L3+Hardy,+Meng

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mrs. Hardy **__Lesson #:__** 3 **__Facet:__** Interpretation
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__** 2
 * __ Topic: __** Volumes of cones, cylinders, and spheres


 * __ PART I: __**

Student will understand that the connections among the angles, sides, lengths, radius, perimeters, circumferences, areas, heights, volumes could be represented through mathematical formulas. Student will know the area, circumference and volume formulas of 2-D and 3-D shapes. Student will be able to illustrate all the attributes of 2-D and 3-D shapes on a graph. Product: Glogster
 * __ Objectives __**

Common Core State Standards Content Area: Mathematics Grade Level: 8th Grade Domain: Geometry Cluster: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Standard: 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** I am meeting the standard by introducing the students to the formulas of volumes of cones, cylinders and spheres.


 * __ Assessments __**

Students will be divided into two groups and we will use the activity "slap it" to identify the attributes that involved in different formulas.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will form groups of three and each group will fill out a checklist for their Glogster poster, and I will give each group feedback on their poster.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a Glogster poster as a group project to illustrate the attributes of 2-D and 3-D shape in the form of a digital poster in which the students could include graphs, pictures, audio or video clips.
 * __ Summative (Assessment of Learning): __**

Glogster This is Type II because the poster could be presented and shared digitally with the class and students' families.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * English:** Students will analyze and explain mathematical formulas in their own words.
 * Art:** Students will incorporate graphs, pictures, and drawings in their posters.

Students will work in pairs using spider map to list formulas, previously known and new, involving some of the attributes. The same group for making Glogster poster will have a conversation/discussion and reflect on one another before making the poster.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in groups of three to create a poster using Glogster.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

**Verbal-Linguistic**: At the "word station," students will have a conversation to compare each attribute and its common meaning, such as angle could mean perspective, so students will understand that other than their common meaning, those word actually present a mathematical concept. **Visual/Spatial**: At the "K'nex station," s tudents will be using toy K'nex to make 2-D and 3-D shapes and have a conversation of all the attributes that are presented by the K'nex creations. **Bodily/Kinesthetic**: Students will be supplied with craft materials to make 2-D, 3-D shapes and make the connections between the attributes and their definitions. **Intrapersonal**:At the "drawing station," students can draw a picture of their choice and identify any 2-D or 3-D shapes and their attributes in the picture. **Interpersonal**: Students working in pairs with the spider map and in groups for the project will help them learn from their peers. **Naturalist**: At the "National Geographic magazine station, " we will look for 2-D and 3-D shapes in National Geographic Magazine and mark different attributes on the magazine.
 * __ MI Strategies __**


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students can check on the class wiki to review the class material and activities. Students can try the "hook" activity at home, print out the spider map to fill out, and call their peer support buddy to work on their Glogster project. After students have done the above, they can reach me via phone or email to ask questions regarding the lesson. If a student is absent for a long period of time, I will make sure there is a file with class material and handouts for the student. And the student can still use class wiki, check in with peer buddy, work on his/her brochure with a partner via Google Doc, and seek help from me.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Gloster This is Type II because the poster could be presented and shared digitally with the class and students' families.
 * Type II technology: **

**Gifted Students:** Gifted students are encouraged to find video clips and sound tracts to include in their Glogster for added effects.


 * __ Materials, Resources and Technology __**
 * 2-D and 3-D shapes
 * baskets
 * slips of paper
 * double sided tape
 * fly swappers
 * K'nex
 * craft materials
 * lined paper
 * blank paper
 * National Geographic magazine
 * laptops/computers for students
 * students' journals
 * a list of attributes of 2-D and 3-D shapes
 * a list of formulas of areas, circumferences, and volumes

Base - Math word definition - Math Open Reference: Definition of base in three different situations, triangles, quadrilaterals, in 3-D shapes. Accompanies with graphs, this site offers clear information. Geometry Definitions: This site offers a long list of geometric definitions which are organized in alphabetical order. It's intensive, but lacking graphs.
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

There will be summarized agenda and assignments for each class on class wiki. Definitions, formulas, pictures and graphs needed for this class will be on class wiki for use in class with a projector. There will also be class notes on class wiki.

