L5+Mitchell,+Jasmine

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Jasmine Mitchell **__Lesson #:__ 5 __Facet:__** Perspective
 * __ Grade Level __**** : 7 ** **__Numbers of Days:__** 3
 * __ Topic: __** Applying surface area and volume formulas to all 3d figures.


 * __ PART I: __**

Students will understand that volume and surface area of 2 and 3 dimensional objects (triangles, prisms, cubes) are solved using formulas when given the appropriate data about the figure. Students will know area of circle, triangle; surface area, volume, geometric figure, construct the figure, solve for the unknown Formulas: area of circle, triangle, rectangle, Surface area of cube, rectangular prism, sphere, cylinder, pyramid, volume of sphere, cube, cylinder, cone, pyramid //Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// Interactive Game (100 points) : Students will be put in groups of 4. They will create a game including questions and examples involving various volume/ surface area formulas for 3 dimensional figures. The game could be anything you can create. It can be a variation of a game that already exists such as monopoly, sorry, cranium, jeopardy, a card game, or you can make up your own completely. It is up to you and your team. Your questions must include formulas, examples, drawings, and solving for unknowns. This project will be assessed using a checklist. 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 demonstrated through this lesson because we are introducing all of the three dimensional figures and how to solve for surface area and volume for each corresponding shape when given the proper data regarding the shape.
 * __ Objectives __**
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **


 * __ Assessments __**

I will check for understanding using the 3-2-1 method. That means that while I am discussing things in class, I will periodically check for understanding by asking students to express their understanding level based on a 3-2-1 scale. From that, I will decide if we can move on or not. Peers will be working together as well as groups during the think-pair-share exercise. They will be expected to work together and help each other depending on their skill levels. I will be assessing students by walking around the room to see how their progress is coming and make sure they are understanding all of the components of the problems**.** Interactive Game (100 points) : Students will be put in groups of 4. They will create a game including questions and examples involving various volume/ surface area formulas for 3 dimensional figures. The game could be anything you can create. It can be a variation of a game that already exists such as monopoly, sorry, cranium, jeopardy, a card game, or you can make up your own completely. It is up to you and your team. Your questions must include formulas, examples, drawings, and solving for unknowns. This project will be assessed using a checklist.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

The technology being brought into this lesson will be up to the student. There is no required program or system that they must use, but it must be submimtted to the class wiki somehow.
 * __ Integration __**
 * Technology: **
 * English:** This lesson will incorporate a lot of writing and problem solving where English will be useful.

The cooperative learning method that will be used think - pair - share. This means that first students will think about presented problems on their own, then they will meet with a partner and compare answers. The partners will then get a new problem and will then join another partnership and they will all collectively discuss their problems. We will then use the graphic organizer of a describing wheel. In your group, you will discuss the varieties of shapes and formulas. In the wheel, you will draw the 3d shape as well as the formula that goes along with it.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Groups will be selected based upon entering the classroom. I will hand students a piece of paper represented by a popular t.v show of either Glee, NCIS, Survivor, or Mike and Molly. These will determine who are group mates. In the group, there will be roles designed to properly split up the work. Each team mate must submit two or three questions and solutions that will be used in the game, and there will be a write up from each person regarding how they think the group worked together, and if they think that everyone did an equal amount of work.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual** We will be looking at real life examples of where surface area is important and look at the images compared to regular drawings to observe the similarities.
 * Verbal** We will discuss how surface area and volume can be related to real life situations and jobs. We will talk about the formulas and how they seem logical to the shape by applying knowledge we know about 2d figures.
 * Musical** We will look at examples in music where volume and surface area can be important and evident.
 * Kinesthetic** We will be walking around the room and looking at the different shapes and trying to match them with the proper formula.
 * Logic** We will form a logic sequence to solving 3d formulas. This will include assessing what type of shape it is, and what the formula is, and what the method of solving it would be.
 * Interpersonal** We will be working in groups and in partners for almost the entire class. This will make it more engaging and easier to understand when we are working with someone.


 * __ 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 __**

The technology being brought into this lesson will be up to the student. There is no required program or system that they must use, but it must be submimtted to the class wiki somehow.
 * Type II technology: **

Gifted students are encouraged to go above and beyond through creating the interactive portion of the game. If they can make the game in such a way that it can be used as an individual study tool, it would certainly be above and beyond.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // Laptop/ Charger/ Dongle. //
 * // All handouts. //
 * // Hook Images //
 * //projector/ screen//

> http://mathbits.com/mathbits/ppt/powerpoint.htm > Video for using [|powerpoint] to design a game:
 * __ Source for Lesson Plan and Research __**
 * Surface Area Formulas:
 * http://math.com/tables/geometry/surfareas.htm
 * http://www.basic-mathematics.com/surface-area-formula.html
 * Pyramid Info http://www.mathsisfun.com/geometry/pyramids.html
 * Volume Formulas
 * http://www.basic-mathematics.com/volume-formulas.html
 * http://math2.org/math/geometry/areasvols.htm
 * interactive game creator/resources:http://www.classtools.net/education-games-php/quiz


