L5+Welch,+Leigh

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Leigh Welch **__Lesson #:__ 5 __Facet:__ Self Knowledge**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2-3**
 * __ Topic: __ Lines, Angles and Triangles **


 * __ PART I: __**

Student will understand that triangles, lines and angles are foundations in Geometry. Student will know Definitions- angles, triangles, lines. Area of a triangles (1/2b x h) Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2) Slope (y2-y1/x2-x1), Standard Linear Format y=mx+b (m=slope, b=y-intercept) Key Factual Information- Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc), SohCahToa (for triangles) (Sine-opposite, hypotenuse, Cosine-adjacent, hypotenuse, Tangent-opposite, adjacent). Student will be able to realize that lines, angles and triangles are parts of other shapes.
 * __ Objectives __**
 * Product: **
 * Google Sketch Up-** Students will be creating a shape that is constructed of lines, angles and triangles. Their shapes will all be ones that are not commonly seen and that is perfectly acceptable, in fact, that is preferred. Students will be designing their own shape and then bringing it to life through Goolge Sketch Up. Using this tool students will highlight the aspects that are essential (lines, angles and triangles). We will share these in class and discuss how using more than one angle, triangle and line affects the shape.

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson does meet the Common Core State Standard because it focuses on the construction of shapes using the information that students have learned about lines, angles, and triangles.


 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**

I will be using a class nod for checking for understanding. I will ask the students to indicate their level of understanding by nodding their heads. If they nod "yes" that means that you understand what we are talking about. If they nod "no" that means that they have no idea what is going on and we need to go over it again. If they kind of wiggle their head that means they are confused, but know what we are talking about a little bit. Students will receive feedback in the form of a checklist they they will use to self assess. They will also be receiving teacher feedback in the form of the checklist as well. Once students have come up with their idea they will bring it up to me and give a mini presentation, just showing that they have everything on the checklist, and then they will be able to go on to the Google Sketch Up.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**
 * Google Sketch Up-** Students will be creating a shape that is constructed of lines, angles and triangles. Their shapes will all be ones that are not commonly seen and that is perfectly acceptable, in fact, that is preferred. Students will be designing their own shape and then bringing it to life through Goolge Sketch Up. Using this tool students will highlight the aspects that are essential (lines, angles and triangles). We will share these in class and discuss how using more than one angle, triangle and line affects the shape.

In this lesson the students will be using Google Sketch Up to design a shape using lines, angles, and triangles. Google Sketch Up is a software that allows you to virtually construct three dimensional shapes and structures. This will allow students to design a shape and then construct it in three dimensional space. This will really reach out to the visual learner.
 * __ Integration __**
 * Technology: **
 * Content Areas: **
 * Art: ** Students will be coming up with a design for a shape and then creating the shape using Google Sketch Up and then constructing the shape using push-pins, string and the classroom cork board.

We will take notes together and then do examples. After that, students will use a T-Chart to break down shapes and write down the main components in that make up that shape. They will do this individually and then we will come back together and compare in a class discussion. This will allow students to work together at their table groups when they are filling out their T Charts, but also to work separately if they want to. Students will be working at their table groups of four, for this project. They will each come up with a design idea to contribute to their groups and then the group will vote on which design they want to create into a Google Sketch Up. They group will have two shapes and they will split into pairs and create them on Google Sketch Up.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will have to make connections to shapes and be able to break them down into lines, angles and triangles. They will then be creating their own shape and piecing it together using lines, angles and triangles.
 * Visual: **Students will be have to visualize a shape that fits the criteria (has angles, lines and triangles), and the create that shape using Google Sketch-Up.
 * Intrapersonal: **Students will be working individually to create their design for their shape and then they will also work alone to construct this shape on their Google Sketch-Up.
 * Interpersonal: **Students will be allowed, and encouraged to share their shapes with their peers. If a peer is stuck students are encouraged to help if wanted or needed.
 * Kinesthetic: **Students will be using a Google Sketch-up to put what they have used about triangles, angles and lines to use by create a shape of their own. They will use the information to construct a shape that fits the guidelines.
 * Naturalist: **Students are encouraged to think about shapes they see in outside and in their everyday lives and use that as a baseline, something to refer to back to, and then take that to the next level.


