L6+Welch,+Leigh

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Leigh Welch ** **__Lesson #:__ 6 __Facet:__ Empathy**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2-3**
 * __ Topic: __ Lines, Angles and Triangles **


 * __ PART I: __**

Student will understand that Students will understand that angles, lines and triangles are elements in problems that occur in real life. Student will know d efinitions- angles, triangles, lines. Area of a triangle (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 line s (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 assume the role of a person who uses lines, angles and triangles in their everyday life.
 * __ Objectives __**
 * Product: Fakebook **

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 meets the Common Core State Standards because it is focused on students taking what they know about lines, angles, and triangles and then creating a character that lives, breathes, eats and sleeps these properties.


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

During the instruction I am going to Call on Everyone as my form of checking for understanding. This will give students the opportunity to speak up if they are not understanding something because I will be asking them directly. This will also give me more feedback as a teacher because I will know how this instruction is going right away. Students will receive peer feedback in their groups when making their character. They will also be self assessing with a checklist. Students will then receive teacher feedback from me. I will go around and hear a small biography about their character, what they do, how they use the materials, their home life, anything that they feel is important.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

**Fakebook-** By now students will have learned a great deal about lines, angles, triangles and their implications in the real world. Now it is time that students get creative and show me that they have learned what the material is and that it can not only be found in the real world, but also created, in the form of a person. students will be given the task of creating a person who uses lines, angles, triangles or any combination of the three in their everyday life. They will then create a Fakebook page for this character. They will include a biography, tell stories on this characters wall, add music if wanted, add pictures, be creative! Students are also encouraged to think outside the box, it does not matter if this is a real job, if the student can explain how this person uses lines, angles, triangles or any combination of the three in their everyday life then it will be great. (25 points)
 * __ Summative (Assessment of Learning): __**

Students will be using Fakebook for this project. Fakebook is an online resource that allows you to create a fake Facebook account for made up people. this is often used in history classes and students make profiles for major individuals throughout history. This resource allows students to be creative and be in another person's shoes.
 * __ Integration __**
 * Technology: **
 * Content Areas: **
 * English:** Students will be doing a lot of writing in this project. They will be creating a Fakebook account for a character that they will be making up. This character has their whole life revolving around lines, angles and triangles.

Students will be using a Flow Chart to organize the information they have learned about lines, angles, and triangles in real life. I will be using the Call on Everyone approach for checking for understanding, where I will go around the room and see if everyone is on the same page or not. If we are not all on the same page I will take the misunderstanding to the board and teach the correction to the class as an entirety.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working in groups of three or four, which will be established by choice of he students. In these groups students will create a character that is the embodiment of one or more of the properties we have learned thus far in the unit. Students should be as creative as possible. Once the character is created they then have to create a Fakebook profile for this character. The parts of Biography, interests, wall postings, comments, pictures, friends list, etc. will all be split up between the members of the group.
 * Section II – Groups and Roles for Product **

do, what they like, how they spend their free time, and anything thing else they want that pertains to their character.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will be using their knowledge of lines, angles and triangles and applying it to their character. Why are these things important to this person. What parts of the math are this characters favorite, and why?
 * Verbal: **Students will be writing a lot about their character. They will be bringing this person to life through their words on the Fakebook page that belongs to their character.
 * Visual: **Students should add pictures of their character, what they
 * Musical: **Students are told to make this character as real as possible. This can include adding music in one of their wall posts. If this is done there needs to be a comment under it explaining why this is important to your character, and how pertains to the math.
 * Intrapersonal: **Students will be working within a group to create a profile, but they will be working on their own section, so they will have the independence withing their group work.
 * Interpersonal: **Students will be working in groups and dividing up the work that needs to be done to create a full profile for the character that they have created together.
 * Naturalist: **Students have to opportunity to create a character that works outside or with animals all the time. Students have no limitations on what this person does, as long as they can incorporate the angles, lines triangles, or all three.


