The Amazing Amusement Park

Day 1:

• Students will review area and perimeter.
• Next, the teacher will give directions for the amusement park sign task.
• Students will create their own sign for the amusement park using the directions on the sheet.
  • They will create:
    • The name of the park
    • A slogan for the park
• The students must use the perimeter given to create the sign.
• In order to make the task easier, the teacher may pass out graph paper. Each square in the graph will count as a square meter, feet, etc.
• Students will complete at least three unique signs.
• Once each sign is completed, they will calculate the area.

Day 2:

• Students will complete the amusement park attraction sheet.
• They will use models to help create each individual attraction.
  • Each attraction has specific dimensions that are needed.
  • Students may create several of the same attraction if they can come up with unique ideas.
  • The teacher should encourage students to think outside of the box for the designs.

Day 3 & 4:

• Students will complete the park map.
• The teacher will pass out graph paper that the students will use to create their projects.
• They should color the correct amount of “square feet” to show the attraction.
• Encourage students to use different colors or patterns to differentiate the attractions on the map.
• The students will create a key to show the attractions.
• They should also include sidewalks that lead to each attraction.
• If students want to, they may create a digital version of the map.
• The teacher should encourage creativity and uniqueness within the project.

 
Day 5:

• Students will combine all of their ideas to make a project displaying their park.
• They may create posters, PowerPoints, etc.
• Creativity should be used!

 
Day 6:

• Students will share their projects with the class.

Differentiation: Instead of giving a perimeter to create the sign on day 1, allow students to first create their sign, then measure and calculate the perimeter. Instead of requiring 3 unique signs, one or two. 

Extension: Increase the number of unique designs, give an area for the sign and have students work backward. Students may even be given both area and perimeter measurements and work to create a sign that meets both requirements.

The final presentation will be used as the assessment. Teachers may also look at each individual task to check for understanding.