L4+Mitchell,+Jasmine

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 4 **__Facet:__** Explain
 * __ Teacher’s Name __**** : ** Ms. Jasmine Mitchell
 * __ Grade Level __**** : 7 ** **__Numbers of Days:__** 3
 * __ Topic: __** Introduction to 3d figures related to circles


 * __ PART I: __**

Students will understand that the area and circumference of a circle are solved using formulas, are related, and are related to three dimensional geometric figures. Students will know area, circumference, cylinder, sphere real life examples of spherical and cylindrical objects and how knowing information about the circles relate to solving for the 3 dimensional figures. Students will be able to demonstrate understanding of circles relate to 3 dimensional figure
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to do **
 * Product: ** **Glogster** (100 points): Students will explore one of the three 3-dimensional shapes that we discussed in class that appears in real life. The shape can be related to any topic of the students' choice, but must include either cones, cylinders, or spheres. You will be expected to present a situation in which you need to solve for either the surface area or volume. You must express why that would be helpful to solve for, and how it is relevant to real life. You may do one object, or more than one in your project. Regardless, you must include images, formulas, and solutions in the glogster. Also, there must be resources where someone could find information both on the mathematical concepts as well as the topic/topics you have chosen. Any media or fun facts about your topic/topics should also be included. This project will be graded using a checklist.


 * The reason we are completing this project is because we will need to incorporate a glogster into our end of the unit project, as well as be able to find the volume and surface area of real life objects given only the dimensions through online shopping. This project will get you thinking of where shapes occur in real life, as well as get you used to using glogster, and getting used to it.

Common Core State Standards Content Area: Math Grade Level: 7 Domain: Geometry Standard: draw, construct and describe geometrical figures and describe relationships between them.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

The above will be demonstrated through this lesson because we are introducing how circles are related to three dimensional figures and how to solve for surface area and volume.
 * Rationale: **


 * __ Assessments __**

The methods of formative assessment that will be included in this lesson include: every pupil response, which is where I will present questions in which every student must submit an answer on a mini whiteboard and hold it up, so that I can assess how they are doing.This will help me assess both how the class is doing as a whole as well as how individual students are doing. This will be the method of checking for understanding during this lesson.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

There will be peer assessment during the cooperative learning because peers will be working together to figure out problems and help each other. I will be assessing the students through every pupil response. I will make sure that they are on track and are figuring out the problems being presented to them. Also, after the glogster is completed, I will look at them, and mark places that need to go back and either be fixed or be finished. Students will have adequate time to go back and fix it before handing it in again for a grade.
 * Section II – timely feedback for products (self, peer, teacher) **

**Glogster** (100 points): Students will explore one of the three 3-dimensional shapes that we discussed in class that appears in real life. The shape can be related to any topic of the students' choice, but must include either cones, cylinders, or spheres. You will be expected to present a situation in which you need to solve for either the surface area or volume. You must express why that would be helpful to solve for, and how it is relevant to real life. You may do one object, or more than one in your project. Regardless, you must include images, formulas, and solutions in the glogster. Also, there must be resources where someone could find information both on the mathematical concepts as well as the topic/topics you have chosen. Any media or fun facts about your topic/topics should also be included. This project will be graded using a checklist.
 * __ Summative (Assessment of Learning): __**
 * The reason we are completing this project is because we will need to incorporate a glogster into our end of the unit project, as well as be able to find the volume and surface area of real life objects given only the dimensions through online shopping. This project will get you thinking of where shapes occur in real life, as well as get you used to using glogster, and getting used to it.

Glogster will be the technology integrated into this lesson. Students will learn how to use it, and how to be successful with it through creating the product.
 * __ Integration __**
 * Technology: **

Art: Students will be creatively compiling an artistic product to show their understanding of the lesson.
 * Content Areas: **

I will begin the lesson using an ice cream cone graphic organizer. This will include the formulas, and 3d figures we will be exploring in this lesson. We will then use the cooperative learning method of three minute interview. This includes students having talks with other students in the classroom about circles and three dimensional figures that include circles. They will discuss where in the real world this occurs.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be able to have an opportunity to talk about their project with other students, but they are expected to complete an individual project. The reasoning is because students need to demonstrate their own understanding and choose a topic that is interesting to them.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual** We will be looking at real life examples where 3d figures include circles and will compare them to a regular drawing of the shape.
 * Verbal** We will talk about how the formulas of 2d circles relate to that of 3d shapes.
 * logic** We will come up with a logical sequence of assessing shapes to see if they are related to circles, and connecting that to the formulas needed to solve for other information including surface area or volume.
 * Interpersonal** We will be working with peers through the three minute interview. This will include talking to eachother about problems, and examples presented in class.
 * Inrapersonal** Through every student response, students will be submitting an individual answer that was presented to the class. This involves individual work and thinking.
 * Musical** The hook includes a musical reference to cirlces, and 3d shapes related to circles.


