life.
Objective: Instructional
The student will Strategies:
be able to analyze The students are
concepts of using what they
density and apply added to their
geometric previous schemas
methods in order to connect their
to create a ideas to make a
prototype of an creation. They are
environmentally critically and
friendly object to creatively thinking
help reduce waste about the relation
and pollution. between two
different concepts:
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PROJECT NARRATIVE

Essential math and

Question: pollution.
How much plastic
and waste have
you acquired?

Day 5 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply The students are Assessment: Laptops
concepts of continuing to I will be doing a Computers
density based on work on their quick nod by Tablets
area and volume digital prototypes. sending a quick Electronic devices
in modeling Today, they google form
situations utilizing should have an asking them if
real-world idea of what they understand
context. they’re creating what they are
and work on the doing and if they
G.G-MG.A.3: details of the don’t, informing
Apply geometric object. Details me what they need
methods to solve include guidance with.
design problems dimensions,
utilizing real- density, area,
world context. perimeters, etc.

Learning Instructional
Objective: Strategies:
The student will The students are
be able to analyze using what they
concepts of added to their
density and apply previous schemas
geometric to connect their
methods in order ideas to make a
to create a creation. They are
prototype of an critically and
environmentally creatively thinking
friendly object to about the relation
help reduce waste between two
and pollution. different concepts:
math and
Essential pollution.
Question:
How much plastic
and waste have
you acquired?

Day 6 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply The students are Assessment: Laptops
concepts of on their last day of The students will Computers
density based on their digital be given an exit Tablets
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PROJECT NARRATIVE

area and volume prototypes. They slip asking what Electronic devices
in modeling should have a their prototype
situations utilizing strong foundation. looks like, what
real-world Today should be they still have
context. focused on questions on, and
finalizing the one thing they still
G.G-MG.A.3: details on how the want to improve
Apply geometric object looks and is on. I will then
methods to solve used. If the digital match them into
design problems prototype is partners to help
utilizing real- completed, they answer any
world context. are working on the confusion.
summary portion
Learning of answering the
Objective: driving question.
The student will
be able to analyze Instructional
concepts of Strategies:
density and apply The students are
geometric using what they
methods in order added to their
to create a previous schemas
prototype of an to connect their
environmentally ideas to make a
friendly object to creation. They are
help reduce waste critically and
and pollution. creatively thinking
about the relation
Essential between two
Question: different concepts:
How much plastic math and
and waste have pollution.
you acquired?

Day 7 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply After the students Assessment: Laptops
concepts of are put into The students will Computers
density based on random groups of use a hand Tablets
area and volume two, they will thermometer. Electronic devices
in modeling begin editing. The After they have
situations utilizing students will peer met up and peer
real-world edit their partners reviewed, they
context. prototype and then will share one
provide feedback thing about their
G.G-MG.A.3: for their responses project that they
Apply geometric to the driving are proud of. The
methods to solve question. They class will give a
design problems will support one nonverbal, thumb
utilizing real- another by motion to share
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PROJECT NARRATIVE

world context. offering ideas for where they believe

improvement and the student stands
Learning affirmations. with following the
Objective: guidelines.
The student will Instructional
be able to analyze Strategies:
concepts of The students are
density and apply moving around
geometric and working with
methods in order another peer. This
to create a promotes student
prototype of an movement and
environmentally allows their
friendly object to project to be
help reduce waste critiqued/affirmed
and pollution. by another set of
eyes.
Essential
Question:
How much plastic
and waste have
you acquired?

Day 8 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply Students will Assessment: Laptops
concepts of present their After the students Computers
density based on digital prototype for the first day Tablets
area and volume of their are finished Electronic devices
in modeling invention/creation presenting,
situations utilizing to the class. They students will
real-world will be expected to choose one person
context. describe their to give feedback
product, its to digitally. It’s a
G.G-MG.A.3: relation to digital way of
Apply geometric geometry, and students sharing
methods to solve application to the comments, ideas,
design problems real world. They or questions. It
utilizing real- are also gives each student
world context. formulating their a voice and helps
responses to the their peers.
Learning driving question.
Objective:
The student will Instructional
be able to analyze Strategies:
concepts of By sharing to the
density and apply class their ideas
geometric and prototypes,
methods in order the students are
to create a gaining speaking
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PROJECT NARRATIVE

prototype of an and listening

environmentally skills. They are
friendly object to able to showcase
help reduce waste their own ideals
and pollution. and their peers can
see varying
Essential viewpoints and
Question: how they applied
How much plastic the geometric
and waste have concepts.
you acquired?

