UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Mr. Lambert Date of Lesson: 5 Empathy Grade Level: 8 Topic: Angle Properties of Parallel Lines

Objectives

Students will understand that parallel lines can be used to solve real world problems.
Students will know parallel lines and how to identify them.
Students will be able to imagine how the world would be different without parallel lines.

Maine Learning Results Alignment

Maine Learning Results: Mathematics - C. Geometry
Geometric Figures
Grade 8
2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships. Rationale: Students will begin to understand that parallel lines comprise a majority of the world around them.

Assessment

Formative (Assessment for Learning)
The students be able to self assess and go back to their idea wheels after the brainstorming to see if they want to add or change their ideas about items with parallel lines. The brainstorming will allow individuals a chance to see how other members of the class think and draw ideas from each other. The brainstorming activity will allow me to gauge how many members of the class understand how to identify parallel lines. I will walk around and spot check the students scribblers to see if they have parallel lines. I will offer the students a chance to revise their scribbler if they need to.

Summative (Assessment of Learning)
A checklist will be used to evaluate the student's Scribbler products to see if they can conceptualize a world without parallel lines. Drawing a scene in the world without parallel lines will show the students how prevelant parallel lines are. The students will be aware of the checklist and the material on it so they can accomplish all the required items.

Integration

Technology: The students will use Scribbler to create a scene from the world without any parallel lines. The idea is to show them that parallel lines show up in more places than they think. This exercise will enable them to see the construction of items as it is drawn and they will be able to identify parallel lines in their scene as it gets scribbled.

Art: The Scribbler program will allow students to demonstrate their artistic ability and showcase their math skills in a creative way.

Groupings

The class will be a group during this lesson. The brainstorming activity will have all the class together sharing ideas about items that have parallel lines and items that do not have parallel lines. The class will also be seperated into small groups of four to come up with a category on the idea wheel and some examples, first alone and then shared within the groups. The groups will be created by counting off by fours while the students are seated at their desks.

Differentiated Instruction Strategies
Naturalist: These learners will be able to tie their natural world into their scribbler graphic with no parallel lines.
Intrapersonal: These learners will be able to think on their own idea wheel to think of items without parallel lines.
Interpersonal: These learners will be able to build off other people's ideas about no parallel line items during the brainstorming activity.
Logical: The idea wheel graphic organizer will help these learners think by giving them categories and then asking them to give examples of items in those categories.
Verbal: These learners will be able to contribute to and build off other people's ideas about no parallel lined items during the brainstorming activity.
Visual: Using scribbler to create a scene without parallel lines will let these learners see their ideas on paper.

Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absent
If you are absent during this class I will have extra idea wheels that will be labeled with the four categories from class. I will also have the checklist that will be used to evaluate your Scribbler. You will be given a chance to complete a Scribbler after you review the class brainstorming notes. Contact me either before class or by e-mail to set up a due date for your Scribbler.

Extensions
Technology: The students will use Scribbler to create a scene from the world without any parallel lines. The idea is to show them that parallel lines show up in more places than they think. This exercise will enable them to see the construction of items as it is drawn and they will be able to identify parallel lines in their scene as it gets scribbled.

Materials, Resources and Technology

Checklist
Idea Wheel
Projector
Laptop

Source for Lesson Plan and Research

Idea Wheel Graphic Organizer: http://www.eduplace.com/graphicorganizer/ This website offers a variety of graphic organizers teachers can use to help their students understand concepts.
Brainstorming Cooperative Learning Activity: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities This website has some ideas for cooperative learning group activities. The method used in this lesson is the class brainstorm. Students will provide ideas without judgement or criticism.
Geometry Text Book: Geometry: Concepts and Applications, Glencoe Mathematics, McGraw Hill. www.geomconcepts.com. This is the text book being used by Mt. Blue High School geometry CPI class.

