Surveying: The Base Paths At Poland Central School, Author(s): Donald M. Dutcher, Grade Level: 9-12, Subject Area: Technology Education, What is surveying? How would you use it to do something in real life that could benefit you? Bring in a Civil Engineer from a local construction company to show the class a level transit and tripod, and discuss career paths to follow. Then tell the class lets go out to the baseball field and fix it.

Planning Guide

Creating Learner-Focused Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Surveying: The base paths at Poland Central School	Author(s): Donald M. Dutcher
Grade Level: 9-12	School Address: 74 Cold Brook Street, Poland, NY 13431
Subject Area: Technology Education	School Phone/Fax: (315) 826-7900 ext. 349

CONTENT KNOWLEDGE

Declarative	Procedural
Students will be able to define the parts of a level transit and tripod and how to properly shoot grade for base paths and get results required.	Students will work in groups of two to gather information on surveying the base paths at the school.
Students will be able to record results, graph the results, compare data and evaluate the proper steps in performing the task at hand.	Gather data using the level transit and record the results.
* Students will be introduced to a variety of different software programs including, Microsoft word, works, excel and the program Auto CAD which will let them draw and design the field.	Input data gathered into the computer programs and compare the graphs to other classmates results. Take data from group in draw on the program Auto CAD.
	Students will interpret results to make the base paths level and to the right grade.

ESSENTIAL QUESTIONS

What would be the purpose of using the level and transit to shoot grade on base paths?

How could graphs and charts help you in giving a presentation?

What is surveying? How can using a level and transit be beneficial to you?

INITIATING ACTIVITY

What is surveying? How would you use it to do something in real life that could benefit you? Bring in a Civil Engineer from a local construction company to show the class a level transit and tripod, and discuss career paths to follow. Then tell the class lets go out to the baseball field and fix it.

Connection to State Learning Standards

Content Area: Math, Science, Technology

Level: Grades 9-12

Standard: 1: Analysis, Inquiry and Design

Mathematical Analysis

1a. use algebraic and geometric representations to describe and compare data

2a. use addition and subtraction to recognize patterns and relationships in mathematics

3a. choose the appropriate tools for measurement

4a. judge the reasonableness of graph produced by calculator or computer

5a. apply proportions to scale drawings, with CAD and Microsoft Excel

Scientific

1b. develop extended visual models and mathematical formulas to represent their data

2b. use various means of representing observations and data (graphs, charts) to interpret the organized data

3b. carry out research plan for testing explanations

Standard: 5: Technology Education

1c. generate creative solution ideas, explore possible refinements, predict possible outcomes

2c. in a group setting, devise a test of the solution relative to the criteria, and perform the task, then evaluate results

3c. select appropriate tools, instruments and equipment and use them correctly to process materials, energy, and information

4c. use computer aided drawing (CAD) software to model realistic solutions to design problems

5c. develop and understanding of computer programming and attain some knowledge in writing

Standard: 7: Interdisciplinary Problem Solving

1e. analyze science/technology/math problems and carry out course of action

2e. design solutions to real world problems by working effectively as a team

Standard: 6: Interconnectedness: Common Themes

1d. collect information and use modeling tools

Unit Theme: Shooting your own Grade at PCS!!

Students will set up a level and transit to better identify themselves with shooting grade and working as a team. Perhaps it will encourage them and spark some interest in becoming a surveyor, engineer or construction worker.

Standard: Technology 7 - Interdisciplinary Problem Solving

Standard: Technology 6 - Interconnectedness : Common Themes

Benchmarks: Analyze science/technology/math problems and carry out a course of action design solutions to real world problems by working effectively as a team

Benchmarks:Collect information and use modeling tools.

Learning Experiences
Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Identify the parts of level transit and tripod

Use the software programs AutoCAD and Microsoft excel

Demonstrate how to set up and use a level transit and tripod

Demonstrate to the class how to get into the programs and set up a spreadsheet and drawing.

Complete a diagram of the level transit and its parts

Hand out step by step instructions for students to follow when using the two programs.