 * __ 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 students will be using Fakebook. This is a software that allows the user to create a Facebook-like profile for any person. This is going to be very useful for the students because not only are they going to have to know their content, they are also going to have to be able to interpret it and create a character that lives by this content.
 * Type II technology: **

These students should focus on not only the work life of their character, but also the home life, they could also create a relationship status and give information on the partner, or add any additional information that would add to the profile of their character.
 * Gifted Students: **

// Whiteboard // // Markers // // Extra pencils // // Textbook // // Students Laptops // // Flow Chart // // Tutorial for Fakebook // // Notes on class wiki // // Check list // // Rubric // // List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] for graphic organizer

[] 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

[] for SohCahToa // 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) //


 * Agenda **

(20 minutes) we will brainstorm together some of the different properties we have learned thus far in the unit (graphic organizer). (20 minutes) we will define these properties and do a few problems where you have to use these properties in order to solve them. (15 minutes) the students will break up into groups of three or four and they will choose a property that they want to work with. (25 minutes) students will create a character that is the embodiment of their property.
 * Day 1**

(50 minutes) students will be given this time to work on their Fakebook profile. Each student will have a different portion that they will be required to finish. (30 minutes) students will present their Fakebook profiles to the class.
 * Day 2**

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 angles, lines and triangles are elements in problems that occur in real life. Without lines and angles, you would not be able to create triangles, or any other shapes. //Prove theorems about lines and angles. Prove theorems about triangles.// At the beginning of the first day of this lesson I will tell a story (one that I made up) about a person that uses lines, angles, and triangles in their everyday life. I will then have the students do a quick write on this. Does it seem believable, did you like it, what do you think? While they are writing i will take attendance.
 * Where, Why, What, Hook Tailors:** //Interpersonal, Intrapersonal, Verbal, Logical//

Students will know Definitions- angles, triangles, lines. Area of a triangle (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). As a class we will brainstorm all the properties we have learned thus far (even if it was not in my class). We will list these on our flow charts. We will then spend time giving explanations to these rules, and telling what they mean. During the instruction I will be using the Call on Everyone method for checking for understanding. I will go through the class and make sure that by the time the class is over that I have asked everyone how they are ding and if they understand what is going on in the class.
 * Equip, Explore, Rethink Tailors:** //Logical, Interpersonal, Verbal, Visual, Intrapersonal//

Students will be able to assume the role of a person who uses lines, angles and triangles in their everyday life.Students will break themselves up into groups of three or four and they will choose which property, or properties, they want to work with. From this students will be using their Flow Charts to create a character that is the embodiment of these properties. Students are encouraged to be as creative as possible. (Day 2) They will be given a lot of class time to work on this, that will give students to opportunity to ask questions if they get stuck on confused at any point. Students will be in groups of three or four and they will be responsible for creating Fakebook profile for this character that they create. the profile needs to have, but is not limited to: Biography, Interests, Friends list, Wall posts, and one song about math on their wall. Students should feel free to be creative with this project. Around half way through the second day the students will begin their presentations of their Fakebook profiles. They will present the listed criteria and any other information or effects that they added to this profile. The presenting of the projects will help to create a more comfortable learning environment for all of the students in the classroom.
 * Explore, Experience, Rethink, Revise, Refine Tailors:** //Musical, Naturalist, Interpersonal, Intrapersonal, Logical, Visual, Verbal//

Students will receive a number of feedback, weather it be self, peer or teacher. Students will self assess using a check list that will be provided to them at the beginning of the project. This check list will provide the elements that need to be included in their Fakebook profiles. Students will also receive peer feedback in the form of peer evaluation forms that will be completed at the end of the presentations. This opportunity gives the students the chance to tell the teacher if their partners did nothing, if they fought the whole time, or if there were any other problems that they feel need to be addressed. The teacher feedback in this lesson will be in the form of the check list. I will walk around from groups to group and see if they are all meeting the criteria on the check list. If they are struggling then I can provide suggestions to help guide them in the right path.
 * Evaluate Tailors:** //Interpersonal, Intrapersonal, Verbal//

Students will know….. 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 time s 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. ||  || ||
 * __ Content Notes __**
 * SOHCAHTOA

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) //

// Check list // // Rubric // // Flow Chart // // Typed notes (if needed) // // 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: //** Students will have to create different parts and then bring them together in a fashion that makes it logical and seem real. They will also be given a check list and rubric to ensure that everything gets done and everything is clear.
 * // Microscope: //** Students need to figure out which properties they are going to interegrate into their character and then create this character that embodies those properties.
 * // Puppy: //** Students will be in large groups and they will all be invested in this project together. The groups will help to build a comfortable learning environment for students to learn in.
 * // Beach Ball: //** Students should be creative when doing this project, they are encouraged to think as far out of the box as possible, as long as they can prove that it has to do with the properties that we have learned.


