L2+Hardy,+Meng

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

** LESSON PLAN FORMAT **


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


 * __ PART I: __**

Student will understand that relationships exist among 2-D shapes, 3-D figures, and between 2-D and 3-D figures. Student will know the definitions of 2-D and 3-D shapes and all the attributes related to 2-D and 3-D shapes. Student will be able to compare the 2-D and 3-D shapes to see the similarities. Product: Comic Life
 * __ 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 helping students compare and contrast the 2-D and 3-D shapes to see the differences and similarities among them.


 * __ Assessments __**

Students will use sequence chart to examine the relationships between and among 2-D and 3-D shapes on their own. Using the "timed-pair-share" technique, students will pair up with a peer to compare their sequence chart and give each other feedback.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will work with a partner on their Comic Life creation and fill out a rubric to assess the product before they submit it electronically for me to give them feedback.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a Comic Life to show similarities among some 2-D and 3-D shapes.
 * __ Summative (Assessment of Learning): __**

Comic Life This is type II because the digital Comic Life creation had little learning curve to enable students to focus on the content materials and being creative at the same time, also the end product could be shared with the whole class digitally.
 * __ Integration __**
 * Technology: **


 * English: ** Students will describe the similarities between some 2-D and 3-D shapes using their own words.


 * Art:** Students will make shapes with clay, papers, and scissors. Also, students will include graphs, pictures and shapes in their Comic Life.

Students will use sequence charts on their own, then they will do "timed-pair-share" to compare their charts with a partner.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work with a partner to create a Comic Life, in which students could include graphs, pictures, and shapes to showcase the similarities among 2-D and 3-D shapes. The Comic Life should include the contents from both partners sequence charts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal: **Students describe the relationship between the 2-D and 3-D shapes with their own word. For example, an analogy could be made "the relationship between 2-d and 3-D shapes is like a picture of a person and the person his/herself."
 * Visual: **Students will draw 2-D shapes and then make them into 3-D shapes.
 * Intrapersonal: **Students will draw upon their personal experience to relate anything they used during breakfast that day. If that object is 3-D, students will have to think about what 2-D shapes relate to the object.
 * Interpersonal: **Student will pick a partner and take turns to name a 2-D and the partner respond the 3-D shape that's related.
 * Kinesthetic: **Students will form groups of 4-6, and each group will make a 2-D shape on the floor with their feet depending on the location they are standing and their bodies will be the sides of the corresponding 3-D shape.
 * Naturalist: **Students are encouraged to look out of the window and find any 3-D shapes and identify their corresponding 2-D shapes.


 * __ 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 sequence chart to fill out, and call their peer support buddy to work on their Comic Life 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 Comic Life with a partner via Google Doc, and seek help from me.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Comic Life This is type II because the digital Comic Life creation had little learning curve to enable students to focus on the content materials and being creative at the same time, also the end product could be shared with the whole class digitally.
 * Type II technology: **

Gifted students will be given the chance to choose from some other types of technology to include in creating the Comic Life, such as music or sound effects.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * construction papers
 * scissors
 * modeling clay
 * sequence chart
 * textbooks
 * computers/laptops for students
 * internet connection
 * pads of lined paper
 * pencils with eraser top
 * Comic Life software installed on computers
 * definitions of attributes of 2-D and 3-D shapes
 * Comic Life checklist

