L1+Hardy,+Meng

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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mrs. Hardy **__Lesson #:__ 1 __Facet:__** Explain
 * __Grade Level__****:** 8th **__Numbers of Days: 2__**
 * __Topic:__** Volumes of cones, cylinders, and spheres


 * __PART I:__**

Student will understand that relationships exist among two-dimensional shapes, three-dimensional figures, and between two-dimensional and three-dimensional figures. Student will know definitions of 2-D and 3-D shapes. Student will be able to do describe the difference between 2-D and 3-D shapes. Product: Microsoft Word digital brochure
 * __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 students to the concepts of 2-D and 3-D objects in both mathematical and real-life settings.


 * __Assessments__**

I will use the "hook" activity as pre-assessment. For "hook" activity, there will be groups of 2-D shapes, 3-D objects(toys, household items, etc.), and architectural, cooking or sports magazines in different activity centers. In groups, students will try to make groups out of 2-D shape, 3-D objects, and magazine cutouts to illustrate the connections between 2-D and 3-D shapes. Students will use Index cards to record how they group all the shapes, objects, and pictures.
 * __Pre-Assessment: (Lesson 1 only)__**

Students will share their brainstorm results in the form of "Whip around"
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**

Students will self-assess their Microsoft Word brochure using a checklist, and then I will give them feedback on their brochures.
 * Section II – timely feedback for products (self, peer, teacher)**


 * __Summative (Assessment of Learning):__**

Students will create a digital brochure using Microsoft Word to describe difference between 2-D and 3-D shapes to third graders.

Microsoft Word This is type II because the digital brochure could include hyperlinks to resources that students chose to include.
 * __Integration__**
 * Technology:**


 * English**: Students will explain in their own words what the differences are between 2-D and 3-D shapes.
 * Art**: Students could include graphs and pictures in their brochures.

Students will use Venn diagram on their own, and then go back to the "hook" activity in groups to refine their graphic organizer. Then students will share the Venn diagram with a partner. Students will work with a partner and produce a Microsoft Word brochure based on their Venn diagrams. Students will put the definitions into their own words and present them into graph forms.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**
 * Section II – Groups and Roles for Product**
 * __Differentiated Instruction__**


 * __MI Strategies__**
 * Verbal-Lingustic**: I will give the definitions of 2-D, 3-D shapes and their attributes. Students will have a chance to define each term with their own words.
 * Logical/Mathematical**: The mathematical definitions of 2-D, 3-D shapes and their attributes practice students' logical skills to understand and recognize.
 * Visual/Spatial**: I will present 2-D, 3-D shapes and their attributes on a projector with different color representing different shapes and attributes.
 * Bodily/Kinesthetic**: Students will be supplied with craft materials to make 2-D, 3-D shapes and see the connections between the shapes and their attributes.
 * Musical/Rhythmic**: Students will have the chance to play with percussion instruments, such as tambourine, bongo, or tubular bells,etc.to hear that instruments produce different sounds because of their shapes, volumes, and materials.
 * Intrapersona**l: Students will have time to connect the definition of 2-D, 3-D shapes and attributes to their own experience and make a list of the real-life representations of those shapes in their own life.
 * Interpersonal**: After students make the list described above, they will form groups and share the list with their peers.
 * Naturalist**: Students are encouraged to look for examples in the nature for any 2-D, 3-D shapes and their attributes.


 * __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 Venn diagram to fill out, and call their peer support buddy to work on their Microsoft Word brochure 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__**

Microsoft Word This is type II because the digital brochure could include hyperlinks to resources that students chose to include.
 * Type II technology:**

Gifted students will be given the chance to choose from some other types of technology to create a brochure, such as Google Sketchup.
 * Gifted Students:**

//List all the items you need for the lesson.//
 * __Materials, Resources and Technology__**
 * groups of 2-D shapes, 3-D objects(toys, household items, etc.) for "hook" activity
 * architectural, cooking or sports magazines
 * scissors
 * textbooks
 * dictionaries
 * Venn diagrams
 * computers/laptops for students
 * internet connection
 * a projector
 * craft materials(construction paper, glue, tape, modeling clay/play-doh)
 * percussion instruments, such as tambourine, bongo, or tubular bells
 * checklist for Microsoft Word brochure
 * pads of lined paper
 * pencils with eraser top
 * markers

//List all URL and describe. content notes, other teacher's lesson plans, resources.//
 * __Source for Lesson Plan and Research__**
 * Rick's Math : This site offers detailed and accurate information on K-12 math. There are printable worksheets, problems, and other links//.// The site is presented in a straight-forward and strict way, which is more suitable for teachers than students.
 * Math Dictionary : This site offers all mathematical definitions in an alphabetical order. Also accompanying the definition usually is pictures or graphs. A good source to do reviews about 2-D shapes with the students. This will be a great resource for the teacher and students throughout the year.
 * Spinning Cone:This site offers detailed information about cones: definitions of attributes, formulas of base area and side area, formula of volume, interesting facts, and rotating graphs. It also has ten questions on cones for students to practice.
 * Spinning Cylinder: This site offers detailed information about cylinders: definitions of attributes, formulas of base area and side area, formula of volume, interesting facts, and rotating graphs. It also has ten questions on cylinders for students to practice.
 * Sphere : This site offers detailed information about spheres: formulas of surface area and volume, interesting facts, and real life examples. It also has ten questions on spheres for students to practice.

