|Nelson EducationSchoolMathematics 7|
DESIGNING A BUTTERFLY GARDEN
For this Web Quest, as for the Chapter 5 Chapter Task, students will use their growing knowledge of 2-D measurement to create and describe a design. Building on the Chapter 4 Web Quest topic of vermicomposting, student will work in pairs to create a design for a butterfly garden, which will incorporate shapes worked with in Chapter 5 Nelson Mathematics 7 . Students will be responsible for calculating the area and perimeter of these shapes.
7m28 demonstrate a verbal and written understanding of, and ability to apply, accurate measurement strategies that relate to their environment
7m30 solve problems related to the calculation [and comparison] of the perimeter and the area of irregular two-dimensional shapes
7m33 describe measurement concepts using appropriate measurement vocabulary
7m36 understand that irregular two-dimensional shapes can be decomposed into simple two-dimensional shapes to find the area and perimeter
7m37 [estimate and] calculate the perimeter and area of an irregular two-dimensional shape
7m39 [estimate and] calculate the area of a trapezoid, using a formula
7m41 develop the formulas for finding the area of a parallelogram and the area of a triangle
a calculator (optional)
a geoboard (optional)
pattern blocks (optional)
FROM STUDENT PAGE
Now that your school has started up a vermicomposting program, your principal has been thinking about what you can do with all the fertilizer (castings) the worms are producing. One idea is to create a school butterfly/wildflower garden, which could be funded by the sales of bags of the worm castings. What would be some of the benefits of this type of project?
NOTES FOR TEACHER:
Divide students in pairs.
Your principal has asked Grade 7 students to submit butterfly garden designs. With a partner, design a garden. Your design must include the following shapes:
three complex shapes
Together, read the Task section of the Student
Page. Ensure that students are clear on what is expected of them.
The number and type of shapes to be included in the garden design
can be adapted to meet specific students’ or classroom needs.
1. Click on this link, Friends of the Rouge Watershed / Schools and Education / Ten Steps to a Wildflower/Butterfly Garden to learn more about butterfly gardens.
a) the recommended size for your garden
b) the spacing of wild aggressive and non-aggressive wild plants
c) the minimum number of plants of one species that should be planted together
Ask students questions related to the information found on this web site to assess their comprehension and retention of information found in the text.
“What can you tell me about butterfly/wildflower
“Is there a specific shape your garden should be”
“Why should you put logs or rocks around the perimeter of your garden?”
How often and when should you fertilize your garden?”
2. Discuss with your partner some of the elements you would like to include in your garden. Visit some of the following web sites for inspiration.
While students are working, observe and/or interview them to see how they are carrying and interpreting the task. Encourage students to be creative when incorporating shapes into their designs. Some elements could include: birdhouses, feeders, birdbaths, flags, benches, sculpture, sundials, poles and paths.
The first site has several examples of unusual gardens to spark students’ imaginations. The second site shows a garden that is a good example of geometric shapes being used in garden layout. The third site provides students with a couple examples of garden design drawings, which may help them in creating their own.
3. On a piece of grid paper, draw a scale diagram of your garden. Remember, your garden can be any shape, so think creatively.
Students could also use a drawing program to create their garden design. Verify that students who need extra support have chosen an appropriate scale for their design.
4. Create a table to display the area and perimeter of the shapes you included in your design.
“What information are you going to include in your table?
“How can you organize the data so it is clear?
5. Explain how you calculated the area of the complex shapes you included in your design.
“How do we determine which side is the base and which side is the height in a shape?”
“How can you determine the area of a parallelogram?”
“What is the formula for calculating the area of a triangle/parallelogram/trapezoid or complex shape?”
6. Friends of the Rouge Valley suggest putting logs around the perimeter of your garden to keep the sand in your garden from blowing away. How many metres of logs would you need? Explain your thinking.
Students should be able to explain clearly how they calculated the perimeter of their garden and that the perimeter of their garden, measured in metres, equals the quantity of logs needed in metres. For students who finish early, have them calculate the number of logs they would need if each logs was __ cm long.
Less aggressive plants should be planted 15 cm apart, whereas more aggressive plants should be planted 25 cm apart. Plants should be planted in a minimum group of nine.
7. What would be the minimum area, measured in metres, of a square flowerbed planted with aggressive wildflowers and a square flowerbed planted with less aggressive wildflowers if you followed the plant spacing advice given at the FRW web site? Explain your thinking.
extra support, have students model this question.
8. In writing, describe your design.