What was your driving question?

I can recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life.(

Grades Involved

4th & 5th

What PBE principles were highlighted in this project?

Project Description

Students at Teton Science Schools initially focused on understanding the basic principles of geometry like types of angles, types of lines, etc. As students reached a higher level of mastery with these concepts they took them and created their own map system that used examples of each type of line and angle. Students had a voice and choice in the process with the decisions around what type of town they created. The project was particularly creative with the naming of the towns i.e. “E-ville Ski-ville” and “Gymnastics Town” and “Wings of Wisdom”, etc. In the research process, students utilized google maps to gain tips for their blueprints. The maps were done in a bird’s eye view where streets might interact at a right angle to create perpendicular lines for example. Once completed, students got to add individual details with types of buildings and with the coloring choices from an art perspective.

How did this positively impact the community? How was it shared?

When student maps were completed they were first shared in small groups, so students could share their process as well as their product. The maps now hang up on the walls in the classroom, which brings pride to the students and shares knowledge with the community as visitors and educators alike move through and see the artifacts on tours etc.

Reflection: What was the biggest challenge? What was the most rewarding aspect of this project?

It was challenging to be in centers that mandate a level of independence which students did struggle with, but we stuck through this independence is a key social-emotional skill as these students get ready for middle school. It was also challenging to have students be creative to come up with their own ideas rather than copy an exemplar or a peer’s project, but in the end students, each had an individual product that was truly their own. It was rewarding to see the joy and engagement in the project in creating and finishing their product, which both feel like a sign of success!

Any advice for a teacher or student that is implementing a PBE project for the first time?

Improving the project – making the buildings should be 2D but the checklist had “different shapes” and students just did all rectangles which weren’t as creative as possible. Students have a rubric and a checklist