L3+Mitchell,+Jasmine

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Jasmine Mitchell **__Lesson #:__** 3 **__Facet:__** Interpret
 * __ Grade Level __**** : ** 7 **__Numbers of Days:__** 2
 * __ Topic: __** Area and circumference of a circle, significance of pi


 * __ PART I: __**


 * __ Objectives __**

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 circles, circumference, area and how to solve for area and circumfrence when given the proper corresponding data about the circle. Atudents will also know the significance and importance of pi. Students will be able to evaluate the area and circumference of a circle when given the radius

The product that will be created is a podcast expressing a mnemonic device about circle formulas. This lesson will take two to three days to complete.
 * Product: **


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

The above will be achieved in this lesson because learning about circle formulas begins students understanding of formulas, what they need to remember, and how to apply formulas to come to a solution. This will be helpful later because we are getting into three dimensional figures that involve circles next.
 * Rationale: **


 * __ Assessments __**


 * __ Pre-Assessment: __**

I will check for understanding using a fill in the blank worksheet. The worksheet will include questions pertaining to circles, what the formulas are needed to solve for area and circumference, as well as examples to practice solving. This will be an individual task.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will be going around the room throughout the class to individually help students with their work and make sure they are staying on track. After the worksheet is completed, the students will be assigned a partner and they will compare papers to see how each other did. They will discuss methods of how to solve formulas as well as how to improve next time. This will be a form of peer assessment. This lesson incorporates teacher and peer assessment.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**
 * Audio Recording** (100 points) : Students will create a mnemonic device to remember the formulas of the circle. These include the circumference and area of a circle. The device can be either a rap, a poem, or just a rhyme. You should do some research of what others have come up with, but you will have to come up with your own original one. You will be working with a partner. Please be creative. It must be accurate according to the formulas we learned in class. This project will be graded using a rubric.

An audio recording will be the type II technology incorporated in this lesson. It will take place as a podcast created by the students.
 * __ Integration __**
 * Technology: **


 * Music: ** Students will be creating a mnemonic device that could easily be made a song, or rhythm to remember.

An inverted triangle (graphic organizer) will be used such that students individually will be given a radius of a circle and they will compute whatever they can figure out, which should be both the circumference and the area. Partners will be the cooperative learning method used. This will allow students to find a partner in such a way that one partner will solve a problem and it will be reviewed by the other partner.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Partners will be selected by birthdays. They will be numbered off by birthdays which will determine the partners. The role of the partners are to help eachother, and review each others' work. They will check which areas will need improvement, and which areas students are succeeding well in.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual -** I will bring in colored circles of various sizes and we will put them on the board and look at what information we can find about them by just being given the circle and a ruler.
 * Verbal -** We will brainstorm as a class for a while and discuss in small groups what we need to do for each formula and how to solve for a given question with any circle.
 * Logical -** We will set up logical steps to solving a problem. First we need to find the radius and then decide which formula we need to solve, write out the formula, and then solve.
 * Naturalist -** We will include nature examples of circles such as citrus fruit and the center of a sunflower.
 * Musical -** We will look at examples of circles in music such as a record or a c.d, and solve for the area or circumference of the circle.
 * Interpersonal -** We plan to be working with partners through the cooperative learning method because it will give students an opportunity to work through problems with somebody and not just be by themselves struggling. They can figure out problems more easily with someone else' ideas being in the picture.


 * __ 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 __**

An audio recording will be the type II technology incorporated in this lesson. It will take place as a podcast created by the students.
 * Type II technology: **

Gifted students will have the opportunity to go farther with their podcast including exploring the program, and creating effects of the voice, and nature of the podcast.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // laptop //
 * charger/ dongle
 * homework/ fill in the blank, rubric, problem solution chart forms
 * compass / straightedge


