Title: Designing a Soda Can Subject/Course: Geometry  Topic: Volume of Cylinders Grade(s): 9-12    Designer(s): Michelle_Houston, et._al Stage 1 – Desired Results Established Goal(s) The purpose of this activity is to investigate the relationship between the dimensions of a cylinder of known volume. The dimensions needed for minimum surface area are also calculated. Understanding(s) Students will understand that... 1.      Geometric solids have volume 2.      This volume varies as the height and radius of the solid changes 3.      Geometric solids have surface area 4.      This area varies as the dimensions change Essential Question(s) 1.      How is volume calculated for a cylinder? 2.      How does the volume change as the height changes? As the radius changes? 3.      How is the Surface area of a cylinder calculated? 4.      How does the SA change as the height changes? As the radius changes?     Q Students will know...Properties of a cylinder   K Students will be able to... Calculate the volume and surface area of a cylinder. S
 Stage 2 – Assessment Evidence Performance Task(s) Summary in G.R.A.S.P.S. form ·        Use a cylinder of known volume to investigate the relationship between the dimensions of a cylinder and volume. ·        Find the dimensions needed to minimize the surface area. T ·        You are a packaging designer at a soft drink company ·        Your audience is the board of directors ·        Your situation is to design packaging for drink cans ·        Your purpose is to minimize costs of producing a product by minimizing the use of raw materials in the packaging ·        Your success is based on your ability to analyze the changing dimensions and decide on the optimal design Key Criteria: (enter key criteria here) Other Evidence Assessment of student work Written evidence to justify work Quizzes to demonstrate mastery of calculating volumes and surface area of cylinders

 Stage 3 – Learning Plan Learning Activities Consider the W.H.E.R.E.T.O. elements. 1.       Divide class into groups of 2 or 3 2.       Give each group handout, beverage cans of varying size and metric rulers 1.       Each group should follow the guidelines in the attached handout. 2.       Review student results:  as a class, discuss the outcome of each group; reteach concepts as needed.