 * __ 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. //

There will be a class wiki in which every student will have access. Lessons, notes, homework assignments and helpful videos will all be posted. If absent, you are expected to use this tool to keep up to the best of your ability. In this lesson specifically, I will post an example of a diagram on the wiki, and expect the student to attempt to make one on their own from what they can grasp from the example and notes posted.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Glogster will be the technology integrated into this lesson. Students will learn how to use it, and how to be successful with it through creating the product.
 * Type II technology: **

Gifted students will have an opportunity to exceed the standards by exploring glogster more in depth because they can explore the capabilities of glogster and see how far they can take the program. This pertains to students who are exceedingly artistic or proficient in technology. For students who exceed in mathematical sense, they can take this project further as to stay more focused on solving formulas and include images, but not focus as much on the story application. For students who are gifted more in storytelling, they can feel free elaborate more in depth how the 3d shapes are important or at least relateable in real life through creating a story simply incorporating a formula and shape image in the story.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // laptop/ charger/ dongle //
 * //all handouts//

Volume Formula websites Surface Area websites
 * __ Source for Lesson Plan and Research __**
 * http://www.math.com/school/subject3/lessons/S3U4L4DP.html
 * worksheet/ examples: http://www.edhelper.com/math/volume104.htm
 * http://www.math.com/school/subject3/lessons/S3U4L4DP.html
 * **worksheet:** http://www.onlinemathlearning.com/grade-7.html
 * http://www.edhelper.com/math/volume105.htm
 * http://www.edhelper.com/math/volume106.htm

glogster tutorial video: []

Real life examples http://www.learner.org/interactives/geometry/3d.html traffic cone, ice cream cone soda can, soup can basketball, baseball


 * __ PART II: __**

This lesson will involve the classroom being set up in clusters because I want students to have the opportunity to complete work in groups and work through problems together.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

Day 1
 * hook (song/free drawing) (10 minutes) media type="file" key="05 Don't Let Pi Make Ya Cry.m4a" width="300" height="50"
 * intro to shapes we will be talking about (5 minutes)
 * ice cream graphic organizer (10 minutes)
 * intro to formulas (10 minutes)
 * examples (15 minutes)
 * checking for understanding (15 minutes)
 * cooperative learning (14 minutes)
 * Hand out homework (1 minute)

Day 2
 * go over homework/ recap (15 minutes)
 * more examples (15 minutes)
 * cooperative learning (10 minutes)
 * introduce product (5 minutes)
 * show glogster tutorial (10 minutes)
 * class time to get started while walking around checking progress (20 minutes)
 * ask if there are any final questions (5 minutes)

Students will understand that the area and circumference of a circle are solved using formulas, are related, and are related to three dimensional geometric figures. We will begin the class with the hook which consists of listening to a song. They will be asked to listen to a rap song involving circles, pie and 3d shapes related to circles. All I will be asking is that they listen, pay attention, look at the lyrics, and just draw/ write anything that stands out to them. Students will try to assess the relationships between the formulas for area and circumference of a cirlce to 3-dimensional figures. This will get us into the discussion of the day. As we are going to be talking about surface area and volume, we will learn the reason why we need to be able to solve for surface area and volume. Learning about circle equations will give the students a chance to use math that “real” people need and use outside of school. Many careers like architecture, aeronautical and graphics design, engineering, the coast guard, and many others include the use of area and perimeter on a regular basis. According to the [|common core state standards], //Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.//
 * Where, Why, What, Hook Tailors:** //logical, musical, linguistic, visual//