 * // Rationale: //** The design of this lesson is intended to reach out to a number of different learning styles. The comfortable environment (Puppy), the investigation that goes into creating a new character (Microscope), coming up with a new character (Beach Ball) that completely embodies the properties that we have learned thus far (Clipboard).

During the instruction I am going to Call on Everyone as my form of checking for understanding. This will give students the opportunity to speak up if they are not understanding something because I will be asking them directly. This will also give me more feedback as a teacher because I will know how this instruction is going right away. Students will receive peer feedback in their groups when making their character. They will also be self assessing with a checklist. Students will then receive teacher feedback from me. I will go around and hear a small biography about their character, what they do, how they use the materials, their home life, anything that they feel is important. **Fakebook-** By now students will have learned a great deal about lines, angles, triangles and their implications in the real world. Now it is time that students get creative and show me that they have learned what the material is and that it can not only be found in the real world, but also created, in the form of a person. students will be given the task of creating a person who uses lines, angles, triangles or any combination of the three in their everyday life. They will then create a Fakebook page for this character. They will include a biography, tell stories on this characters wall, add music if wanted, add pictures, be creative! Students are also encouraged to think outside the box, it does not matter if this is a real job, if the student can explain how this person uses lines, angles, triangles or any combination of the three in their everyday life then it will be great. (25 points)
 * // 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: //**


 * // Rationale: //** The information above is evidence of multiple forms of assessment. All of these elements put together will be a much better idea of the students mastery, rather than one piece being looked at and the others ignored. I will use the Call on Everyone method of checking for understanding so that can make sure that everyone is following along and knows what they are doing.

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.
 * // 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: //**// See content notes. //
 * // MLR or CCSS: //**
 * // Facet: //**// Empathy //


 * // Rationale: //** This lesson meets the Common Core State Standards because the students have to take what they know and create something brand new from it. This lesson also meets the facet of Empathy because it has the students thinking about themselves and others around them in order to create a new character that lives, sleeps, and breathes these properties.


 * // 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.//**

In this lesson students will be using Fakebook. This is a software that allows the user to create a Facebook-like profile for any person. This is going to be very useful for the students because not only are they going to have to know their content, they are also going to have to be able to interpret it and create a character that lives by this content.
 * // MI Strategies: //**
 * Logical: **Students will be using their knowledge of lines, angles and triangles and applying it to their character. Why are these things important to this person. What parts of the math are this characters favorite, and why?
 * Verbal: **Students will be writing a lot about their character. They will be bringing this person to life through their words on the Fakebook page that belongs to their character.
 * Visual: **Students should add pictures of their character, what they do, what they like, how they spend their free time, and anything thing else they want that pertains to their character.
 * Musical: **Students are told to make this character as real as possible. This can include adding music in one of their wall posts. If this is done there needs to be a comment under it explaining why this is important to your character, and how pertains to the math.
 * Intrapersonal: **Students will be working within a group to create a profile, but they will be working on their own section, so they will have the independence withing their group work.
 * Interpersonal: **Students will be working in groups and dividing up the work that needs to be done to create a full profile for the character that they have created together.
 * Naturalist: **Students have to opportunity to create a character that works outside or with animals all the time. Students have no limitations on what this person does, as long as they can incorporate the angles, lines triangles, or all three.
 * // Type II Technology: //**


 * // Rationale: //** In this lesson students are given the opportunity to work in groups, with aspects that allow for alone work (Interpersonal, Intrapersonal), they are asked to create a character profile using Fakebook for their character that lives in a world immersed in math (Verbal, Visual, Logical). Students can add pictures of their characters life and music that their character likes (Naturalist, Musical). The students have free-range to be creative and reach into all their forms of intelligences.

__//**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 encouraged to be creative and they are also required to work together in collaborative groups. I am also there for the entirety of the lesson to support the students and answer their questions.

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://** The nature of this lesson is to give the students the opportunity to be as creative as possible and use digital tools to convey this. There is a number of formative and summative assessments that show the mastery of the students.
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