 * __ 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 are expected to attend class. Students are also responsible for any work that they miss in that class and any homework assigned during that missed class period. Students will be able to find the PowerPoint -that contains all the definitions and examples that were gone over in class- on the class wiki. Students should also come into my classroom and get the graphic organizer and any other papers, or homework from the "Absent Folder".
 * Plan for accommodating absent students: **


 * __ Extensions __**

In this lesson the students will be using Google Sketch Up to design a shape using lines, angles, and triangles. Google Sketch Up is a software that allows you to virtually construct three dimensional shapes and structures. This will allow students to design a shape and then construct it in three dimensional space. This will really reach out to the visual learner.
 * Type II technology: **

I will have certain perimeters that these students will have to satisfy. Anyone is open to take on this challenge. they could include, but are not limited to have at least one obtuse, acute, and right triangle, having a shape that is closed and includes at least four other shapes within it or in the construction of it, etc.
 * Gifted Students: **

// Whiteboard // // Markers // // T Chart // // Students laptops // // Tutorial on Google Sketch Up // // Extra pencils // // Projector // // PowerPoint with notes // // Textbook // // Checklist // // Rubric // // Notes on class wiki // // Push pins // // String // // List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] for acute triangles

[] for obtuse triangles

[] for right triangles

[] for angles

[] for lines

[] for vertices

[] for alternate interior angles

[] for supplementary angles

[] for area of triangles

[] for Pythagorean theorem

http://mathworld.wolfram.com/SOHCAHTOA.html for SohCahToa

https://www.youtube.com/watch?v=UsHRGDvN4sM video tutorial for Google Sketch Up

[] for graphic organizer // List all URL and describe. //


 * __ 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) //

(15 minutes) hook activity. We will be investigating a drawing on the board, trying to write down everything we can figure out about the shape. (50 minutes) we will be taking notes from the PowerPoint. These notes will be briefly covering information we learned in the last lesson and then introducing SohCahToa. (15 minutes) students will be given the opportunity to work with their table groups and work on examples about SohCahToa. If they finish these examples they can then move on to work on their homework.
 * Agenda **
 * Day 1**
 * Homework:** There will be a worksheet over using SohCahToa.

(20 minutes) we will be taking notes from a PowerPoint that is about polygons. (10 minutes) students will be filling out a T Chart on the angle measures of different numbered polygons due to the formula we learn. (15 minutes) we will bring it to the board and students will report out what they got. We will make sure everyone has the same answers. (25 minutes) students we be in table groups and they will have to come up with different designs of shapes that they create using lines, angles and triangles. Students will then vote on the two shapes that the group of four will make two Google Sketch Ups on. (10 minutes) introduce Google Sketch Up.
 * Day 2**

(60 minutes) the groups of four students will be creating their two shapes in Google Sketch Up. (20 minutes) students will then depict their shapes using push pins, string and the class cork board.
 * Day 3**

The classroom will be set up in table groups. This set up allows students to get to know other members of their class and feel comfortable with each other. This setup also allows students to ask each other questions instead of relying solely on the teacher. Students will understand that triangles, lines and angles are foundations in Geometry. Angles, lines and triangles are fundamental to Geometry. Prove theorems about lines and angles. Prove theorems about triangles. The students will come into class on the first day of this lesson and there will be a drawing on the board. This will be a drawing of a shape that can be broken up into many triangles. I will ask them to tell me everything we can think about for this shape (keeping the properties we have learned in mind). I will have the students tell me everything they know about it and then we will try to prove everything that was listed.
 * Where, Why, What, Hook Tailors:** //Logical, Visual, Verbal, Interpersonal//

Students will know Definitions- angles, triangles, lines. Area of a triangles (1/2b x h) Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2) Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc), SohCahToa (for triangles) (Sine-opposite, hypotenuse, Cosine-adjacent, hypotenuse, Tangent-opposite, adjacent). We will be taking notes over SohCahToa and students will be given examples to do individually and then we will go over them together as a class. During the instruction I will be using the nod method of checking for understanding to make sure that all the students are on the same page and we are ready to move on when the time comes.
 * Equip, Explore, Rethink Tailors:** //Logical, Interpersonal, Intrapersonal, Visual, Verbal//

Students will be able to realize that lines, angles and triangles are parts of other shapes. Students will be given homework problems that will be about SohCahToa, and this will help them to better understand the new material. (Day 2) We will continue to take notes. These notes will be on polygons. Students will be using a T Chart to organize their notes over the angle measures that correspond with different numbered polygon. Using the drawing on the shape and the corresponding information adjacent to that drawing will help students to bring all the elements together. During instruction I will use the nod method for checking for understanding to make sure that everyone is on the right track. I will then have the students get into groups of four and they would move to sit with each other. In these groups they will each create a rough sketch of a shape that is made out of lines, angles and triangles. Once they each have a shape they will vote on the two shapes that they want to create in a Google Sketch Up. After they have decided I will introduce Google Sketch Up with a video. (Day 3) this day will be dedicated to working with Google Sketch Up to create the shapes that the groups decided up. When they have finished their Google Sketch Ups they will up load them on the class wiki to be graded. The last par of the class will be the students constructing their shapes on the cord board in the room, using push pins and string. These shapes will remain up in the classroom. This will make the room feel more comfortable because it will be covered in student works.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Logical, Verbal, Visual, Naturalist, Kinesthetic//