__Pre-Developed Lesson Plans (Research):__

Cones & Cylinders Math Lab: This lesson plan which was developed by Linda D. Cook is a great example of thinking-outside-the-box to keep students engaged and the course material more interesting. In this unit students were suppose design prototypes of wizard hats, wands, and caldrons for Hogwarts from the beloved fiction //Harry Potter//. Very inspiring and creative way to engage students.


 * __PART II:__**

Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)

There will be summarized agenda and assignments for each class on class wiki. Definitions, 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: Assignment: read syllabus
 * (5 minutes) A quick MI survey for students to fill out.
 * (10 minutes) Pre-assessment: Students will be in groups of 4 to do the “hook” activity, which also serves as the pre-assessment. Students will write down the groupings of shapes on the left side of a lined paper. After the "hook" activity, we will group students into "season partners."
 * (10 minutes) Review geometrical definitions which are relevant to this lesson by doing brainstorm.
 * (10 minutes) Students will be given a Venn diagram to fill out with 2-D, 3-D shapes and, their attributes to show the relationship between 2-D and 3-D shapes.
 * (15 minutes) Introduction to any new geometrical definitions which are relevant to this lesson.
 * (10 minutes) Students will go back to the “hook” activity working on their own, and regroup the objects and pictures using the new definitions. They will write the new grouping and new definition on the right side of the lined paper.
 * (10 minutes) Students will refine their Venn diagram according to the new grouping and definitions. And then students will share their Venn diagram with a partner.
 * (6 minutes) We will play “whip around” as a way for me check their understanding.
 * (4 minutes) As exit ticket, students are asked to turn in their lined paper for me to check their understanding.

Day 2: Assignment: Using Microsoft Word, students can write a paragraph on a topic of their choice. Including hyperlinks, and try the different font sizes and colors. Students will share this paragraph on class wiki.
 * (10 minutes) We will go through the syllabus in class.
 * (10 minutes) Hand out students’ lined paper lists and review the material from previous class.
 * (10 minutes) Students are introduced to Microsoft Word and the digital brochure project.
 * (30 minutes) Students are paired up to work on their digital brochure based on their Venn diagram.
 * (20 minutes) Students will assess their own brochure using a checklist and submit it to class wiki. (and their own blog)

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 are everywhere in daily life. A circle on the wall, a tin can, and a ice cream cone all have something in common but also they are different. What other subject are in our lives that represent relationships like this? Students are presented with 2-D shapes, 3-D objects (toys, household objects, etc.) and magazines (architectural, cooking or sports), scissors. Students will need to group those objects and pictures into any categories based on geometrical facts the students think fitting. Students will be asked to fold a piece of lined paper in half lengthwise, and on the left side students will write down the way they group all the objects and pictures. Also on the left side of the paper, students will be asked to write down things, definitions, or formulas that they remember from previous geometry classes. What do you think is the definitions of a 2-D or 3-D shape? What makes a 2-D and 3-D shape different?
 * Where, Why, What, Hook, Tailors:** **kinesthetic, interpersonal, verbal, logical, visual**

Students will know definitions of 2-D and 3-D shapes. (See Content Notes) Students will use their list they made from the "hook" activity, and they will be encouraged to do a brainstorm on geometric definitions that they know from previous lessons and which are relevant to the "hook" activity. I will fill in anything that's not mentioned in the brainstorm as a quick review of these definitions and quickly transition to new definitions. Students will be given a Venn diagram to start putting 2-D, 3-D shapes and/or their attributes into circles on their own based on the the review we just did. Students will be shown a Word document with new definitions that relates to cones, cylinders, and spheres. Students will go back to the "hook" activity to group the 2-D, 3-D shapes and the magazine cutouts based on the review and the instruction. After the hands-on activity, students will write down new definitions and/or groupings on the right side of their lined paper, and they will make adjustments to their Venn diagram. Students will then share their revised Venn diagram with a partner at their tables. After conversing with their partners, students will be asked to list three things/definitions that they think are interesting that they are learning from this lesson. Then we will play "whip around" based on the list of three things/definitions that students list to check their understanding.
 * Equip, Explore, Rethink, Revise, Tailors:** **visual, interpersonal, intrapersonal, kinesthetic, logical**