Day 9 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply Students will Assessment: Laptops
concepts of continue After the students Computers
density based on presenting their for the second day Tablets
area and volume digital prototype are finished Electronic devices
in modeling to their fellow presenting,
situations utilizing classmates and students will
real-world following the choose one person
context. things previously to give feedback
mentioned in Day to digitally. It’s a
G.G-MG.A.3: 8. digital way of
Apply geometric students sharing
methods to solve Instructional comments, ideas,
design problems Strategies: or questions. It
utilizing real- By sharing to the gives each student
world context. class their ideas a voice and helps
and prototypes, their peers.
Learning the students are
Objective: gaining speaking
The student will and listening
be able to analyze skills. They are
concepts of able to showcase
density and apply their own ideals
geometric and their peers can
methods in order see varying
to create a viewpoints and
prototype of an how they applied
environmentally the geometric
friendly object to concepts.
help reduce waste
and pollution.

Essential
Question:
How much plastic
and waste have
you acquired?
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PROJECT NARRATIVE

Day 10 Standards: G.G- Activities: Formative Technology:

MG.A.2: Apply Students will Assessment: Laptops
concepts of reflect on the Students will be Computers
density based on projects using Tablets
area and volume showcased by metacognition Electronic devices
in modeling fellow classmates which allows them
situations utilizing and work on a to process what
real-world reflection about they did
context. critiquing their throughout this
own project, project and why it
G.G-MG.A.3: affirming their was done. This is
Apply geometric classmates, and their reflection for
methods to solve explain the the end of the
design problems application of this project.
utilizing real- project into the
world context. real-world. They
will be finalizing
Learning their answer to our
Objective: driving question.
The student will
be able to analyze Instructional
concepts of Strategies:
density and apply They are
geometric reflecting on theirs
methods in order and their peers’
to create a geometric
prototype of an concepts and its
environmentally application in the
friendly object to real world related
help reduce waste to pollution and
and pollution. waste.

Essential
Question:
How much plastic
and waste have
you acquired?

Technology Support

Technology is heavily integrated into this project in different formats. Laptops will be provided

for each student, but they are free to use their own technological devices such as iPads, drawing tablets,

etc. If my current school environment was limited, I would schedule the computer lab ahead of time for at
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PROJECT NARRATIVE
least during their creation of the digital prototype. I would allow them to use their phones or devices in

class with a partner or group to ensure everyone can access one. Technology can support the student’s

learning throughout each step of this 10-day lesson. It will first be incorporated for research, for students

to find their own information regarding pollution and math and brainstorm. It will then be moved onto the

creating portion where they have the many resources the internet and applications provide. When creating

the reusable and eco-friendly product, they are welcome to use online resources such as Canva, Word,

PowerPoint, and any other resource that would allow them to demonstrate their project. This will

stimulate their creativity and help them visualize the prototype as an actual real thing they would be able

to make. They can easily share their projects with their peers and help each other peer edit. Lastly, their

reflections will be in a written format technologically. I believe the electives and art programs in my

school will support this technological usage.

Sustaining the Project After Proposal

My brief plan after the proposal period involves teaming up with the engineering department and

creative art courses at my school to move forward with turning their digital prototypes into touchable

creations. This will show my students that their creativity can come to life in many forms. It will show

them other options to being more sustainable and show them that their hard work paid off. From there on,

they can share these ideas with friends and family to promote using eco-friendly materials and objects.

This can also inspire our engineering and art classes to see the applications of these concepts!

Innovation

Since this project was student-driven, they were able to decide what direction they wanted to go

towards. This project was free reign, meaning that they could have designed and created various things

across the spectrum. They could be as unique or as common as they wanted, depending on what their

viewpoint was relating the concepts of math and pollution. This allowed them to creativity and critically

think about how this issue affected them, what they wanted to do to improve it, and how their creation

will help decrease waste and pollution in the real-world. This project will transform student learning by

giving them a sense of control, eliminating resistance, improving cooperation, and overall help them build
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PROJECT NARRATIVE
the skills they will need in the future. For the teacher, we are able to see how the students are making

connections to the material and how it resonates with them. We are helping them connect their schemas

instead of constantly drilling information into their heads. This project allowed them to show us what a

peek in their mind looks like as a student and a human being with their beliefs, who will change the world

as we know it.