Students will self assess their Google Sketch Ups and their shapes in general with a checklist that I will provide for them. They will also get a copy of the rubric that I will use to grade them at the beginning of the projects so they know the criteria that they need to meet in order to master this standard. Students will also be getting peer feedback in an informal form that comes out of group work, they will learn to compromise and work together, taking the better ideas from everyone and mixing them together. The students will also receive teacher feedback when they decide which shapes they will be creating in their Google Sketch Ups. They will bring them to me, tell me if they can find the angle measures, side lengths, components, and anything else they have to share. After that i will give them verbal feedback and they can then proceed to make their Google Sketch Ups.
 * Evaluate Tailors:** //Interpersonal, Intrapersonal, Verbal, Logical//

Students will know…..
 * __ Content Notes __**

Definitions- __A____ngles-__ //A shape, formed by two lines or rays diverging from a common point (the vertex).// __L____ine-__ //A geometrical object that is straight, infinitely long and infinitely thin.// __Vertex-__ //A point where two or more straight lines meet. A corner. This is going to be a point. Like (2,3) you can find this by solving for one of the variables in one equation an then plug that into the second equation.// __Properties of lines-__ Lines have slope. This is something that should not be new. In algebra 1 students should have learned slope intercept form of a line. They should also know how to calculate slope using two points that are on the same line. If given (3,4) and (4,7) they should be able to calculate slope. (7-4)/(4-3) this equals 3/1 so the slope of that line is 3. Also when talking about slope we need to talk about parallel lines. Parallel lines are lines that never intersect. They never intersect because they have the same slope so they are growing at the same rate. __Perpendicular lines__ and two lines that intersect at exactly one point. They intersect and form a 90 degree angle. so these lines will have opposite reciprocals for slopes. For example: a line with the slope 3 is perpendicular to a line with the slope -1/3. __Properties about Angles-__ A full rotation is 360 degrees. From the proof of this you also find out that a line is equal to 180 degrees. This will lead into a discussion about opposite interior angles. __Opposite interior angles__ is just a name for saying the interior angles of a parallelogram (which is a shape that is made up of two sets on parallel lines) are equal. So if you have a parallelogram that has one angle labeled as 45 degrees you know that the angle that is exactly opposite from it is also 45 degrees. From this you can find out what the measure of the other angles are. You know that the two remaining angles are going o be equal. You also know that the interior angles of a four sided shape will equal 360 if added together. So right now you have 45+45+2x=360. There is a 2x because the there are two unknown angles measures and you know that they are equal because the shape we are working with is a parallelogram so it has opposite interior angles. So to solve for x you combine like terms. So 45+45=90, so you have 90+2x=360. You then subtract 90 from both sides in order to get the variable and it's coefficient on one side by themselves. So you are left with 2x=270. From here you want to get x by itself, and to do that you have to divide both sides by 2. So you get x=135 degrees. so the four angles in your parallelogram are 45 degrees, 135 degrees, 45 degrees, and 135 degrees. __Alternate interior angles-__ When two lines are crossed by another line (which is called the Transversal), the pairs of angles on opposite sides of the transversal but inside the two lines are called Alternate Interior Angles. __Supplementary Angles-__These are sets of angles that when added together equal 180 degrees. These angles can share a vertex or not share a vertex. These two angles (140° and 40°) are Supplementary Angles, because they add up to 180°. If you have a pair of angles that add up to 180 degrees then you have supplementary angles, there can be more than two angles, you could have three angles that, when added together, equal 180 degrees, or four, or five, etc. For example: one angle equals 120 and another angle equals 60, 120+60=180. these two angles are supplementary. Another example could be if you have three angles that are supplementary then the angle measures could be as follows, angle 1= 47 degrees, angle 2= 52 degrees, and angle 3= 81 degrees. These angles are supplementary because 47+52+81=180. __Properties of interior angles-__ A four-sided