Learning Context/ Introduction
Learners prepare for the GED by creating a backyard Home Improvement Plan.
The purpose of this learning experience is to show understanding of information required for the GED test and to provide a relationship that connects the classroom with the home by looking at a better backyard plan. The learners will have an opportunity to create their own Home Improvement Plan. The relationship extends into the workplace as well as into the community, by providing project management skills and by ensuring a sense of purpose in the non-profit community. While all these maintain a common environmental element, this learning experience will also incorporate transferable work skills, i.e. construction, carpentry, landscaping, design and application, pre-engineering, and artistic understanding of balance and texture.
Adult learners will need to know vocabulary such as formula, perimeter, circumference, area, volume, square, circle, rectangle, rectangular solid, cylinder, radius, diameter, 2- dimensional, 3-dimensional, length, width, and height. They will also need knowledge of measurements and equivalencies in the English and metric system.
Authors
Ruth Brewer and Susan Stobie
GED / Adult Education Instructors
Wayne-Finger Lakes BOCES / Adult Education Program
Duration
The total amount of time needed for planning, implementation, and assessment for the Better Backyard Plan would be between 2 and 3 hours. Time needed for the Home Improvement Plan depends on how often you meet with your learners and the quality of work expected for the project. Special note: learners may require extra time so that "best work" can be submitted. Learners will also need some of the above time set aside for making charts, photocopying worksheets, and writing discussion questions. The remaining time is for presentation and assessment. Special note: 15 to 20 minutes are needed for each project evaluation.
Instructional/Environment Modifications
The Garden-Variety Geometry learning experience could be done over several days. It could continue with more reinforcement through practice sheets. You can have learners solve their own design problems. One could address wheelchair mobility and would include customized designs with space and cost issues taken into consideration. To accommodate physical modifications of the setting, it might be possible to take the learners into an area to actually take measures and map out their designs.
Procedure
Day 1
1. Ask learners to discuss with the class any experiences they have had learning about perimeter, area and volume. These may come from school or vocational training or use in daily life. It will give the teacher an indication of the learners' need for review, as well as, serve as an introduction to the other learners.
- Show a large diagram of GARDEN VARIETY GEOMETRY (see Resources). Point out title, subtitle (THE BETTER BACKYARD PLAN) and the key at bottom.
- Hand out the Vocabulary Review. Go over most important terms to learn: formula, perimeter, circumference, area, and volume. Point out the vocabulary in the large diagram and relate the word FENCE to perimeter and GRASS to area.
- The teacher, using the diagram, will review the vocabulary with the learners and ask questions to check for understanding.
2. Introduce and read the story about THE BETTER BACKYARD.
The family dog has always been kept on a chain, but the backyard has become a mess. The family has decided to get rid of the chain and replace the grass in the muddy area. They want to fence in the backyard and build a doghouse on a cement pad. They also want to put in a flagpole surrounded by a flower garden that is bordered by decorative brick. Look at the diagram of the backyard to find the information needed to solve the problems to plan a better backyard.
3. Ask learners to brainstorm about actual tools that could be used in this project. In order to involve all learners in this project, ask learners who have had experience using a certain tool, to give a brief description of what it does, what it looks like, and how they have used it in the past. This group discussion that is based on real life experiences should also help learners later when they design their own projects. It will also assist them in coming up with the realistic cost of such a home improvement.
Hand out diagrams of the better backyard. Learners learn that drawing a diagram is helpful in solving geometry problems.
Learners will use highlighter to show:
Circumference of circular path, and border of flower garden.
Perimeter of a rectangle
Area of a rectangle
Area of a circle |
FENCE
GRASS
GRASS |
Volume of a rectangle
Volume of a cylinder |
CEMENT
CEMENT |
- Learners fill in the chart of geometric terms on bottom of worksheet.
- They should be able to write the key words from information given in class.
- Learners can copy definitions from vocabulary review sheets.
4. Show formulas chart. Remind learners that a formula is a rule (showing the relationship between quantities) that uses letters (or variables) in place of numbers to solve a math problem. Hand out the Garden Variety Geometry Worksheet and have learners read the story about the better backyard on their own. Learners work with the teacher to solve the problems. (Time to complete the assignment will vary depending on learners' previous knowledge.)
Day 2
Provide practice finding perimeter, circumference, area and volume as needed by learners. The teacher walks around, observing learners solving geometry problems, and helping as needed.
Ask the learners how this information might be useful to them.
- How could you use this information at home?
- How could you use this information within your community?
- How could you use this information at work?