__**Second Section**__ Students will know area, circumference, cylinder, sphere real life examples of spherical and cylindrical objects and how knowing information about the circles relate to solving for the 3 dimensional figures. We will begin our discussion today by recalling what we decided the formulas associated with circles were. These will include area and circumference. From here, we will discuss three different three dimensional shapes related to circles. These shapes are cylinders, cones, and spheres (see content notes). Students will be provided with an [|ice cream cone] graphic organizer. The cone will express the circle formulas, and each scoop will be represented by one of the three shapes. Students will provide formulas, pictures and examples on this graphic organizer. The first shape will be a cylinder. We will discuss the surface area and volume equations for this shape, and do multiple examples. After completing a lecture portion involving all three of the given shapes, we will have an opportunity for group activity. We will then use the cooperative learning method of [|three minute interview]. This includes students having talks with other students in the classroom about circles and three dimensional figures that include circles. They will discuss where in the real world this occurs, and they will solve multiple problems together, and make sure all members of the group are able to solve the problem, and understand the steps. During this lesson, I will check for understanding utilizing every pupil response, which is where I will present questions in which every student must submit an answer, so that I can assess how they are doing. This answer will be put on whiteboards, so that I may look at every individual problem and answer at one time. From this, I will see if we need to stay on the same topic, or if we can move on.
 * Equip, Explore, Rethink, Revise, Tailors:** //interpersonal, intrapersonal, visual, linguistic, logical.//

__**Third Section**__ Students will be responsible for creating a [|glogster] during this lesson. The product will be based on a [|topic] that is the choice of the student. They must explain how the formulas for circles are important to their real life example and include the formulas in the glogster, as well as why it is beneficial to solve for either area or circumference of a circle or surface area of a sphere. Students must incorporate importance to circles, images, as well as fun facts about their topic. After creating this product, students will be able to demonstrate understanding of circles related to 3 dimensional figures. Students will be able to have an opportunity to talk about their project with other students, but they are expected to complete an individual project. The reasoning is because students need to demonstrate their own understanding and choose a topic that is interesting to them. There will be peer assessment during the cooperative learning aspect of this lesson because peers will be working together to figure out problems and help each other. The cooperative learning method used in this lesson is the three minute interview. This involves students talking amongst each other to discuss the topics that we have learned today. These will allow students to gain the knowledge necessary to solve problems used in the individual products.
 * Explore, Experience, Revise, Refine, Tailors:** //interpersonal, visual, linguistic, logical//

__**Fourth Section**__ Students will have opportunity for self assessment because after the product is handed in, they will have an opportunity to go back and revise any mistakes that are made, but they will have to write a paper that expresses why they made the mistakes that they did, and how these mistakes could be avoided in the future. I will correct the products in a timely manner so that students are able to find time to revise it before the final grading. Also, throughout the lesson, I will be walking around the class checking on individual students, and making sure students are understanding the material. This lesson connects to the next lesson because we are introducing surface area and volume of 3d shapes today related to circles. The next lesson will consist of us discussing the remainder of the shapes that we will be going over. Today we are learning about how to apply the 3d formulas. The next lesson will simply be widening our horizon of shapes and formulas in which to apply.
 * Evaluate, Tailors:** //interpersonal, intrapersonal, visual, linguistic, logical//

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

We will first discuss and recall the formulas used to solve for a circle, including area and circumference. Recall [|Circle] formulas



The next part will talk about what the students know about three dimensional shapes that are related to circles. The three that we will be talking about today are cylinder, cone and sphere.

[|cylinders]

Volume of a Cylinder
Just multiply the area of the circle by the height of the cylinder:
 * Area of the circle: π × r2
 * Height: h
 * Volume = Area × Height = π × r2 × h

Surface Area = 2 × //**π**// × r × (r+h)



Find the surface area of the following problems.



Volume example



[|cones]



[|Surface Area Video]

The volume of a cone is:  //**π**// × r2 × (h/3)





Find the surface area of the three following problems.



Volume Example



[|spheres]

Volume = (4/3) × **//π//** × r3 Surface Area = 4 × //**π**// × r2



Find the Surface Area of these two problems



Volume example




 * __ Handouts __**
 * // checklist for glogster //
 * // ice cream graphic organizer //
 * // homework sheet //


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**

Clipboards will benefit from this lesson because there will be a lot of opportunity for students to follow specific directions when completing the graphic organizer, and following logical steps using the ice cream cone chart, and solving surface area and volume problems.
 * // Clipboard: //**

Microscopes will benefit from this lesson because students will have an opportunity to analyze real life topics related to surface area and volume problems. This requires a deeper thinking and analysis.
 * // Microscope: //**

Puppies will benefit from this lesson because there will be multiple forms of assessment and feedback including throughout the lesson as well as after the product is completed.
 * // Puppy: //**