 Geometric shapes: 3-Dimensional: This site offers interactive models of 3-D shapes and showcasing their attributes and real-life applications. Also includes a informative multiple choice quiz. 3D Objects (Prisms, Cylinders, Cones, Spheres): This site has information about 3-D shapes and also their surface areas and volumes. 3-D Geometric shapes: This site is informative in ways of offering mathematical definitions and formulas. 3-D Geometric Shapes/ Scholastic.com: This site has information on making 3-D shapes out of paper.
 * __ 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) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There will be summarized agenda and assignments for each class on class wiki. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Definitions, pictures and graphs needed for this class will be on class wiki for use in class with a projector. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There will also be class notes on class wiki.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 minutes) Review definitions of 2-D and 3-D shapes.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 minutes) Students will partake in the "hook" activity in small groups of four.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(5 minutes) I will show the students a list of attributes of 2-D and 3-D shapes and see how many they already know.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 minutes) I will give definitions of attributes of 2-D and 3-D shapes.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The students within each group will have a discussion on the differences and similarities among 2-D and 3-D shapes.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">(15 minutes) Students will fill out their sequence chart on their own, and then we will do "timed-pair-share." So each student will pair up with another, and have a conversation about their observation of the similarities among 2-D and 3-D shapes.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">(5 minutes) We will make a summarized list of differences and similarities of 2-D and 3-D shapes as a whole class on the whiteboard.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">(5 minutes) Students will pair up and quiz each other on definitions of attributes of 2-D and 3-D shapes that are just introduced in this class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">(10 minutes) I will show the students the same list of attributes of 2-D and 3-D shapes and do a "thumbs-up, thumbs-down" to check their understanding.

Day 2:
 * (15 minutes) With a list of 2-D and 3-D shapes and their attributes on the projector, the students are encouraged to get into groups of 4-6. When I call out a 2-D shape, each group can make that shape on the floor with their feet. Each group can make a 3-D shape of their choice using their heights as the sides of the 3-D shape. Students are supposed to tell me the definitions of the 2-D, 3-D shapes they're making and all the attributes that are associated to those shapes.
 * (5 minutes) Students will work on their own to either draw from their experience on that morning before they get to school or draw inspiration from the nature to find any objects and their corresponding 2-D shapes.
 * (10 minutes) Students will be introduced to Comic Life software.
 * (40 minutes) Students will pair up with a partner and have a conversation about their Comic Life creation. Then they can start using Comic Life to showcase the attributes of 2-D and 3-D shapes and the similarities of 2-D and 3-D shapes.
 * (10 minutes) Students will be given a checklist for their Comic Life and they may fill it out and submit the comic Life if they finish in class. Otherwise, it will be the homework for the day and the students can submit their Comic Life to the class wiki to share with the rest of the class.

Assignment: Comic Life

Tables will be arranged in several semi-circles facing the blackboard for ease of group activities and also teacher instruction.

Students will understand that relationships exist among 2-D, 3-D shapes and between them. //Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems**.**// 2-D and 3-D shapes don't just stand alone, they all have their own corresponding shapes in the other category. Students will work in groups to make a 2-D shape and its corresponding 3-D shape out of papers, scissors, and modeling clay, for example, a paper square and a cube, or a paper circle and a sphere. What are vertices? How are a triangular prism and a triangular pyramid related?
 * Where, Why, What, Hook, Tailors:** **kinesthetic, interpersonal, logical, visual**

Students will know definitions of attributes of 2-D and 3-D shapes. (See attachments) Students will be shown a list of attributes of 2-D and 3-D geometric figures. I will assess how much they already know, also I will do clarification and introduction of new definitions. Students will have a group discussion about similarities among 2-D and 3-D shapes. Then students will fill out their sequence chart on their own, and they will do "timed-pair-share" with a partner to compare their sequence charts and give each other feedback. Students will be given a checklist for their Comic Life project.
 * Equip, Explore, Rethink, Revise, Tailors:****visual, interpersonal, intrapersonal, logical, verbal**

Students will be able to compare the 2-D and 3-D shapes to see the similarities among them. They will explore the similarities between 2-D and 3-D shapes on their own and with a partner while keeping notes on their sequence charts. Then students will pair up and make a Comic Life. There will be a checklist for students to assess their Comic Life before submitting electronically. I will then give feedback so students can adjust their Comic Life project.
 * Explore, Experience, Revise, Refine, Tailors: intrapersonal, interpersonal, linguistic, logical, visual **

