Makerspace Lesson Plans

Inclinometer Activity Lesson Plan

Common Core State Standards:

HSG-SRT.C.7 – Explain and use the relationship between sine and cosine of complementary angle.

HSG-SRT.C.8 – Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

HSG-CO.D.12 - Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Part One:

Use the following materials to construct an inclinometer: straw, paper protractor, index card, string, and penny. A model of this construction is provided below.

Part Two:

Use your protractor to determine the height of the wall in the classroom.

1. First draw a diagram to represent you, the inclinometer, and the wall. Be sure to label your diagram appropriately.
2.   Determine the angle of elevation and the angle of your line of sight to the wall
3.  Determine what the angle of depression is using your diagram to label this angle.
4.  Using your inclinometer, determine find the height for the following objects being sure to provide a detailed diagram for each.

a.      The height of the flag pole in front of the school

b.      The height of the school building

c.      The height for a tree around the school or at your house

d.      The height for the wall of the gym

e.     One building or object of your choice

Abacus Activity

Common Core State Standards:

K.NBT.1 – Numbers and operations in base ten.

1.NBT.1 – Extend the counting sequence.

1.NBT.2 – Understand place value.

2.NBT.1 – Understand place value.

2.NBT.2 – Understand place value.

3.NBT.2 – Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.5 – Use place value understanding and properties of operations to perform multi-digit arithmetic.

Integrating History and Mathematics

Part One:

1.      Pick one type of abacus to use for your project.

2.      Research the origins of the abacus you picked and write a report that describes:

a.      The cultural background of the abacus

b.      What the abacus tells you about that culture

c.      How mathematics in the culture has changed through time (e.g. mathematical contributions made by mathematicians)

*Criteria for report:

a. Three paragraphs

b. Hand written or typed

c. Between 300 – 500 words

d. Must include at least one diagram of the abacus chosen

Part Two:

1.      Construct a model of the abacus you picked for your report.

*Criteria for model:

a. Must be reasonably accurate based on historical records

b. Must be functional

Part Three:

1.      Write a manual for the abacus, detailing how it can be used.

*Criteria for manual

a. Must detail how to use the abacus to perform at least three calculations

b. Should include appropriate examples and drawings

c. Should be attached to the report from Part One

Making a Simple Earphone

Materials:

1. 14 to 20 ft of enameled magnet wire

2. 2 small disk magnets

3. Plastic film container

4. 1/8in male audio plus with bare ends

5. Electrical tape

6. Hot glue gun

7. File or sand paper

8. Pliers

Step 1: Cut a 14 to 20 ft length of enameled magnet wire. Tightly wrap wire around the base of the film container. Twist the ends together leaving the two free ends each about 3 to 4 in. long.

Step 2: Glue the wire securely to the film container using hot glue.

Step 3: Place one magnet inside the container. Secure it in place by placing a second magnet on the container bottom.

Step 4: Use a file or sandpaper to remove about 2 cm of enamel from each wire end.

Step 5: Twist the two bare wire ends around the two bare wires on the audio cable. Wrap each connection in electrical tape. The earphone is now ready to be plugged into a radio or other device.

Water Cycle in a Jar

Common Core State Standards

• 2-ESS2-3.Obtain information to identify where water is found on Earth and that it can be solid or liquid.
• MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process

Materials needed for Water Cycle in a Jar:

• Students need science journals to record observations
• Glass of water
• Empty glass
• Glass of water with ice in it.
• Paper towel.

• Tell students that all water on the earth goes through a process that is repeated over and over. This process is called the water cycle.
• Tell students that the water cycle is like a pattern and it goes through the same three steps continuously. These three steps are: evaporation, condensation, and precipitation.
• Pull out your glass of water. Ask students what state of matter the water is in. Clarify that it is a liquid.
• Ask students what would happen over time if you were to put this glass of water by the window. Show students the empty glass of water and tell them it would look like this. Tell them that the water would disappear.
• Ask students if they think the water just disappears and doesn’t exist anymore or if something else happened to it. Ask them what they think happens to the water. Tell them that the water turns into a gas called water vapor and rises up to the clouds. Tell them that this process is called evaporation.
• Have your glass of water with ice sitting on a paper towel. Ask the students what they think  they will see when you lift the glass off the paper towel.  Lift the glass and show them the wet spot. 
• If water droplets are forming on the outside of the glass show students and ask them why they think these droplets are appearing. Clarify that we just talked about water vapor which is a gas and water vapor is in the air around the glass and the cool temperature of the glass turns that vapor to a liquid. Tell students this process is called condensation.
• Tell students that the same thing happens to the water vapor that evaporated. In the clouds it turns from gas to liquid.
• Ask the students what happens after the water vapor turns back into water. Clarify that it falls from the sky in the form of rain. This is called precipitation.
• Ask students what will happen to the water if the temperature is below the freezing level. Clarify that the water will solidify. Ask the students what form of precipitation falls when the water solidifies. Clarify that it is snow.
• Show students the Water Cycle in a Jar. Do not tell them what it is called. Tell students that you are going to set the jar by the window. Ask them to write in their science journals what they think will happen if the jar is placed by the window.
• Throughout the day, have students observe the jar and record what changes they see happening. Do this ever hour or couple of hours.
• After the cycle has completed the process and students have recorded their observations, ask them what they think happened inside the jar. Explain to them that the water in the cap was evaporated, but since the lid was on the jar, the water condensed on the top of the jar, hence the droplets that gathered on the jar. Once the droplets condensed, they started to drip from the top showing precipitation.
• Ask them what process occurred inside the jar. Clarify it was the water cycle. Ask them what would happen if the jar remained by the window. Clarify that it would repeat because it is a cycle.