Day 1:


 * (10 minutes) Students will take part in the "hook" activity at different tables they choose to attach names of attributes to 2-D and 3-D shapes.
 * (15 minutes) Bridge from the hook activity to this lesson's new material. I will put a list of attributes of 2-D and 3-D shapes on the projector. We will have a brief discussion of all the attributes presenting in the 2-D and 3-D shapes at each activity center. Then I will introduce areas, circumferences, and volumes of 2-D and 3-D shapes.
 * (5 minutes) Students will have a chance to work with a partner using spider map to list formulas they know regarding areas, circumferences, and volumes of 2-D and 3-D shapes.
 * (10 minutes) I will put a list of formulas on the projector, so students can compare their spider maps to the list, and they do a "thumbs up, thumbs down" to check on their understanding of those formulas.
 * (25 minutes) I will introduce students to the formulas of volumes of cones, cylinders, and spheres with graphs and examples.
 * (10 minutes) Students will have a chance to fill out their spider map with the new formulas on their own or work with the same partner.
 * (5 minutes) Students will be asked to do a journal entry in their interactive notebook regarding this class and the materials covered. They can ask questions, express concerns, ask help from me, or give suggestions. The journal entry will act as a exit ticket for me to check on students' understanding.

Day 2:
 * (5 minutes) I will pass back students' journal so they can get the feedback from last class.
 * (10 minutes) Students can choose two out four activities to do as the "hook," also a review of last class. There will be four station targeting seven MIs, "word station," "K'nex station," "drawing station," and "National Geographic magazine station."
 * (5 minutes) We will do a review of formulas of volumes of cones, cylinder, and spheres and other formulas regarding the "hook" activities.
 * (10 minutes) Students will be divided into two groups based on their birthday dates are odd or even numbers. We will play "slap it" to reinforce all the formulas and attributes.
 * (5 minutes) Using some of the 2-D and 3-D shapes from the "hook" activities, I will give students a quick quiz on using formulas to figure out areas, circumferences, and volumes without the list of formulas.
 * (10 minutes) I will give an introduction on Glogster. I will have several handouts on "how to create a Glogster account" for students to share in class to get them started on Glogster.
 * (30 minutes) Students can get into groups of three to work their Glogster poster. Students will have a checklist for their Glogster and I will be giving feedback on the project and answering questions.
 * (5 minutes) Journal entry for reflection and clarifying question as an exit ticket.

Assignment: Finishing up the Glogster project and submit it to class wiki.

Tables will be arranged in small groups for "hook" activities and Glogster project.

Students will understand that the connections among the angles, sides, lengths, radius, perimeters, circumferences, areas, heights, volumes could be represented through mathematical formulas. //Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// Not only do 2-D and 3-D shapes have specific names, their attributes do, too. Activity centers will be set up with different 2-D and 3-D shapes and a basket of slips of paper with attributes regarding geometry written on them. Students will attach attributes to shapes using double sided tape. Do you think there is any attribution that is not included in the baskets of slips of paper, but should be? Is there any way of measuring any of the attributes?
 * Where, Why, What, Hook, Tailors:** **kinesthetic, interpersonal, verbal, logical, visual**

Students will know the formulas of volumes of cone, cylinders, and spheres. Students will work in pairs using spider map to list formulas, previously known and new, involving some of the attributes. Students will be divided into two groups and we will use "slap it" activity to identify the attributes that are involved in different formulas. The same group for making Glogster poster will have a conversation/discussion and reflect on one another before making the poster. Students will fill out a checklist for their poster.
 * Equip, Explore, Rethink, Revise, Tailors:** **visual, interpersonal, kinesthetic, logical, verbal**

Students will be able to illustrate all the attributes of 2-D and 3-D shapes on graphs. We will have an introduction on Glogster. There will be handouts on how to create a Glogster account. Students will have a conversation with their group members about their spider map, then students will work in groups of three to create a poster using Glogster. Students also will fill out a checklist for their Glogster project. I will give each group feedback so they can modify their project.
 * Explore, Experience, Revise, Refine, Tailors: interpersonal, linguistic, logical, visual, **

