Project Based Learning

I love projects.  I especially love math projects that allow for individual student creativity and offer differentiation so students, wherever they are in their math journey, can be successful.  Today I want to share one of them with you, the Birdhouse Project.  This particular project can be extended to a cross-curricular activity with science by adding a research component about birds native to your area.

Let’s start at the end:

 

Birdhouse Project #1 - no circles

 

 And the more advanced option: 

Birdhouse Project #2 - includes circles

 

The birdhouse project is a great way to reinforce area formulas and allow students to move into surface area using concrete models, or to use as a review.  The first template is the easier model using triangles, rectangles, one circle, and US customary units.  The second template uses triangles, trapezoids, rectangles, semi-circles, circles and the metric system.

 

 

Templates for Birdhouse #1

Some tips I’ve found with this activity:

·        I print a class set of templates on color paper, laminate, and cut out the individual pieces.  Initially I printed the templates on white paper and it became hard to keep track of the laminated pieces vs the white cardstock.

·        Depending on the class ability, I have my students round their measurements to either the nearest quarter or half.  Between copying, printing, laminating, tracing, etc., their measurements may be off a little.  The rounding seems to keep the stress level down for everyone.

·        I give each student a set number of blank card stock and tell them to play around with the template pieces before cutting.  This has cut down dramatically on wasted materials. 

·        I have my students sitting in small groups, but working individually on their birdhouse.  This allows them to compare ideas while still being responsible for their own work.

·        Some students get confused on the “length/base, width, height” boxes on the worksheet.  You may need to point out that they don’t need all three measurements for each piece.

·        The area column is broken into two parts.  The first would be the area of a single piece.  The second would be for the total for the pieces that are used more than once in the design.

·        I suggest to my students that they work in the following order:  cut out their pieces, measure each piece, decorate, and then assemble. 

·        We use scotch tape to assemble the birdhouses.  Some students use glue sticks and scotch tape (hoping they can remove the tape after the glue dries).

·        Some students get stuck on how to cut out the circle or semi-circle.  You may have to demonstrate folding the paper to make the first cut.

·        I typically use cardstock with a weight of 60 – 75 pounds.

·        For the second birdhouse, the bottom piece will be a circle.  I strongly suggest that students trace out the bottom onto scrap paper, but leave an extra inch around the design when cutting.  I think they are holding the birdhouse down too firmly and shifting the shape when tracing.  This has cut down on the errors, but it saves the more expensive cardstock by using the scrap as a template for the final bottom piece.

·        If you want the birdhouses to hang, a single-hole punch through the roof peak along with fishing line (or string) works well. 

·        The majority of my students finish the project in 2-3 class periods.

 

You can see this entire activity at my Teachers Pay Teachers store.  Happy Teaching!

                        

Birdhouse Project