 * __ Source for Lesson Plan and Research __**

about circle geometry http://library.thinkquest.org/20991/geo/circles.html http://www.coolmath.com/reference/circles-geometry.html http://www.mathgoodies.com/lessons/vol2/geometry.html

pi animation http://i.imgur.com/dsCw0.gif

pi history/ facts http://mathforum.org/library/drmath/sets/mid_pi.html http://ualr.edu/lasmoller/pi.html http://www.exploratorium.edu/pi/history_of_pi/index.html http://facts.randomhistory.com/2009/07/03_pi.html

pi day video http://www.youtube.com/watch?v=NBqVvAU-gdg

product samples http://www.youtube.com/watch?v=vppcEYLOKyI&feature=related

Garage band tutorial http://www.lynda.com/GarageBand-training-tutorials/217-0.html?AWKeyWord=mac&_kk=GarageBand%20help&_kt=d86e0f74-bdcb-4967-9757-3cce9da61910&gclid=CL3vp4fUnawCFYHe4AodQSZM1w


 * __ PART II: __**

// This lesson will take two days to complete. The total class time is 160 minutes //
 * __ Teaching and Learning Sequence __**

My class will be arranged in a horseshoe shape because I want students to have the availability to talk to other students, as well as pay attention to me when I require the attention.

Day 1
 * Hook (joining a circle in the class, talking about circle) (10 minutes)
 * talk about circles in real life (10 minutes)
 * discuss circle parts, (radius, diameter, center, arc) (15 minutes)
 * Introduce formulas (area, circumference) (15 minutes)
 * do some examples (10 minutes)
 * talk about the history of pi (15 minutes)
 * assign [|homework] (circle vocabulary) (5 minutes)

Day 2
 * go over homework questions through silent speed ball (more practice) (20 minutes)
 * introduce garage band (show tutorial) (15 minutes)
 * explain the product students will be creating, hand out rubric (15 minutes)
 * students will be assigned a partner to work with (5 minutes)
 * in class time to work (25 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 a hook, which will consist of everyone in the classroom gathering in a circle, and we will talk about what we know about circles. Then, we will form a diameter using students in the middle of the circle and talk about what we can solve using the diameter.This activity will act as a preassessment to see what students already know about circles in order to see how in depth we will be going into the topic today. The next topic we will be attacking is the reason why we need to learn about circles. We will talk about the fact that It is important to learn about circles and formulas about circles because without circles there would be no pizza, basketballs, or any other round/spherical objects in the real world. From here, we will discuss circles in real life. I will ask students what circles they can think of that they see on a regular basis. To help the conversation get moving, we will look at some pictures that I have provided that include images from nature, music, and other real life situations. 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:** kinesthetic, visual, lingusitic, logical

__**Second Section**__ Students will know about circles, circumference, area and how to solve for area and circumfrence when given the proper corresponding data about the circle. We will begin our discussion about circles through use of an inverted triangle. This graphic organizer will be a place for students to record definitions, pictures as well as examples throughout the class. First, we will be talking about the definitions and how to label a circle. This will include center, radius, and diameter. The next step will be to talk about the equations that are used to solve for circles. These include solving for area and for circumference. We will talk about the [|formulas] and use visuals to explain how these make sense. An[| inverted triangle] will be used such that students individually will be given a radius of a circle and they will compute whatever they can figure out, which should be both the circumference and the area. After we have talked about what the definitions are, and how to solve them, we will incorporate some cooperative learning into the mix. [|Partners] will be the cooperative learning method used. This will allow students to find a partner in such a way that one partner will solve a problem and it will be reviewed by the other partner. Each set of partners will recieve a real life problem involving area and circumference of a circle where they will have to actually deeply think about what the problem is asking them to figure out. Throughout the lesson, I will check for understanding using a fill in the blank worksheet. This will cause students to think more deeply about the definitions and parts of formulas related to circles. They will be filling in the missing information related to each part. This will be an individual task. Also, throughout the lesson, I will be going around the room throughout the class to individually help students with their work and make sure they are staying on track. After we have had our fill of circles, we will begin discussing pi because so many students wonder about pi and why it is what it is. This is something that will require us to dig into some history of where it came from, why the symbol is what it is, as well as some fun facts. As we get started talking about pi, we will be watching a video that truly shows that pi is never ending and has an infinite amount of numbers.
 * Equip, Explore, Rethink, Revise, Tailors:** visual, linguistic, logical