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. Rationale: This lesson will allow the beach ball learners to show some creativity when they create an image of a scene without parallel lines in Scribbler. The clipboard learners will benefit from seeing the checklist that will be used to grade their product from this lesson. It will allow them to see exactly what they need to do to receive a good result. The microscope learners will be able to focus on concepts during the idea wheel graphic organizer so they can tie all the information together into a scene in Scribbler. The puppy learners will benefit from the groupings to provide them with a safe environment to think. The brainstorming is also a safe exercise where there is no wrong answer that will make the puppies feel safe to participate.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: See content notes
After this lesson the students will be able to determine the geometric relationship between two lines.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:
Naturalist: These learners will be able to tie their natural world into their scribbler graphic with no parallel lines.
Intrapersonal: These learners will be able to think on their own idea wheel to think of items without parallel lines.
Interpersonal: These learners will be able to build off other people's ideas about no parallel line items during the brainstorming activity.
Logical: The idea wheel graphic organizer will help these learners think by giving them categories and then asking them to give examples of items in those categories.
Verbal: These learners will be able to contribute to and build off other people's ideas about no parallel lined items during the brainstorming activity.
Visual: Using scribbler to create a scene without parallel lines will let these learners see their ideas on paper.
Technology: The students will use Scribbler to create a scene from the world without any parallel lines. The idea is to show them that parallel lines show up in more places than they think. This exercise will enable them to see the construction of items as it is drawn and they will be able to identify parallel lines in their scene as it gets scribbled.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:
The students be able to self assess and go back to their idea wheels after the brainstorming to see if they want to add or change their ideas about items with parallel lines. The brainstorming will allow individuals a chance to see how other members of the class think and draw ideas from each other. The brainstorming activity will allow me to gauge how many members of the class understand how to identify parallel lines. I will walk around and spot check the students scribblers to see if they have parallel lines. I will offer the students a chance to revise their scribbler if they need to. A checklist will be used to evaluate the student's Scribbler products to see if they can conceptualize a world without parallel lines. Drawing a scene in the world without parallel lines will show the students how prevelant parallel lines are. The students will be aware of the checklist and the material on it so they can accomplish all the required items.

Teaching and Learning Sequence

The class will be set up in small groups of three or four desks in a group.
(5 minutes) Eye Spy Hook
(3 minutes) Countoff to form groups for the idea wheel
(10 minutes) Groups will come up with categories for the wheel, individuals will put some ideas on paper under the categories
(7 minutes) Groups will talk about their individual ideas of items that fall under the four categories.
(20 minutes) Brainstorming and review
(5 minutes) Review of the checklist for the Scribbler product
(5 minutes) Show the students how to use Scribbler
(20 minutes) Students will work on their Scribbler
(5 minutes) Discussion about the prevalance of parallel lines in the world

When the class begins I will play a variation of eye spy with the students. They will try to find items with no parallel lines in them in the room and the rest of the class and I will try to figure out what they see and if there really are no parallel lines in the item. We will then form small groups for the idea wheel graphic organizer. The groups will be asked to come up with a broad category that the rest of the class can name things that do and do not have any parallel lines in them, such as animal life, man made structures, man made items, movie sets, etc. This will help students understand that parallel lines can be used to solve real world problems and make sure that all students will know parallel lines and how to identify them. After the idea wheel activity all students will begin to be able to imagine how the world would be different without parallel lines. After the categories are determined, individuals will be given a chance to come up with ideas in the categories of items that have parallel parts and items that do not. The class as a whole will then brainstorm ideas to me while I type them on the projector. When the list is complete we will examine the list to see if all items are properly catorgorized. Any ideas that do have parallel lines but were labeled as not having any will be identified in order to solidify the concept that lines in many spatial planes are parallel.
Once we complete the brainstorming activity I will go over the checklist for the Scribbler product. It will be clear to all students what is expected of them during this assignment. After the checklist review I will show the class Scribbler and demonstrate how it works. They will then be given a chance to create a scene from the world without any parallel lines. We will then discuss how parallel lines are everywhere in the world and understanding them and their properties will probably become useful at some point in their future.