Students will be in working in groups of two to complete the diagram of the level transit and its parts. Once completed, each team will have to set up and level the transit and tripod.

When students have gathered the information and data to plot out the points they will input it into Microsoft excel to see a line graph. They then will draw the contour on the program AutoCAD.

Learning Experiences
Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Use a level and transit properly to shoot grade on the base paths of the Poland Central School baseball field in 10 foot intervals.

Surveying

Graphing

Practice activity using the level and transit after they receive the information from the teachers demonstration.

Visual and actual hands on practice and touching.

Introduction on the use of Microsoft Excel

As a class they will receive a demonstration lesson on how to properly use the equipment and what set up procedures are necessary. They then will have to mark off ten foot intervals all around the basepaths this will give them the locations that they will shoot grade at.

Students will set up a level and tripod, using the scope, reading a measuring pole, functions of a level, types of levels and transits.

Students will plot coordinates gathered using Microsoft Excel by inputting the data and then plotting the contour of the baseball field.

Learning Experiences
Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Mathematics - deriving and applying formulas to find measurements such as slope, grade and angles. Using alg ebraic and geometric representations to describe and compare data.

Science - Develop extended visual model and mathematical formulas to represent their results. Use various methods to represent data collected, (e.g. diagrams, charts, graphs, drawings) to help interpret organized data. Students will carry out plan according to observation and results to make the base paths level.

(X) Comparing
(X) Classifying
(X) Inductive Reasoning
Deductive Reasoning
(X) Error Analysis
(X) Analyzing Perspectives
(X) Constructing Support
Abstracting
Other:

Day One:

Lesson 1: (10 min.)

Introduce the activity to the students and tell them it is a real practice that is done every day by engineers. Give guidelines for teams to follow such as: Each team will get two laptops as all work will be done out at the site, there will be one level transit used by all groups, and the goal is to collect data, analyze it, and use it in a practical fashion.

Lesson 2: (30 min.)

You will have to demonstrate how to set up a level, and tripod as well as shoot grade. Give distances for points to survey.

Lesson 3: (30 min.)

Hand out laptops to students and show them how to handle them and care for them. Give handouts on how to go into programs excel, word and AutoCAD. Demonstrate how to input data for each program and print out the results.

Lesson 4: (14 min.)

Conclusion and wrap up. Answer any questions students might have.

Day 2:

Activity 1: (60 min.)

Students are to set level, transit, and survey the points given by the instructor.

Activity 2: (24 min.)

Students will input the data gathered and plot out a graph and chart using the laptop and Microsoft excel.

Day 3:

Activity 1: (84 min.)

Students are to draw the contour of the field on program AutoCAD and plot out the drawing. Using the charts, graphs, and drawings students will identify the areas that need the fill to make the base paths level. Each will compare their own data and come up with the best possible solutions.

Day4:

Activity1: (25 min.)

Students will fill the necessary points to bring up to grade.

Activity 2: (60 min.)

Students will shoot the grade points after the fill has been added. They will gather the data and input into the laptop to print out results. They will compare this data with their previous data and make any changes necessary.

Day 5:

Activity 1: (25 min.)

Give students a handout on what is needed to give brief presentation and reflection of work.

Activity 2: (60 min)

Change drawings on AutoCAD and hand in portfolio of all work. Prepare and deliver brief presentation of work that was completed.

Planning Guide

Unit: Introduction to Survey: Base paths at Poland Central School

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
MST 1 - Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. MST 2 - Students will access, generate, process, and transfer information using appropriate technologies. MST 3 - Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings. MST 4 - Students will understand and apply scientific concepts, principals, and theories pertaining to the physical setting and living environment. MST 5 - Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. MST 6 - Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.	[X] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [X ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [X] Invention (creating something to meet a need or improve on a situation) [X] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation Data Collection - collect data in a timely fashion and inputted into computer, accuracy of data, understanding of data collected and able to fix problem. Methods to take Measurements - Surveying method used to plotting points, proper care given to equipment in setting up and taking down. Presentation - effective use of computer to create graphs and charts for presentation and work completed to get the base paths level. Portfolio - Student sketched area using the program AutoCAD, accuracy of their data and spreadsheet graphs using the program Excel, presentation quality of their final drawings and graphs (results) with changes made to make level, brief write up on activity completed, with success and problems.