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

First Section // Today's lesson will entail students sitting in a horseshoe shape in order to best add to the engagement of the class. This lesson will take three days. Total Class time is 240 minutes. //

Day 1
 * Hook (15 minutes)
 * Recall cone, sphere, cylinder (10 minutes)
 * intro to square, rectangular prism, cube using graphic organizer (25 minutes)
 * check for understanding (10 minutes)
 * cooperative learning (20 minutes)

Day 2
 * warm up problem (10 minutes)
 * intro to triangle/ pyramids/ triangular prism using graphic organizer (25 minutes)
 * check for understanding (10 minutes)
 * cooperative learning (15 minutes)
 * interactive game tutorial (10 minutes)
 * show example (5 minutes)
 * hand out rubric (3 minutes)
 * hand out homework (2 minutes)

Day 3
 * go over homework (20 minutes)
 * assign groups for interactive game (5 minutes)
 * work on game in class (35 minutes)
 * map out plan for completion including each group member's assignment to finish their section (10 minutes)
 * form explaining when the project will be posted on the wiki (10 minutes)

Students will understand that volume and surface area of 2 and 3 dimensional objects (triangles, prisms, cubes) are solved using formulas when given the appropriate data about the figure. These formulas can be applicable to real world and mathematical situations. From this lesson, //Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// To start off the class, I will present pictures around the room as well as formulas. Students will walk around and try to match the cards with the pictures. The pictures will be of items that appear in real life. They will be able to work in groups on this. It is an activity designed to introduce the shapes and an ability to recognize the shapes and understand what the shapes look like. It allows students to talk to each other and figure out what the shapes are as well as recognizing them in real life situations. The reason in which it is important for students to understand the concepts of three dimensional shapes and where they appear in real life situations is because it comes to be present in many careers in today's world. Some example include: in construction, surface area affects planning (how much to buy) and costs (how much to charge) in connection with such things as wallboard, shingles, and paint. In manufacturing you will have the same issues - say, the cost of making boxes or printing, or sheet metal parts. In designing, surface area enters into calculations of wind resistance and drag in cars or airplanes, pressure and strength of materials.
 * Where, Why, What, Hook Tailors:** //Interpersonal, visual, linguistic, logical, kinesthetic//

__**Second Section**__ Students will know surface area, volume, geometric figure, construct the figure, solve for the unknownFormulas: Surface area of cube, rectangular prism, sphere, cylinder, pyramid, volume of sphere, cube, cylinder, cone. We will be experiencing this lesson in a primarily logic based topic today. We will be learning the formulas used in which to solve for the surface area and volume of the various 3-dimensional shapes which we have not gone over yet. In lesson 6, we will be discussing all of the real life applications that we know of. This lesson is primarily based on learning how to recognize these shapes, find them in real life, and apply surface area and volume to each. We will be discussing how to know the difference as far as when it would be better to solve for surface area and when it would be better to solve for volume for each shape, because each shape has different uses, and some formulas are more effective than others. (See content notes). The cooperative learning method that will be used think - pair - share. This means that first students will think about presented problems on their own, then they will meet with a partner and compare answers. The partners will then get a new problem and will then join another partnership and they will all collectively discuss their problems. All of these sections will be provided with a new and different problem to solve and discuss. This allows students to work alone, in small groups and in bigger groups. We will then use the graphic organizer of a describing wheel. In groups, students will discuss the varieties of shapes and formulas. In the wheel, students will draw the 3d shape as well as the formulas that goes along with it. Also included in the graphic organizer will include when to use volume and when to use surface area. Students will include an example of each type of shape that we discuss. This graphic organizer will be very useful to study for the end of the unit test. I will check for understanding using the 3-2-1 method. That means that while I am discussing things in class, I will periodically check for understanding by asking students to express their understanding level based on a 3-2-1 scale. From that, I will decide if we can move on or not. This gives students an opportunity to think about whether or not they understand the material.
 * Equip, Explore, Rethink, Revise, Tailors:** //interpersonal, intrapersonal, verbal, linguistic//, //logical//

__**Third Section**__ After this lesson, Students will be able to recognize which formulas are needed to solve for volume/ surface area for various 2/3 dimensional figures. This lesson contains a product in which students will create an interactive game about surface area/ volume formulas and the shapes that exist within them. The game must somehow be on the computer and interactive, but the rest is up to you. It can be any type of game that interests you; it can be very similar to a game that already exists. This will be a group project, so that they have more diverse people working together because there will likely be strengths that others don't have, and thus they can benefit from each other. Peers will be working together as well as groups during the think-pair-share exercise. They will be expected to work together and help each other depending on their skill levels**.** I will be assessing students by walking around the room to see how their progress is coming and make sure they are understanding all of the components of the problems**.** Also, I will be assessing the graphic organizers to make sure that they are accurate and compelete.
 * Explore, Experience, Revise, Refine, Tailors:** //linguistic, interpersonal, logical//