__**Third Section**__ [|Partners] will be the cooperative learning method used. This will allow students to find a partner in such a way that one partner will solve a problem and it will be reviewed by the other partner. Each set of partners will receive a [|real life problem] involving area and circumference of a circle where they will have to actually deeply think about what the problem is asking them to figure out. While students are with the partners, we will do a swap partners activity so that everyone is with someone new. These new partners will be the people working together on the product for this lesson. We will start talking about the product by first handing out the rubric required to complete the project. I will give an overview of what the project is as well as show an example on my computer of a well done product. I will introduce that the product will be made using garage band. I will show students the[| tutorial] and explain some fun facts about garage band. At this time, students will have time to think together and come up with some ideas as well as look online. Before they leave class, I would like to see all of their thoughts and what their plan is so far in order to be successful. According to this lesson, Students will be able to evaluate the [|area and circumference] of a circle when given the radius. This will be present in the product because they need to explain exactly how to do both area and circumference. It is very important that students understand the process to solve a problem, and through this product, they will really get to showcase this. Throughout the in class work, I will be walking around the room checking on students' progress and seeing how they are doing thus far. After products are handed in, students will have an opportunity to go back and fix it if there were any problems, but students must also include a write up of what went wrong, how they should have done it, and how this mistake could be avoided in the future.
 * Explore, Experience, Revise, Refine, Tailors:** logical, linguistic, interpersonal, visual

__**Fourth Section**__ Describe how students will self-assess. Students will have opportunity for self assessment through the homework. If they are unable to figure out the answers, then they realize how they are truly doing in this part of the lesson. They will have to go back and study more about the formulas, and definitions provided in this lesson. I will personally provide feedback to students through both walking around the classroom, checking homework, checking for understanding through use of fill in the blanks, as well as grading the product, and allowing students to fix it if they realize what they made for a mistake. This lesson connects to the homework assignment because they homework forces students to think about the definitions of circle parts as well as the formulas. This lesson relates to the next lesson because we will be getting into solving 3d figures that are related to circles like cones, cylinders and spheres. This lesson helps us understand how to apply formulas as well as how to use the circle formula because the circle formulas are related to the 3d figures related to circles.
 * Evaluate, Tailors:** Intrapersonal, logical, interpersonal, linguistic, logical

Students will know circles, circumference, area and how to solve for area and circumfrence when given the proper corresponding data about the circle. Atudents will also know the significance and importance of pi.
 * __ Content Notes __**

We will be joining as a class to form a complete circle first thing in class. I will not explain why we are doing this, I will leave it to their personal thinking. From here, we will talk about some circles that can be found in real life:

//The next part we will be talking about is the parts of the circle.// //This includes the radius, the diamater, the center, and an arc//

//The center of a circle is the point in which the radius stops. It is the middle of the circle.//

The next part we will be talking about includes the formulas for how to solve for[| area] and the [|circumference] of a circle.

EXAMPLESSSSSS

Finally, we will be discussing the history and significance of pi. We will begin this with a [|video], which explains and sings about how pi is a virtually never ending number, and explain why rounding just doesn't work for pi.

Why do we use the symbol?

Where did pi come from?

What can we use pi for?

Day 2 will begin with a bunch of examples through use of the game silent speed ball. This game will split the class into individuals. The kids will be throwing the ball quickly and whoever drops the ball will have to answer a question about circles to stay in the game. The questions could range from being about pi, to about circles, formulas, or a full problem. I may provide a radius and the student who dropped the ball must say how they would set up the equation. There will be several word problems in the game in order to make students think more about the application of the formulas. Some of the examples are

6^2pi 5^2pi 12pi 7^2pi = 153.86
 * A dinner plate has a radius of 6 centimeters. What is the area?**
 * A lawn sprinkler sprays water 5 feet in every direction as it rotates. What is the area of the sprinkled lawn?**
 * What is the circumference of a 12-inch pizza?**
 * A storm is expected to hit 7 miles in every direction from a small town. What is the area that the storm will affect?**

OR What is pi? Where did the pi symbol come from? Tell me a fact about pi history. How can you find the diameter when given the circumference?