Students can self-assess their knowledge of attributes of 2-D and 3-D shapes when I present them the list of attributes. Then students are engaged in group or pair works to further their understanding of the attributes and the similarities between 2-D and 3-D shapes. Students use sequence charts and rubrics to assess their understanding and projects. In this lesson, we will learn the definition of attributes of 2-D and 3-D shapes, and the similarities between the 2-D and 3-D shapes. In the next lesson, we will look at some mathematical formulas.
 * Evaluate, Tailors:** **logical, intrapersonal, interpersonal, visual, linguistic**

I will start the lesson with a review of the definitions, see attachment, that are introduced in the previous lesson, then the students will take part in the "hook" activity.
 * Content Notes **

Sequence chart Comic Life rubric Definitions of attributes
 * __ Handouts __**


 * __ 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 "hook" activity and the list of attributes to check students' precursor knowledge, students are introduced to the new definitions gradually. I incorporate new and old definitions into the lesson while students have chance of partner and group activities.


 * // Puppy: //**Semi circle table arrangement makes the students more comfortable than a lined-up-table set up. Working with a group and partner throughout the lesson is encouraging.


 * // Beach Ball: //**Hands-on activity and table arrangement are suitable for this type of learning style. This lesson also offers plenty of chances to move about the classroom while doing hands-on or group activity.


 * Rationale: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson is designed to meet all learning styles by offering hands-on, single person, partner, and group activities while I integrate the new definition and critical thinking process into knowledge the students already possess.


 * // 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 and I can first assess their knowledge of geometric terms with the list of attributes. Students will fill out the sequence chart on their own, then compare and share it with a partner. Students also will fill out rubrics for their Comic Life project, then they can submit it for me to give them feedback.

//** Summative: **// The Comic Life will be the platform for students to show their understanding of the similarities between 2-D and 3-d shapes also showcasing the new knowledge of definitions of attributes of 2-D and 3-D shapes.

**//Rationale://** Different forms of assessment are used in this lesson for me and the students to check on their understanding and adjust my teaching.


 * // 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://** Students will know the similarities among 2-D and 3-D shapes.

MLR or CCSS: 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.

In addition to understand the differences between 2-D and 3-D shapes, it is also critical for students to know the similarities among all the shapes.

//**Facet:**// Perspective. Students should be able to compare and contrast various 2-D and 3-D shapes to see the differences and similarities among them.


 * // 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.//**


 * // MI Strategies: //**
 * Verbal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students describe the relationship between the 2-D and 3-D shapes with their own word. For example, a analogy could be made "the relationship between 2-d and 3-D shapes is like a picture of a person and the person his/herself."
 * Visual: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will draw 2-D shapes and then make them into 3-D shapes.
 * Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will draw upon their personal experience to relate anything they used during breakfast that day. If that object is 3-D, students will have to think about what 2-D shapes relate to the object.
 * Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student will pick a partner and take turns to name a 2-D and the partner respond the 3-D shape that's related.
 * Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will form groups of 4-6, and each group will make a 2-D shape on the floor with their feet depending on the location they are standing and their bodies will be the sides of the corresponding 3-D shape.
 * Naturalist: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are encouraged to look out of the window and find any 3-D shapes and identify their corresponding 2-D shapes.

With a partner, students will create a Comic Life creation and share it with the rest of the class electronically on the class wiki.
 * // Type II Technology: //**


 * //Rationale:// **

This lesson is designed with all intelligences in mind to create a learning experience that is engaging and challenging. Hands-on activity is great for visual and kinesthetic students. Group and partner work is good for interpersonal students. Intrapersonal students get chance and time to reflect on their own learning when they fill in the sequence chart or relating the lesson to their experience that morning before school. Logical and linguistic students are engaged through different mathematical definitions and partner or group discussions. Naturalist students are encouraged to apply 2-D and 3-D shapes in nature.

a. Promote, support, and model creative and innovative thinking and inventiveness
 * __NETS STANDARDS FOR TEACHERS__**
 * 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:**// This lesson is designed with the additional web resources to help students understand the definitions and also using Comic Life to illustrate the new knowledge allows the students to be creative.

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

//**Rationale:**// Using Comic Life as a formative assessment tool promotes students' creativity while reinforce their understanding of the new knowledge. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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