- Have any of you considered building a project?
- Is there something in the community or at work you would like to change?
- Think of a project you could do to make your backyard better.
Show the Practice GED Test Booklet, which contains additional geometric problems involving measurement that the learners can do.
Hand out additional worksheets to start in class and complete for homework.
Learners can work alone or with a partner.
Day 3
Learners will begin work to complete a design for a building project using perimeter, area, and volume. Learners will draw a diagram on graph paper and provide a written description of their project. Learners will research prices for supplies needed, by looking at home improvement advertisements or by calling lumberyards. Learners will write up supply lists and estimates of the total cost of the project.
Learners who have successfully completed their projects will be able to pursue further experiences. Because of their involvement in researching costs and supplies, they may request time to work as apprentices or in job training positions within professional businesses such as local lumberyards or architectural firms.
The other aspect of community involvement and application of learned geometry skills could come from volunteering to help build local school playgrounds or community park gazebos.
While working on this lesson, the teacher could have guest lecturers from the building supply stores and architects from the community come to class to discuss how they became the professionals they are and what learned skills they had to acquire.
Student Work
Selected Example
Resources
The Backyard Plan diagram can be used with an overhead projector or could be drawn on chart paper and used with an easel. A large size diagram can be taped to the chalkboard or wall. Markers and pens are useful in highlighting specific geometric figures. The teacher will need to provide a list of formulas, the Garden Variety Geometry question sheet, vocabulary review, and follow-up questions for further discussion.
The Home Improvement Plan resources would include information gathered from community members, local supply stores, professionals, and any other resources the learners may use.
Many texts may be used as resources for geometry such as:
Number Power 9, Connie Eichhorn
Contemporary, 1996 Chicago, Illinois
ISBN #-8092-3414-9
The GED Math Problem Solver: Reasoning Skills to Pass the Test, Myrna Manly,
Contemporary, 1992
ISBN#-8092-4050-5
New Basic Skills Arithmetic: Geometry, Connie Eichhorn
Cambridge, 1996
ISBN # 8359-4657-6
Mathematics Skill Book: Measurement & Geometry
Steck-Vaughn 1995
ISBN # 8114-4320-5
Assessment Plan
Techniques used to show student progress included observation, both group and individual, group discussions, problem solving questions and group interaction that showed social skill development. Observing learners taking notes during presentation of lessons also helped the teacher to assess learners’ ability. Tools used for documentation of student’s progress included samples of drawings, worksheets, written questions used during discussion and even a video presentation of learners working on the lesson.
The post assessment activity, Home Improvement Plan, was an integral part of the learning experience because learners were encouraged to "move out of the classroom and into real life situations." While developing the Home Improvement Plan, a guideline/rubric for student procedure was formulated. There are two different forms of the Home Improvement Plan- one for the teacher and another for the student. See student work samples from both the Better Backyard Plan and the Home Improvement Plan activities in the next section.
A peer review was the culminating activity of the experience and learners were able to get feedback from their peers about their work. A recorder’s form of a peer review is shown.
Rubric
Student Work
Shown here are the final drafts of student work on the Backyard Plan. (Learners should keep all drafts of their work so that they can assess their own progress.) Photos of student work can also be taken and shared. Classroom discussion of learners’ first drafts and scale drawing focused on the rubric learners were given. The peer review format was then implemented as a tool for input and learners used the feedback from their peers to refine and redesign their work.
Selected Example
Reflection
This exercise creates a sense of camaraderie, creativity and is a positive learning experience. It gives the learners an opportunity to use SCANS skills, including those of critical thinking, reasoning, and problem solving opportunities, while building their confidence both as individuals and as members of a group. This learning experience applies to all levels of learning. In addition to the academic skills it reviews, it generates transferable work skills by encouraging learners to move out of the classroom and into real life situations. Some of these were mentioned previously, i.e. construction, carpentry and landscaping.
Classrooms with a variety of learners including those with disabilities and those who have a wide variety of cultural and socio-economic backgrounds can be taught that they all have something important to offer when working on this lesson. While developing a standard for individual and group learning processes, adults are able to apply concepts when they experience them through life related activities.
After several formal peer review sessions and student run review sessions, the only area of concern that has arisen is regarding the amount of time needed to implement peer review. All learners wanted to have their work reviewed, but time did not allow for the formal peer review process. The enclosed, shorter review process may help with the time constraints.
Special Note
As previously mentioned, this learning experience is targeted for adult education and GED preparation. Nevertheless, it could be modified and used at the commencement level.