OR raidus 5, give the area radius 10 give the area pi(5)^2 pi(10)^2

diameter 4, give the circumference diameter 6, give the circumference pi(4) pi(6)

circumference 5pi, give diameter circumference 7pi, give diameter 5pi/pi = 5 7pi/pi = 7

circumference 5pi, give radius circumference 7pi, give radius 5pi/pi = 5 5/2 = 2.5 (diameter = 2radius) 7pi/pi = 7 7/2 = 3.5

Garage band [|tutorial] sample [|video] of what is expected of students


 * __ Handouts __**
 * // rubric //
 * // graphic organizer (inverted triangle) //
 * // checking for understanding (fill in the blank chart) //
 * // homework paper //


 * __ 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 strict formulas and rules that need to be followed and will be easily followed by instruction. The graphic organizer will allow students to organizer their thoughts in a helpful and useful way.
 * // Clipboard: //**

Microscopes will benefit from this lesson because we are going to be talking about the history of pi. This will give students a background information in which they can follow through with and dig deeper for a more in depth understanding of what we are doing, and why we use pi.
 * // Microscope: //**

puppies will benefit from this lesson because there will be plenty of feedback from both the teacher and peers. Students will get a clear view of how they are doing in class with this topic.
 * // Puppy: //**

Beach balls will benefit from this lesson because there is opportunity for individuality and decision making when it comes time to complete the project. Students will be getting the opportunity to understand the formulas in their own individual way, whatever is comfortable for them.
 * // 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 partners and the creation of a garage band audio recording address each learning style in a way that they will learn more about assessing and solving for problems involving circles. Students will engage in social interactions between the class, partners, 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 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 circles, circumference, area and how to solve for area and circumfrence when given the proper corresponding data about the circle. Atudents will also know the significance and importance of pi. These topics will be covered through student activites, class discussions, homework, and the inspiration 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 circles and formulas. We will be beginning to acquire the necessary steps to solve for formulas using 3d figures. Students will be able to evaluate the area and circumference of a circle when given the radius. Students are going to demonstrate their understanding through creating an audio recording using garage band in which they have to think about the formulas and relate it to a creative method of instruction.
 * // Facet: //**

This lesson is designed to teach students about circles, formulas involving circles, and the history and significance of pi. The final product will demonstrate an understanding of what the different formulas involving 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 -** I will bring in colored circles of various sizes and we will put them on the board and look at what information we can find about them by just being given the circle and a ruler.
 * Verbal -** We will brainstorm as a class for a while and discuss in small groups what we need to do for each formula and how to solve for a given question with any circle.
 * Logical -** We will set up logical steps to solving a problem. First we need to find the radius and then decide which formula we need to solve, write out the formula, and then solve.
 * Naturalist -** We will include nature examples of circles such as citrus fruit and the center of a sunflower.
 * Musical -** We will look at examples of circles in music such as a record or a c.d, and solve for the area or circumference of the circle.
 * Interpersonal -** We plan to be working with partners through the cooperative learning method because it will give students an opportunity to work through problems with somebody and not just be by themselves struggling. They can figure out problems more easily with someone else' ideas being in the picture.

An audio recording will be the type II technology incorporated in this lesson. It will take place as a podcast created by the students.
 * // 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. //**

I will check for understanding using a fill in the blank worksheet. The worksheet will include questions pertaining to circles, what the formulas are needed to solve for area and circumference, as well as examples to practice solving. This will be an individual task. I will be going around the room throughout the class to individually help students with their work and make sure they are staying on track. After the worksheet is completed, the students will be assigned a partner and they will compare papers to see how each other did. They will discuss methods of how to solve formulas as well as how to improve next time. This will be a form of peer assessment. This lesson incorporates teacher and peer assessment.
 * // Formative: //**

Audio Recording (100 points) : Students will create a mnemonic device to remember the formulas of the circle. These include the circumference and area of a circle. The device can be either a rap, a poem, or just a rhyme. You should do some research of what others have come up with, but you will have to come up with your own original one. You will be working with a partner. Please be creative. It must be accurate according to the formulas we learned in class. This project will be graded using a rubric.
 * // Summative: //**

 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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