shape consists of four interior angles. These interior angles will always equal 360 degrees when added together. This is true for any four-sided shape. A three-sided shape consists of three interior angles. These interior angles will always equal 180 degrees when added together. This is true for any three-sided shape. __Triangles-__ A three sided shape. this shape also has three interior angles. When these angles are added together they will always equal 180 degrees. For example: 90+60+30=180 this means that one angle is equal to 90 degrees, the second angle is equal to 60 degrees and the third angle is equal to 30 degrees. All triangles are not 30, 60, 90 triangles, there can be any combination of three numbers as long as they are positive numbers that add up to 180 degrees. You can also find the third angle of a triangle if you are given two angles. Say you have a triangle that has one angle equal to 54 degrees and the other equal to 72 degrees, the third angle would be 54 degrees because, 54+72+x=180 so 126+x=180 (you subtract the 126 over) x=54. Another way to look at it is 54+72=126 and 180-126=54. Therefore the third angle is 54 degrees. __Area of Triangle-__ The area of a 2-dimensial shape is the amount of surface this shape takes up. there are different ways to calculate area. If the shape is on graph paper and not cutting any of the little blocks into pieces then you can just count them. Not all shapes are as nice as squares or rectangles so you can also calculate area with a formula. The students should have at least heard of LxW (length times width). This works for squares and rectangles. When dealing with triangles you will use the formula 1/2b x h this is one half of the base times the height. For Example: a rectangle with the length of 10cm and the width of 2cm has the area of 20cm^2 because 10cm x 2cm = 20cm^2. When looking at triangles you go through the same process but with different information. For Example: A triangle has a base of 14cm and a height of 4cm. So you use the area formula for a triangle (1/2b x h). 1/2(14cm) x (4cm). So 7cm x 4cm = 28cm^2. __Right Triangles-__ These triangles are special cases. In a right triangle there is going to be one angle that is 90 degrees. the interior angles will still add up to 180 degrees, but you know that one of the angles is going to be 90. With these triangles you can find the length of the longest side (hypotenuses) by using the Pythagorean theorem a^2 + b^2 = c^2. __Pythagorean Theorem-__ This is only used with right triangles. This equation is used to find the side lengths of a right triangle, this is not used to find angle measures. The three sides of a right triangle are labeled with three different letters (a,b,c) where c is the hypotenuse (the longest side). The formula is a^2+b^2=c^2. If we are given two sides of a right triangle we can find the third side. For example if we are given 5 and 10 as two of the side lengths of a right triangle then we can find the length of the third length by using the Pythagorean theorem. a=5 and b=10, so 5^2+10^2=c^2, so 25+100=c^2. So 125=c^2. From here you have to take the square root of both sides. so c=11.18 (roughly). You can also find the length of a side that is not the hypotenuse. For example, if you are given 6 and 13 (13 being the hypotenuse) you would set it up like this, 6^2+b^2=13^2. So 36+b^2=169. Then you subtract 36 from both sides and you get b^2=133. So from here you take the square root of both sides, and you are left with b=11.53 (roughly). __Acute Triangles and Obtuse Triangles-__ Acute triangles are triangles that have three angles that all measure to be less than 90 degrees. This means that all the angles on the inside of the shape will be less than 90 degrees. For example: A triangle can have the interior angle measures of 86 degrees, 71 degrees, and 23 degrees. This still follows the rule of interior angles of a triangle because the interior angles still add up to 180 degrees, 86+71+23=180. If any angle gets to be more that 90 degrees than the triangles becomes obtuse. Obtuse triangles are triangles that have one angles that is more than 90 degrees. For example: a triangles can have interior angle measures of 144 degrees, 26 degrees, and 10 degrees. This triangles still follows the rules of interior angles because all of the interior angles still add up to 180 degrees, 144+26+10=180. __SohCahToa-__ This is an anagram for the rules you use in trigonometry for finding the angles in right triangles. For this you use the side lengths of the right triangle. You will be calculating the angle measures by using the formulas sin(theta) = opposite/hypotenuse, cos(theta) = adjacent/hypotenuse, and tan(theta) = opposite/adjacent. The picture below is a depiction of this.