UNIVERSITY OF MAINE AT FARMINGTONCOLLEGE OF EDUCATION, HEALTH AND REHABILITATIONLESSON PLAN FORMATTeacher’s Name: Mr. LambertDate of Lesson: 5 EmpathyGrade Level: 8Topic: Angle Properties of Parallel Lines

Students will understand that parallel lines can be used to solve real world problems.ObjectivesStudents will know parallel lines and how to identify them.

Students will be able to imagine how the world would be different without parallel lines.

Maine Learning Results: Mathematics - C. GeometryMaine Learning Results AlignmentGeometric Figures

Grade 8

2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships.

Rationale:Students will begin to understand that parallel lines comprise a majority of the world around them.AssessmentFormative (Assessment for Learning)The students be able to self assess and go back to their idea wheels after the brainstorming to see if they want to add or change their ideas about items with parallel lines. The brainstorming will allow individuals a chance to see how other members of the class think and draw ideas from each other. The brainstorming activity will allow me to gauge how many members of the class understand how to identify parallel lines. I will walk around and spot check the students scribblers to see if they have parallel lines. I will offer the students a chance to revise their scribbler if they need to.

Summative (Assessment of Learning)A checklist will be used to evaluate the student's Scribbler products to see if they can conceptualize a world without parallel lines. Drawing a scene in the world without parallel lines will show the students how prevelant parallel lines are. The students will be aware of the checklist and the material on it so they can accomplish all the required items.

Technology: The students will use Scribbler to create a scene from the world without any parallel lines. The idea is to show them that parallel lines show up in more places than they think. This exercise will enable them to see the construction of items as it is drawn and they will be able to identify parallel lines in their scene as it gets scribbled.IntegrationArt: The Scribbler program will allow students to demonstrate their artistic ability and showcase their math skills in a creative way.

The class will be a group during this lesson. The brainstorming activity will have all the class together sharing ideas about items that have parallel lines and items that do not have parallel lines. The class will also be seperated into small groups of four to come up with a category on the idea wheel and some examples, first alone and then shared within the groups. The groups will be created by counting off by fours while the students are seated at their desks.GroupingsDifferentiated InstructionStrategiesNaturalist: These learners will be able to tie their natural world into their scribbler graphic with no parallel lines.

Intrapersonal: These learners will be able to think on their own idea wheel to think of items without parallel lines.

Interpersonal: These learners will be able to build off other people's ideas about no parallel line items during the brainstorming activity.

Logical: The idea wheel graphic organizer will help these learners think by giving them categories and then asking them to give examples of items in those categories.

Verbal: These learners will be able to contribute to and build off other people's ideas about no parallel lined items during the brainstorming activity.

Visual: Using scribbler to create a scene without parallel lines will let these learners see their ideas on paper.

Modifications/AccommodationsI will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

AbsentIf you are absent during this class I will have extra idea wheels that will be labeled with the four categories from class. I will also have the checklist that will be used to evaluate your Scribbler. You will be given a chance to complete a Scribbler after you review the class brainstorming notes. Contact me either before class or by e-mail to set up a due date for your Scribbler.

ExtensionsTechnology: The students will use Scribbler to create a scene from the world without any parallel lines. The idea is to show them that parallel lines show up in more places than they think. This exercise will enable them to see the construction of items as it is drawn and they will be able to identify parallel lines in their scene as it gets scribbled.

ChecklistMaterials, Resources and TechnologyIdea Wheel

Projector

Laptop

Idea Wheel Graphic Organizer: http://www.eduplace.com/graphicorganizer/ This website offers a variety of graphic organizers teachers can use to help their students understand concepts.Source for Lesson Plan and ResearchBrainstorming Cooperative Learning Activity: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities This website has some ideas for cooperative learning group activities. The method used in this lesson is the class brainstorm. Students will provide ideas without judgement or criticism.