Rubric:Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?

Elements Scale	Technology Education Inter-connectedness As a group assessment	Mathematical Analysis As a group assessment	Scientific Analysis As a group assessment	Communication Presentation and Work Habits As a group assessment
Weights	Worth 1 to 4 points	Worth 1 to 4 points	Worth 1 to 4 points	Worth 1 to 4 points
4	Generates creative solution ideas. Selects appropriate tools, instruments and equipment and use correctly to process materials, energy, and information. Develops an understanding of computer programs using excel and AutoCAD. In a group setting performs task and then evaluates results.	Uses algebraic and geometric representations to describe and compare data collected. Use addition and subtraction to recognize patterns and relationships in mathematics. Shoots grade and reads measurements from a scale.	Developed extended visual models and mathematical formulas to represent their data. Used various means of representing observations and data (graphs, charts) to interpret the organized data. Carried out research plan for testing explanations.	All members participate in an active manner when presenting final project. Uses additional method of presenting assignment in addition to speaking. Explains testing done on the assignment.
3	Generates ideas. Selects appropriate tools, instruments and equipment and use correctly to process materials, energy, and information. Develops an understanding of computer programs using excel and AutoCAD.	Uses some algebraic and geometric representations to describe and compare data collected. Shoots grade and reads measurements from a scale.	Developed visual models and mathematical formulas to represent their data. Used some means of representing observations and data (graphs, charts) to interpret the organized data.	Only one member participates in an active manner when presenting final project. Uses additional method of presenting assignment in addition to speaking.
2	Generates possible ideas. Selects appropriate tools, instruments and equipment to process materials, energy, and information. Uses the programs excel and AutoCAD. In a group setting performs task and then evaluates results.	Uses some type of representations to describe and compare data collected. Use's relationships in mathematics. Helps team set up equipment.	Developed models and formulas to represent data. Used observations and data (graphs, charts) to interpret the organized data.	One member participated in an active manner when presenting final project. Uses at least one method of presenting assignment in addition to speaking.
1	Generates ideas. Selects instruments and equipment to process materials, energy, and information. Did not use the computer programs excel and AutoCAD. Does the bear minimum to perform task and then evaluates results.	Compare data collected. Use's some type of math. Does not help with setting up equipment and gathering results for the team.	Did not develop extended visual models and mathematical formulas to represent their data. Did not use various means of representing observations and data (graphs, charts) to interpret the organized data.	No members participated in an active manner when presenting final project. Used very few methods of presenting assignment in addition to speaking.

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic Scoring Tool
(Rubric or Activity Specific Key)
Key Questions: * How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Have You Considered These Yet?

Learn to Learn Skills: Students received group instruction to use level and transit, and how to use the software AutoCAD, and Excel.

Assessment Modifications: Students will receive assistance when completing the final outcome of the activity.

Unit Schedule/Time Plan: This activity provides students with an opportunity to collect and analyze data in a real world context; it requires approximately 5 class periods (84 minutes each).

Written Overview: This activity provides students with an opportunity to collect and analyze data in a real world context; it requires approximately 5 class periods (84 minutes each). Students will survey (shoot grade) at set intervals on the school baseball field between home and first base, first and second base, second and third base, and third to home. The students will then determine the grade or slope of the baseball diamond, and input the data in to Microsoft Excel to get a print out of the data gathered. Worksheets will be developed by constructing graphs and charts for presentations to their classmates. Students will also generates sketches of the area surveyed. Since the goal of this learning experience is for students to collect and analyze data with a level and tripod, use spreadsheet software, measuring distances, performing calculations, and comparing data, the experi ence goes beyond the w The hardest part of being a technology teacher is the grading of student work and how to score everything. The rubric for this project is done to the best it can for this project. I would also throw in a confidential scoring sheet for each member of the team on what they felt they did for the project. The total amount of points would be 16.