Students will be able to describe the difference between 2-D and 3-D shapes. We will have a brief introduction on Microsoft Word document and its hyperlink function for the digital brochure project. Then students will pair up with their "season partner" to create their brochure using their Venn diagrams, list of three things/definition, and the list on lined paper. The brochure could be between 4 to 8 pages, and each student should be in charge of the same amount of pages.
 * Explore, Experience, Revise, Refine, Tailors: interpersonal, linguistic, logical, visual **

Students self-asses their knowledge of 2-D and 2-D shapes by making the lined paper list on left/right side of paper before/after the introduction of new definitions. Also students will use Venn diagram to organize their thoughts and make adjustments on the Venn diagram. Students will pass their lined paper list in to me as an exit ticket for me to check their understanding. After students create the digital brochure, they will fill out a checklist to self-assess their creation and then submit the brochure to class wiki. In this class, we explore the difference between 2-D and 3-D shapes, and in the next lesson, we will take a look at the similarities between 2-D and 3-D shapes.


 * Evaluate, Tailors:** **logical, intrapersonal, visual, linguistic**

See attachments Students will fill out the MI surveys first. Students will know the definition of 2-D and 3-D shapes, and some common 2-D shapes and 3-D shapes. Students will know definitions of base, side, area, volume, radius, height, vertex/apex.
 * Content Notes **

__**Handouts**__ - MI survey - Season partner organizer - Venn diagram - Microsoft Word brochure checklist


 * __Maine 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, students can learn through doing. We also incorporate new and old definitions into the lesson while students have another chance of the hands-on activity. We also use the lined paper list and Venn diagram to analyze the groupings of 2-D and 3-D shapes.


 * //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://** This lesson is designed to introduce new definitions while reviewing precursor knowledge in a active and engaging way for all different learning styles.


 * //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://** I will have the students do self-reflection on the definitions and grouping using the lined paper list and the Venn diagram. Also, students will have a conversation about their revised Venn diagram with a partner who sits next to them. Students will fill out a checklist to self-assess their digital brochure project. I will use the lined paper list as exit tickets to check students' understanding, then I will written feedback in the second class.


 * //Summative://** The Microsoft Word digital brochure will be a way for students to show their understanding of the differences between 2-D and 3-D shapes utilizing new and precursor knowledge.


 * //Rationale://** Different forms of assessment are used throughout this lesson to help the students checking their understanding of the content material.


 * //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 differences between 2-D and 3-D shapes based on the definitions and hands-on activity.

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://**

In order for students to know and be able to apply the formulas of volumes of cones, cylinders, and spheres, we first must examine and understand the differences between 2-D and 3-D shapes.


 * //Facet://** Explain. Students should be able to describe the difference between 2-D and 3-D shapes accurately at the end of 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.//**


 * //MI Strategies://**
 * Verbal-Linguistic:** I will give the definitions of 2-D, 3-D shapes and their attributes. Students will have a chance to define each term with their own words.
 * Logical/Mathematical:** The mathematical definitions of 2-D, 3-D shapes and their attributes practice students' logical skills to understand and recognize.
 * Visual/Spatial:** I will present 2-D, 3-D shapes and their attributes on a projector with different color representing different shapes and attributes.
 * Bodily/Kinesthetic:** Students will be supplied with papers and scissors, glues and tapes to make 3-D shapes out of 2-D paper shapes to discover the relationship between 2-D and 3-D shapes.
 * Musical/Rhythmic:** Students will have the chance to play with percussion instruments, such as tambourine, bongo, or tubular bells,etc.to hear that instruments produce different sounds because of their shapes, volumes, and materials.
 * Intrapersonal:** Students will have time to connect the definition of 2-D, 3-D shapes and attributes to their own experience and make a list of the real-life representations of those shapes in their own life.
 * Interpersonal:** After students make the list described above, they will form groups and share the list with their peers.
 * Naturalist:** Students are encouraged to look for examples in the nature for any 2-D, 3-D shapes and their attributes.


 * //Type II Technology://** With a partner, students will create a digital brochure using Microsoft Word with its hyperlink function to explain the differences between 2-D and 3-D shapes.


 * //Rationale://** This lesson is designed with all intelligences in mind to create a learning experience that is engaging and challenging. Hands-in 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 make list or adjustments to their list and Venn diagram. Logical and linguistic students are engaged through different mathematical definitions. Musical and naturalist students are encouraged to apply 2-D and 3-D shapes in music or nature.

__//**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 lesson, students are shown that mathematical concepts are related to real life through the "hook" activity. Students are encouraged to think about math outside the classroom and link it to their everyday life.

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

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].
 * //Rationale://** By using Microsoft Word with its hyperlink function, students are encouraged to explore and include information that is available on the Internet to make their brochure engaging and informative. ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.