Florence James 

 Visualization Project 

 Challenge and Selection     Visualization is a tool that as an elementary teacher I depend on a 

 significant amount . Helping students be able to visualize the story they are   reading , or the project they are about to create will help them with the process   and their comprehension . Visualization helps bring certain concepts to life for   third grade children .   To help students engage in innovation through a mathematical   and social study approach , the children will work in teams to create a tower with   toothpicks and playdoh that has a specific range of surface area , while taking into   consideration the type of building . This helps the students understand the idea of   area , size , and measurement in a more visual way .      Application     We begin discussing what area actually means ? Why is area important ? I 

 start sharing with my class how we are thinking about building a house but we need   to think about the size and area . I ask them to turn and talk about why does the   size or area matter ? Children have a hard time taking measurement and putting it   into perspective . Though this miniature town , the children will be able to relate   their town to this one and understand measurement and sizing .      I now share with the students that they are going to be building a 

 community town as a class , similar to the town they live in . They are in charge of   designing a variety of different buildings for our town proposal , to share with the   Town Board Zoning Director . They will work in teams of three to create their   building . But together as a class they must think of the logistics and sizing of the   buildings . As teams decide what type of building they are going to construct they   meet as a class to make sure they have the different buildings that are necessary   in a town . The students will then break off into their groups of three . The children   will learn that the only materials that are available for them to construct their   buildings are toothpicks and playdoh . 

 Each student will independently sketch their building . They will have 

 approximately fifteen minutes to sketch their building . While sketching , they will   also have to figure out the surface area , height , and width of their building .   Students will then have an opportunity to discuss their plans with their teammates   to determine how they would like to collaborate their designs to make the most   efficient building they can . 

 Once the team decides on the structure of their building and is within their 

 surface area parameters they can start building their building . They might have to   redraw a plan together that allows them to collaborate their ideas . During this   time , they might notice that their structure does not hold the weight they   anticipated . They then have to consider , what works ? And possibly try again . At   the end of the assignment , students should be able to present a building   representation from our town to the Town Board Zoning Director . Their buildings   are sized down from feet to inches , but will be a presentation of how they feel the   town should be set up , while tying this into our math curriculum of learning about   surface area .      Insight and Approach     One thing that I learned from this experience was that , helping students 

 visually put something into perspective helped the majority of the students   understand the idea of measurement and area . Some children were confused that   many things start off as a scaled drawing and then evolve into something larger .   The students were able to use mathematical equations to determine how large   their building would turn out to be .      Many of the students worked very well together . I was happy to see the 

 collaboration that took place to combine the original drawings to do what was best   for their team . While the students were working , I began to hope that all of the   children were considering what is working at this time . I met with the teams   throughout this process and discussed different aspects of their building with   them . We found things that might not hold up the weight on the top of the   building , together we discussed our findings and were able to adapt from there ,   considering what else could work . Some students also learned that with their new   team drawing , they exceeded the amount of area space they were provided .      Another approach that could help the students understand the idea of area 

 and think about their community would be to make this activity two dimensional   only . By providing the class with a large sheet of graph paper , the teams would   begin to plot their building on the map , together as a class they would have to   determine the logistics of where certain buildings should be placed . Each team   would take turns using the graph paper . But I enjoy the idea of having the children   think in an innovative way to physically construct their buildings using materials   such as toothpicks and playdoh , it allows them to connect with other learning   styles . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Florence James
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Florence James 

 Visualization Project 

 Challenge and Selection     Visualization is a tool that as an elementary teacher I depend on a 

 significant amount . Helping students be able to visualize the story they are   reading , or the project they are about to create will help them with the process   and their comprehension . Visualization helps bring certain concepts to life for   third grade children .   To help students engage in innovation through a mathematical   and social study approach , the children will work in teams to create a tower with   toothpicks and playdoh that has a specific range of surface area , while taking into   consideration the type of building . This helps the students understand the idea of   area , size , and measurement in a more visual way .      Application     We begin discussing what area actually means ? Why is area important ? I 

 start sharing with my class how we are thinking about building a house but we need   to think about the size and area . I ask them to turn and talk about why does the   size or area matter ? Children have a hard time taking measurement and putting it   into perspective . Though this miniature town , the children will be able to relate   their town to this one and understand measurement and sizing .      I now share with the students that they are going to be building a 

 community town as a class , similar to the town they live in . They are in charge of   designing a variety of different buildings for our town proposal , to share with the   Town Board Zoning Director . They will work in teams of three to create their   building . But together as a class they must think of the logistics and sizing of the   buildings . As teams decide what type of building they are going to construct they   meet as a class to make sure they have the different buildings that are necessary   in a town . The students will then break off into their groups of three . The children   will learn that the only materials that are available for them to construct their   buildings are toothpicks and playdoh . 

 Each student will independently sketch their building . They will have 

 approximately fifteen minutes to sketch their building . While sketching , they will   also have to figure out the surface area , height , and width of their building .   Students will then have an opportunity to discuss their plans with their teammates   to determine how they would like to collaborate their designs to make the most   efficient building they can . 

 Once the team decides on the structure of their building and is within their 

 surface area parameters they can start building their building . They might have to   redraw a plan together that allows them to collaborate their ideas . During this   time , they might notice that their structure does not hold the weight they   anticipated . They then have to consider , what works ? And possibly try again . At   the end of the assignment , students should be able to present a building   representation from our town to the Town Board Zoning Director . Their buildings   are sized down from feet to inches , but will be a presentation of how they feel the   town should be set up , while tying this into our math curriculum of learning about   surface area .      Insight and Approach     One thing that I learned from this experience was that , helping students 

 visually put something into perspective helped the majority of the students   understand the idea of measurement and area . Some children were confused that   many things start off as a scaled drawing and then evolve into something larger .   The students were able to use mathematical equations to determine how large   their building would turn out to be .      Many of the students worked very well together . I was happy to see the 

 collaboration that took place to combine the original drawings to do what was best   for their team . While the students were working , I began to hope that all of the   children were considering what is working at this time . I met with the teams   throughout this process and discussed different aspects of their building with   them . We found things that might not hold up the weight on the top of the   building , together we discussed our findings and were able to adapt from there ,   considering what else could work . Some students also learned that with their new   team drawing , they exceeded the amount of area space they were provided .      Another approach that could help the students understand the idea of area 

 and think about their community would be to make this activity two dimensional   only . By providing the class with a large sheet of graph paper , the teams would   begin to plot their building on the map , together as a class they would have to   determine the logistics of where certain buildings should be placed . Each team   would take turns using the graph paper . But I enjoy the idea of having the children   think in an innovative way to physically construct their buildings using materials   such as toothpicks and playdoh , it allows them to connect with other learning   styles .
### Output: 