October 2004 - Vol 64, No.2 - International Technology and ...

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FEATURE ARTICLEscience. Dissertation AbstractsInternational, 52, 3204A.Childress, V. W. (1996). Does integratingtechnology, science, and mathematicsimprove technological problem solving?A quasi experiment. Journal ofTechnology Education, 8(1), 16-26.International Technology EducationAssociation. (2000, 2002). Standardsfor technological literacy: Content forthe study of technology. Reston, VA:Author.LaPorte, J. E., & Sanders, M. E. (1995).Integrating technology, science, andmathematics education. In G. E. Martin(Ed.) Foundations for technologyeducation (pp. 179-219). Peoria, IL:Glencoe/McGraw Hill.Loepp, F. (1999). Models of curriculumintegration. The Journal of TechnologyStudies, 25(2), 21-25.Merrill, C. (2002). Integrated learning:Zoetropes in the classroom. TheTechnology Teacher, 61(5), 7-12.National Council of Teachers ofMathematics. (2000). Principles andstandards for school mathematics.Reston, VA: Author.Reeves, D. B. (2002). Making standardswork: How to implement standardsbasedassessments in the classroom,school, and district. Denver, CO:Advanced Learning Press.Wiggins, G., & McTighe, J. (1998).Understanding by design. Alexandria,VA: Association for Supervision andCurriculum Development.that define the stair stringers, treaddepth, riser height, and landing (if any)all constructed to a specific scale.ConclusionFigure 3. Sample student-completed stair stringer.Integrating technology with otherdisciplines does not have to be aforce-fit. The use of mathematicswhen designing stairs is appropriateand necessary. Technology educationteachers basing their curriculum onstandards and benchmarks will readilysee the advantages of using multipledisciplines for students to developenduring understanding. By integratinga relatively simple technology educationactivity with other disciplines,students will begin to see the“connections or linchpins” thatconnect different fields of learning.ReferencesBrusic, S. A. (1991). Determining effects onfifth-grade students’ achievement andcuriosity when a technology educationactivity is integrated with a unit inChris Merrill, Ph.D. isan assistant professorin the TechnologyEducation Program atIllinois StateUniversity, Normal, IL.He can be reachedvia e-mail at cpmerri@ilstu.edu.Mark Comerford,M.S. is an assistantprofessor inConstructionManagement atIllinois StateUniversity, Normal,IL. He can be reached via e-amil atcomerford@indtech.it.ilstu.edu.10 October 2004 • THE TECHNOLOGY TEACHER
Lesson Plan Part 1.Integrated lesson planTitle:Integrated Learning through StairConstructionSubtitle:Stair Design and Construction:Mathematics and Technology inActionStandards:Technological Literacy –• Students will develop an understandingof the relationships amongtechnologies and the connectionsbetween technology and otherfields of study.Mathematics –• Students will recognize and applymathematics in contexts outside ofmathematics.• Students will understandmeasurable attributes of objectsand the units, systems, andprocesses of measurement.• Students will apply appropriatetechniques, tools, and formulas todetermine measurements.Objectives:At the conclusion of this lesson,students should be able to:• Design two different stairways anddraw them to prescribed scales.• Define individual tread depth andriser height, stair slope, and stairstringer.• Use tools to construct two differentstair designs (with treads andrisers) out of cardboard at anappropriate scale, based on a giventotal rise and total run.• Search various architecturemagazines and the World WideWeb to identify various stairdesigns to assess their purposesfor a given space.•Describe the historical influence ofstair designs by writing a one-pagepaper on the history and applicationof a stair design.Equipment/Materials List:Pencil, paper, eraser, architect’s scale,calculator, poster board, cardboard, x-acto knife, word-processing program,access to the World Wide Web,magazines depicting home designand construction technologies, localbuilding code book (not required, buthelpful).Introduction:Stairs are a common structure athome, school, and in our society.Stairs are of different shapes andstyles, but the end result is always toprovide a means for movement fromone level to another in residential,commercial, or industrial structures.Stair designs are generally drawn byarchitects who follow building codesand requirements that dictate the stairgeometry, including slope of stairway,minimum tread depth, maximumriser height, and required overheadclearances. Stairs are built on site byconstruction workers, prefabricated ina manufacturing facility and deliveredon site, or are hand crafted bycabinetmakers. The design of stairsdoes not happen by chance, but bytechnological and mathematicalproblem solving, formulas, andtheorems.Activity:In this activity, students will be usingmathematical formulas, theorems, andtechnological tools to construct twodifferent stair designs, using twodifferent rise and run dimensions. Inaddition, students will have theopportunity to study the history ofstairs and the various styles of stairsby creating a display of their work.Assessment:There are several assessments thatare both formative and summativethat deal with this lesson and can befound in the activity.Enrichment Activity:After completing the stair design andconstruction activities, turn yourattention to roof design andconstruction. Roofs are mathematicallyfigured the same way asstairs, but the construction processis different. Students should beinstructed on roof designs and, in turn,can use previously learned knowledgeand skills.Bibliography:Kicklighter, C. E. (1995). Architecture:Residential drawing and design. SouthHolland, IL: Goodheart-Willcox.International Technology EducationAssociation. (2000, 2002). Standardsfor technological literacy: Content forthe study of technology. Reston, VA:Author.National Council of Teachers ofMathematics. (2000). Principles andstandards for school mathematics.Reston, VA: Author.Lesson Plan Part 2.Integrated activityStair Construction: Mathematicsand Technology in ActionOverview:Stairs are a common structure athome, school, and in our society.Stairs are of different shapes andstyles, but the end result is always toprovide a means for movement fromone level to another in residential,commercial, or industrial structures.Stair designs are generally drawn byarchitects who follow building codesand requirements that dictate the stairgeometry, including slope of stairway,minimum tread depth, and maximumriser height, and required overheadclearances. Stairs are built on site byconstruction workers, prefabricated ina manufacturing facility and deliveredon site, or are hand crafted bycabinetmakers. The design of stairsdoes not happen by chance, but bytechnological and mathematicalproblem solving, formulas, andtheorems.Introduction:In this activity, you will be usingmathematical formulas, theorems, andtechnological tools to construct twodifferent stair designs, using twodifferent rise and run dimensions. Inaddition, you will have the opportunityto study the history of stairs and thevarious styles of stairs by creating adisplay of your work.Directions Part 1:#1 – Plain Stair DesignAfter receiving the handout from yourteacher, you should:1. Calculate the slope and overalllength of the stringer.FEATURE ARTICLETHE TECHNOLOGY TEACHER • October 2004 11
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