Students self-assess their knowledge on formulas using spider map. Students also do peer assess the knowledge when they have a conversation about the spider map with their group members. The Glogster posters are being assesses by students and me before they get submitted to class wiki.
 * Evaluate, Tailors:** **logical, intrapersonal, interpersonal, visual, linguistic**

__** Content Notes **__ From previous lessons, students will know the definitions of 2-D and 3-D shapes, also the definitions of their attributes. In this lesson, we are going into depth of the volumes of 2-D and 3-D shapes. Students will get to know some of the formulas of 2-D and 3-D shapes, see attachment, by examining the relationships that exit among those attributes presented in the formulas of volumes.


 * __ Handouts __**
 * a list of attributes and formulas
 * spider map
 * Glogster checklist
 * How to create a Glogster account


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**This lesson is well organized based on sequential learning. With the agenda and assignments posted on class wiki, students will know what is expected of them.
 * // Microscope: //** With the self-assessment of knowledge and journal entry reflection, students can focus on their own learning. Also the group discussions are helpful for students to learn from others.
 * // Puppy: //** Chances of group works make this lesson engaging for students who learn well with other people.
 * // Beach Ball: //** Varieties of activities and group discussions enable the students the chances of moving around while actively engaged in learning.
 * // Rationale: //** This lesson is designed to meet all learning styles in actively engaging ways to promote students' learning and understanding.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** The students will work with a partner to fill out a spider map, then after I show them the list of formulas, the students will do a "thumbs up, thumbs down" to self-assess their knowledge. After I introduce the new formulas of volumes of cone, cylinders, and spheres, the students will get to fill those in their spider map. We play "slap it" in class to check the students' understanding of formulas. There will also be a quick quiz for students to use formulas in calculation. For the Glogster project, students will fill out a checklist and I will give them feedback on the projects. At the end of each class, students will do a reflection entry as exit tickets and I will pass the journals back to address students' needs in response.


 * // Summative: //** The Glogster will give the students a chance to show their understanding of different attributes of 2-D and 3-D shapes, also formulas, especially formulas of volumes of cones, cylinders, and spheres.


 * // Rationale: //** Different forms of formative assessments are used throughout the instruction for me to check students' understanding and adjusting my teaching accordingly to suit every student**//.//**


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**

Common Core State Standards Content Area: Mathematics Grade Level: 8th Grade Domain: Geometry Cluster: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Standard: 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
 * // MLR or CCSS: //**


 * // Facet: //** Interpretation. Students will be able to illustrate all the attributes of 2-D and 3-D shapes on a graph based on the learning from this lesson.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**

**Verbal-Linguistic**: At the "word station," students will have a conversation to compare each attribute and its common meaning, such as angle could mean perspective, so students will understand that other than their common meaning, those word actually present a mathematical concept. **Visual/Spatial**: At the "K'nex station," s tudents will be using toy K'nex to make 2-D and 3-D shapes and have a conversation of all the attributes that are presented by the K'nex creations. **Bodily/Kinesthetic**: Students will be supplied with craft materials to make 2-D, 3-D shapes and make the connections between the attributes and their definitions. <span class="wiki_link_ext">**Intrapersonal**:At the "drawing station," students can draw a picture of their choice and identify any 2-D or 3-D shapes and their attributes in the picture. <span class="wiki_link_ext">**Interpersonal**: Students working in pairs with the spider map and in groups for the project will help them learn from their peers. <span class="wiki_link_ext">**Naturalist**: At the "National Geographic magazine station, " we will look for 2-D and 3-D shapes in National Geographic Magazine and mark different attributes on the magazine.
 * // MI Strategies: //**

Gloster This is Type II because the poster could be presented and shared digitally with the class and students' families.
 * // Type II Technology: //**
 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// In this class, students are encouraged to look "outside-of-textbook" to find examples of mathematical attributes of 2-D and 3-D shapes, also formulas could be used in those settings. Also, students will use Type II technology to demonstrate their learning and understanding of the course materials.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** Throughout the lesson, I will apply varied assessments to aid me understand students learning and adjust my teaching. ||  ||   ||
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