Geometry Text Book:

Geometry: Concepts and Applications,Glencoe Mathematics, McGraw Hill. www.geomconcepts.com. This is the text book being used by Mt. Blue High School geometry CPI class.Maine Standards for Initial Teacher Certification and RationaleStandard 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.Rationale:This lesson will allow the beach ball learners to show some creativity when they create an image of a scene without parallel lines in Scribbler. The clipboard learners will benefit from seeing the checklist that will be used to grade their product from this lesson. It will allow them to see exactly what they need to do to receive a good result. The microscope learners will be able to focus on concepts during the idea wheel graphic organizer so they can tie all the information together into a scene in Scribbler. The puppy learners will benefit from the groupings to provide them with a safe environment to think. The brainstorming is also a safe exercise where there is no wrong answer that will make the puppies feel safe to participate.Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.Rationale:See content notesAfter this lesson the students will be able to determine the geometric relationship between two lines.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.Rationale:Naturalist: These learners will be able to tie their natural world into their scribbler graphic with no parallel lines.

Intrapersonal: These learners will be able to think on their own idea wheel to think of items without parallel lines.

Interpersonal: These learners will be able to build off other people's ideas about no parallel line items during the brainstorming activity.

Logical: The idea wheel graphic organizer will help these learners think by giving them categories and then asking them to give examples of items in those categories.

Verbal: These learners will be able to contribute to and build off other people's ideas about no parallel lined items during the brainstorming activity.

Visual: Using scribbler to create a scene without parallel lines will let these learners see their ideas on paper.

Technology: The students will use Scribbler to create a scene from the world without any parallel lines. The idea is to show them that parallel lines show up in more places than they think. This exercise will enable them to see the construction of items as it is drawn and they will be able to identify parallel lines in their scene as it gets scribbled.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.Rationale:The students be able to self assess and go back to their idea wheels after the brainstorming to see if they want to add or change their ideas about items with parallel lines. The brainstorming will allow individuals a chance to see how other members of the class think and draw ideas from each other. The brainstorming activity will allow me to gauge how many members of the class understand how to identify parallel lines. I will walk around and spot check the students scribblers to see if they have parallel lines. I will offer the students a chance to revise their scribbler if they need to. A checklist will be used to evaluate the student's Scribbler products to see if they can conceptualize a world without parallel lines. Drawing a scene in the world without parallel lines will show the students how prevelant parallel lines are. The students will be aware of the checklist and the material on it so they can accomplish all the required items.

The class will be set up in small groups of three or four desks in a group.Teaching and Learning Sequence(5 minutes) Eye Spy Hook

(3 minutes) Countoff to form groups for the idea wheel

(10 minutes) Groups will come up with categories for the wheel, individuals will put some ideas on paper under the categories

(7 minutes) Groups will talk about their individual ideas of items that fall under the four categories.

(20 minutes) Brainstorming and review

(5 minutes) Review of the checklist for the Scribbler product

(5 minutes) Show the students how to use Scribbler

(20 minutes) Students will work on their Scribbler

(5 minutes) Discussion about the prevalance of parallel lines in the world

When the class begins I will play a variation of eye spy with the students. They will try to find items with no parallel lines in them in the room and the rest of the class and I will try to figure out what they see and if there really are no parallel lines in the item. We will then form small groups for the idea wheel graphic organizer. The groups will be asked to come up with a broad category that the rest of the class can name things that do and do not have any parallel lines in them, such as animal life, man made structures, man made items, movie sets, etc. This will help students understand that parallel lines can be used to solve real world problems and make sure that all students will know parallel lines and how to identify them. After the idea wheel activity all students will begin to be able to imagine how the world would be different without parallel lines. After the categories are determined, individuals will be given a chance to come up with ideas in the categories of items that have parallel parts and items that do not. The class as a whole will then brainstorm ideas to me while I type them on the projector. When the list is complete we will examine the list to see if all items are properly catorgorized. Any ideas that do have parallel lines but were labeled as not having any will be identified in order to solidify the concept that lines in many spatial planes are parallel.

Once we complete the brainstorming activity I will go over the checklist for the Scribbler product. It will be clear to all students what is expected of them during this assignment. After the checklist review I will show the class Scribbler and demonstrate how it works. They will then be given a chance to create a scene from the world without any parallel lines. We will then discuss how parallel lines are everywhere in the world and understanding them and their properties will probably become useful at some point in their future.

Content NotesHandoutsIdea Wheel

Checklist