//Beach balls will benefit from this lesson because students will// have the opportunity to create a product that involves any topic that is interesting to individual students. This allows students to do any topic in the real world and see how it relates to surface area and volume with circular 3d shapes.
 * // Beach Ball: //**

Each of the learning styles are addressed throughout the instruction and planning of my lesson. The activities that I have created, such as three minute interview and the creation of a glogster address each learning style in a way that they will learn more about assessing and solving for problems involving 3d figures related to circles. Students will engage in social interactions between the class, groups, and with the teacher individually. They will have multiple opportunities to increase their intellectual development throughout all aspects of my lesson because it encourages them to think outside of simply knowing the definitions and formulas about 3d figures related to circles. Students will actually get more in depth with the lesson.
 * // Rationale: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will know area, circumference, cylinder, sphere, cone, real life examples of spherical and cylindrical objects and how knowing information about the circles relate to solving for the 3 dimensional figures. These topics will be covered through student activites, class discussions, homework, and the glogster product (See Content Notes). These topics and their coverage will meet the common core standards.
 * // Content Knowledge: //**

//Common Core State Standards// //Content Area: Math// //Grade Level: 7// //Domain: Geometry// //Standard: draw, construct and describe geometrical figures and describe relationships between them.//
 * // MLR or CCSS: //**

The standards above will be met in this lesson because we will be introducing 3d figures that are related circles and circle formulas. We will be acquiring the necessary steps to solve for formulas using 3d figures.

Students will be able to demonstrate understanding of circles relate to 3 dimensional figure Students will demonstrate their understanding by creating a product consisting of a glogster in which they show how circles are related to real life in three dimensional figures such as in a soda can.
 * // Facet: //**

This lesson is designed to teach students about 3d figures related to circles, formulas involving those figures, including surface area and volume. The final product will demonstrate an understanding of what the different formulas of surface area and volume involving 3d figures related to circles are and how to apply the formulas. Many activities are geared toward the completion of their product and are designed to help students accurately create their product.
 * // Rationale: //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Visual** We will be looking at real life examples where 3d figures include circles and will compare them to a regular drawing of the shape.
 * Verbal** We will talk about how the formulas of 2d circles relate to that of 3d shapes.
 * logic** We will come up with a logical sequence of assessing shapes to see if they are related to circles, and connecting that to the formulas needed to solve for other information including surface area or volume.
 * Interpersonal** We will be working with peers through the three minute interview. This will include talking to eachother about problems, and examples presented in class.
 * Inrapersonal** Through every student response, students will be submitting an individual answer that was presented to the class. This involves individual work and thinking.
 * Musical** The hook includes a musical reference to cirlces, and 3d shapes related to circles.

glogster will be the technology integrated into this lesson. Students will learn how to use it, and how to be successful with it through creating the product.
 * // Type II Technology: //**

The MI strategies are almost all represented in this lesson today. This gives all students an opportunity to succeed based on learning in a way that is comfortable to them.
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

The methods of formative assessment that will be included in this lesson include: every pupil response, which is where I will present questions in which every student must submit an answer, so that I can assess how they are doing. This will be the method of checking for understanding during this lesson. There will be peer assessment during the cooperative learning because peers will be working together to figure out problems and help each other. I will be assessing the students through every pupil response. I will make sure that they are on track and are figuring out the problems being presented to them.
 * // Formative: //**

**Glogster** (100 points): Students will explore one of the three 3-dimensional shapes that we discussed in class that appears in real life. The shape can be related to any topic of the students' choice, but must include either cones, cylinders, or spheres. You will be expected to present a situation in which you need to solve for either the surface area or volume. You must express why that would be helpful to solve for, and how it is relevant to real life. You may do one object, or more than one in your project. Regardless, you must include images, formulas, and solutions in the glogster. Also, there must be resources where someone could find information both on the mathematical concepts as well as the topic/topics you have chosen. Any media or fun facts about your topic/topics should also be included. This project will be graded using a checklist.
 * // Summative: //**
 * The reason we are completing this project is because we will need to incorporate a glogster into our end of the unit project, as well as be able to find the volume and surface area of real life objects given only the dimensions through online shopping. This project will get you thinking of where shapes occur in real life, as well as get you used to using glogster, and getting used to it.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14.4px;">This lesson includes a variety of formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a polished summative assessment that accurately demonstrates student knowledge that has been revised and refined through formative assessment feedback. || ||   || 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: //**
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