So the triangle we are working with has the hypotenuse equaling 30, the opposite equaling 12 and the adjacent equaling 10

If you are given the hypotenuse and opposite side lengths you need to use the Sine formula (o/h) so it would be 12/30 and that is the angle measure of theta. If you have the measure of the hypotenuse and the adjacent side length then you would use the Cosine formula (a/h). So let's take the information from the above and you would get 10/30 and that is the angle measure. If you are given the measure of the opposite and adjacent you can find the hypotenuse with the Pythagorean theorem and then use either the Sine formula or the Cosine formula. But you do not have to. You can use the Tangent formula (o/a) and with this set of information you would get 12/10 and that would be the measure of the angle. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

// T Chart // // Notes typed (if needed) // // Tutorial on Google Sketch Up // // Checklist // // Rubric // // List the items that need to be printed out for the lesson. //
 * __ 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: //** The elements of this lesson are very systematic by nature and the students have to make a blueprint before they start using Google Sketch Up to create their shape. This structure will help with the clipboards.
 * // Microscope: //** The creation of a shape from scratch will be very hit and miss. The students will have to experiment with what they know about the properties we have been learning.
 * // Puppy: //** Students will be able to work in groups and they will have to share and collaborate together. In order for this to happen there will need to be a safe and comfortable environment within my classroom.
 * // Beach Ball: //** The creation of something entirely new is going to be compelling for the beach balls because they get to be creative and test the limits of the properties we have been learning.


 * // Rationale: //** This lesson is designed to reach out to a number of different learning styles. The creation of a blueprint (Clipboard), the investigation with the shape (Microscope), a comfortable environment (Puppy) and creation of and entirely new product (Beach Ball) allow this lesson to reach out to all kinds of students.

I will be using a class nod for checking for understanding. I will ask the students to indicate their level of understanding by nodding their heads. If they nod "yes" that means that you understand what we are talking about. If they nod "no" that means that they have no idea what is going on and we need to go over it again. If they kind of wiggle their head that means they are confused, but know what we are talking about a little bit. Students will receive feedback in the form of a checklist they they will use to self assess. They will also be receiving teacher feedback in the form of the checklist as well. Once students have come up with their idea they will bring it up to me and give a mini presentation, just showing that they have everything on the checklist, and then they will be able to go on to the Google Sketch Up.
 * // 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: //**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * // Summative: //**
 * Google Sketch Up-** Students will be creating a shape that is constructed of lines, angles and triangles. Their shapes will all be ones that are not commonly seen and that is perfectly acceptable, in fact, that is preferred. Students will be designing their own shape and then bringing it to life through Google Sketch Up. Using this tool students will highlight the aspects that are essential (lines, angles and triangles). We will share these in class and discuss how using more than one angle, triangle and line affects the shape.


 * // Rationale: //** The information above is evidence of the use of multiple forms of assessment that will be used to depict the whole picture of the student's mastery of the content knowledge. I will use the Nod theory for checking for understanding. There will also be multiple forms of feedback, that will allow students to know exactly where they are in terms of content knowledge.


 * // 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.//**

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * // Content Knowledge: //**// See content notes //
 * // MLR or CCSS: //**
 * // Facet: //**// Self Knowledge //


 * // Rationale: //** This lesson meets the Common Core State Standards because this lesson has students take the knowledge that they ave gained about lines, angles and triangles and then use that knowledge to construct a shape of their own design. This lesson also meets the Self Knowledge facet because it has students taking what they know and then implementing it in other ways.


 * // 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: //**
 * Logical: **Students will have to make connections to shapes and be able to break them down into lines, angles and triangles. They will then be creating their own shape and piecing it together using lines, angles and triangles.
 * Visual: **Students will be have to visualize a shape that fits the criteria (has angles, lines and triangles), and the create that shape using Google Sketch-Up.
 * Intrapersonal: **Students will be working individually to create their design for their shape and then they will also work alone to construct this shape on their Google Sketch-Up.
 * Interpersonal: **Students will be allowed, and encouraged to share their shapes with their peers. If a peer is stuck students are encouraged to help if wanted or needed.
 * Kinesthetic: **Students will be using a Google Sketch-up to put what they have used about triangles, angles and lines to use by create a shape of their own. They will use the information to construct a shape that fits the guidelines.
 * Naturalist: **Students are encouraged to think about shapes they see in outside and in their everyday lives and use that as a baseline, something to refer to back to, and then take that to the next level.
 * // Type II Technology: //**In this lesson the students will be using Google Sketch Up to design a shape using lines, angles, and triangles. Google Sketch Up is a software that allows you to virtually construct three dimensional shapes and structures.


 * // Rationale: //** This lesson has many elements that are focused on the different multiple intelligences. This lesson incorporates the intelligences listed above in a way that aids in he learning process of the students.

__//**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:**// This lesson allows students to be creative with their shape and the collaboration is built into the table groups that will be discussing the shape that is going to be created. There will be support in these table groups as well.

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://** This lesson provides students with multiple forms of summative and formative assessments, multiple intelligences, and learning styles. The creativity involved in this product allows students to use digital tools to enhance their learning experience. ||  ||   ||
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