__**Fourth Section**__ Students will have opportunities to self assess because they will be reassessing their products when they go to revise it. They actually have to think about why they did what they did, and how to avoid making this same mistake in the future. They will also be expected to assess their own product and give themselves a grade based on the expectations sheet provided to them. The types of assessment that will be presented in this lesson include a 3-2-1 method, as well as self and peer and self assessment. The teacher will provide timely feedback by reviwing students' graphic organizer to make sure that students completely filled it out correctly. Also, students will receive feedback on their products before grading. Anything that they did wrong, they will be expected to hand in a written explanation of why they made the mistake and how it can be avoided in the future. This connects to the future lesson because we will be moving on to real life applications of these types of equations including how they would be useful and why they are helpful to solve for. We will be learning how to recognize which equation is useful to which type of word problems. After this lesson, we will be well equipped to do this.
 * Evaluate, Tailors:** //interpersonal, intrapersonal, linguistic, logical//

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

First today, we will recall our knowledge of circle, cone, sphere and cylinder formulas. We will be doing many more practice problems today.



// Circle area = pi r^2; circumference = pi d or 2 pi r //





// Today, we will be moving on to more formulas and more 3d shapes. // // The first shape we look at will be a square (rectangle). This will lead us into cubes and rectangular prisms. //

// Next, we will recall triangles. This will lead us into right pyramids, as well as rectangular pyramids. //



//After the lesson, we will be discussing the requirements for the game that is going to be created by each group of students.// //There is a video of how to create games on powerpoint, and there are two websites that are effective for creating fun and interactive games.//


 * __ Handouts __**
 * // Checklist for product //
 * // describing wheel graphic organizer //
 * // homework sheet //
 * // images for hook //


 * __ 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 very specific directions throughout the lesson, and the formulas for the varieties of shapes we will be solving for will be very straight forward, and thus beneficial for a clipboard.
 * // Clipboard: //**

Microscopes will benefit from this lesson because through creating an interactive game, students will have the opportunity to analyze how to solve for SA and Volume as well as why it is relevant because there can certainly be intuitive thinking questions included in the game.
 * // Microscope: //**

Puppies will benefit from this lesson because there will be plenty of feedback, as well as checking for understanding through the lesson. Students will have opportunities to talk to people in the class, as well as meet with the teacher while working with the group for the final product.
 * // Puppy: //**

Beach balls will benefit from this lesson because as far as the game is concerned, the opportunities are virtually endless. The domain as far as where the game is created as well as what the game consists of is all up to the individual groups.
 * // 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 think-pair-share as well as creating an interactive game each address each learning style in a way that they will learn more about assessing and solving for problems involving 3d figures of all types. 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. 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 of circle, triangle; surface area, volume, geometric figure, construct the figure, solve for the unknown. Formulas: area of circle, triangle, rectangle, Surface area of cube, rectangular prism, sphere, cylinder, pyramid, volume of sphere, cube, cylinder, cone, pyramid. These topics will be covered through student activites, class discussions, homework, and the interactive game 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 the remaining 3d figures and their surface area/ volume formulas. We will be applying the necessary steps we previously learned to solve for formulas applied to 3d figures. Students will be able to recognize which formulas are needed to and actually solve for volume/ surface area for various 2/3 dimensional figures. Students will demonstrate their understanding by creating a product consisting of an interactive game in which they demonstrate the various formulas and solve for various shapes' surface area and volume. This lesson is designed to teach students about 3d figures including formulas 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 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.
 * // Facet: //**
 * // Rationale: //**


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

The technology being brought into this lesson will be up to the student. There is no required program or system that they must use, but it must be submimtted to the class wiki somehow. 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.
 * // MI Strategies: //**
 * Visual** We will be looking at real life examples of where surface area is important and look at the images compared to regular drawings to observe the similarities.
 * Verbal** We will discuss how surface area and volume can be related to real life situations and jobs. We will talk about the formulas and how they seem logical to the shape by applying knowledge we know about 2d figures.
 * Musical** We will look at examples in music where volume and surface area can be important and evident.
 * Kinesthetic** We will be walking around the room and looking at the different shapes and trying to match them with the proper formula.
 * Logic** We will form a logic sequence to solving 3d formulas. This will include assessing what type of shape it is, and what the formula is, and what the method of solving it would be.
 * Interpersonal** We will be working in groups and in partners for almost the entire class. This will make it more engaging and easier to understand when we are working with someone.
 * // Type II Technology: //**
 * // Rationale: //**

I will check for understanding using the 3-2-1 method. That means that while I am discussing things in class, I will periodically check for understanding by asking students to express their understanding level based on a 3-2-1 scale. From that, I will decide if we can move on or not. Peers will be working together as well as groups during the think-pair-share exercise. They will be expected to work together and help each other depending on their skill levels. I will be assessing students by walking around the room to see how their progress is coming and make sure they are understanding all of the components of the problems**.** Interactive Game (100 points) : Students will be put in groups of 4. They will create a game including questions and examples involving various volume/ surface area formulas for 3 dimensional figures. The game could be anything you can create. It can be a variation of a game that already exists such as monopoly, sorry, cranium, jeopardy, a card game, or you can make up your own completely. It is up to you and your team. Your questions must include formulas, examples, drawings, and solving for unknowns. This project will be assessed using a checklist. 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].
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //**
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