Recent Changes
Sunday, December 12

L4 Booth,Heath Bascom edited UNIVERSITY {file:///C:/Users/HEATHB%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg} U…(view changes)
UNIVERSITY{file:///C:/Users/HEATHB%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg} UNIVERSITY OF MAINE
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name:DateMr. Booth
Date of Lesson: 4 Empathy
Grade Level:Topic:8th grade
Topic: Measurement and data analysis
Objectives
...understand that data collected has meaning
Student will know the conversion formulas for their upcoming project
Student will...to do relate measurement results to other unit systems
Maine Learning Results Alignment
Rationale:Maine Learning Results: Mathematics  B. Data
Measurement and Approximation
Grade 8
Students convert across measurement systems and within a system for different units in derived measurements.
Rationale: Students must understand how to quantify the physical world around them.
Assessment
Formative (Assessment for Learning)
Students will post a link to their Prezi in their blogs. I will review these for completeness and correctness. In addition, students will complete a sample rubric for their projects. These will serve to introduce them to rubrics, which will serve as the assessment tool for the larger Prezi and presentation at the end of the unit. The points allotted for the rubric will be determined by a student’s willingness to reflect critically and honestly on their work.
Summative (Assessment of Learning)
Students will create a Prezi about their assigned planet. The required elements include a name for their planet, the value of gravity on their planet, the weight of a basketball on their planet, the mass of an object to be thrown during a competition on earth (designed to equal the weight or force on their planet), and a made up unit of measure for distance (related to meters) and mass (related to kilograms).
Integration
GroupingsTechnology:
Technology: Using the blog will allow students to put all of the acquired ideas, misconceptions and realizations into one place therefore keeping track of their progress. In addition, students will create a Prezi that documents their calculations.
Science: The topic of space and gravity brings in aspects of science.
Groupings
I will assign cluster group seating for the start of this lesson. This is done to allow students to scaffold each other within their cluster groups and avoid possible problem interactions. Students will be working on a group project that spans the remaining lessons of this unit.
Differentiated Instruction
StrategiesStrategies:
Modifications/Accommodations
VerbalLinguistic  The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue.
Logical/Mathematical  These students will enjoy manipulating the data
Visual/Spatial These students will enjoy finding creative ways to represent the data
Intrapersonal  These students have the opportunity to reflect on their blogs.
Interpersonal  These learners will benefit from the pair and cluster groupings during desk work activities.
Naturalist  The large scale naturalist topic of space will included these learners.
Modifications/Accommodations:
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Technology:
Students will be creating a Prezi. This will collect all their data and calculations in one place and allow creative presentation of that data.
Extensions
Students who would benefit from extending this material can be given more complicated gravity constants for their planet.
Materials, Resources and Technology
Data sheets
Smart board
Hook Video  http://www.youtube.com/watch?v=7T1LO6nOUdw&feature=related
List of gravitational variations to assign cluster groups
Source for Lesson Plan and Research
Hook Video  http://www.youtube.com/watch?v=7T1LO6nOUdw&feature=related
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:
Beach Ball – These learners will enjoy the novelty of working with a made up planet and comparing it to earth.
Clipboard – These learners will have the step by step instructions for both the conversion process as well as the elements of the Prezi
Microscope – These learners will get to dig into the concept and math of gravity and explore how it changes.
Puppy – The group dynamic of this project caters to these learners.
Standard 4  Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: (See content notes)
Students will relate the values of mass, weight and gravity from their planet to the Earth’s.
Maine Learning Results Alignment
Maine Learning Results: Mathematics  B. Data
Measurement and Approximation
Grade 8
Students convert across measurement systems and within a system for different units in derived measurements.
Rationale: Students must understand how to quantify the physical world around them.
Standard 5  Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale:
VerbalLinguistic  The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue.
Logical/Mathematical  These students will enjoy manipulating the data
Visual/Spatial These students will enjoy finding creative ways to represent the data
Intrapersonal  These students have the opportunity to reflect on their blogs.
Interpersonal  These learners will benefit from the pair and cluster groupings during desk work activities.
Naturalist  The large scale naturalist topic of space will include these learners.
The Prezi will serve as both an introduction to technology they will use in future projects and as a way to present the information they have both collected and calculated.
Standard 8  Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale:
TeachingFormative (Assessment for Learning)
Students will post a link to their Prezi in their blogs. I will review these for completeness and correctness. In addition, students will complete a sample rubric for their projects. These will serve to introduce them to rubrics, which will serve as the assessment tool for the larger Prezi and presentation at the end of the unit. The points allotted for the rubric will be determined by a student’s willingness to reflect critically and honestly on their work.
Summative (Assessment of Learning)
Students will create a Prezi about their assigned planet. The required elements include a name for their planet, the value of gravity on their planet, the weight of a basketball on their planet, the mass of an object to be thrown during a competition on earth (designed to equal the weight or force on their planet), and a made up unit of measure for distance (related to meters) and mass (related to kilograms).
Teaching and LearningSequenceSequence:
I will assign cluster group seating for the start of this lesson. This is done to allow students to scaffold each other within their cluster groups and avoid possible problem interactions. Students will begin working on a group project that spans the remaining lessons of this unit.
Day 1: How much do you weigh? (Oral responses)
Discuss weight vs mass
Show value of gravity on earth
Discuss weight and gravity – relative to mass of an object like a planet
Show planetary size video
Show calc of my weight on earth
Show calc of basketball’s weight on earth
Calc both basketball and my weight on planet Zeus (gravity 10 times Earth’s)
Allow groups to start working on calculations
Introduce rubric and explain usage for this and future lessons
Review checklist for Prezis
Show my sample prezi and set up Prezi accounts
Explain basic Prezi usage
Remaining class time to work on project within groups
Day 2: What is your weight on the moon? (Approx 1/6 Earth’s gravity (1.62 m/s^2), answers in Newton)
Review progress
Prezi or gravity questions?
As needed, class or group discussions to reinforce or correct misconceptions about the big ideas
Students will need to understand how data can be combined to calculate other important information, in this case speed. They will explore deeper into the meaning of units and be able to convert within and across unit systems to calculate unknown variables. The hook for this lesson is a video showing a comparison of size from Earth’s moon to stars many times that of our Sun. This will lead into a discussion of mass and its relationship with gravity.
Where, Why, What, Hook, Tailors: Visual, Verbal, Naturalist
During this lesson students will develop conversion formulas unique to their group’s assigned planets and be able to determine the weight of the object they will use in the lesson five field activities. They will be provided with a data sheet with conversion charts and space to record their progress. The cluster groups will discuss and refine their ideas about the process. I will circulate groups during desk work activities to ensure students are on the right track.
Equip, Explore Rethink, Revise Tailors: Logical, interpersonal
I will discuss and demonstrate the concepts of weight vs mass and how they relate in W=M*G. Students will then manipulate equations and numbers to calculate the unique properties of their group’s assigned planet. Students will be able to relate there data to other measurement systems as this lesson has conversion from English to Metric, combination of data to find other information, and relating that data into a newly created unit system. Showing their conversion work in their Prezis will be a required element, allowing me to review their thought process and provide feedback as needed.
Explore, Experience, Rethink, Revise, Refine, Tailors:
Students will have a checklist for the required elements of the Prezi, I will require them to provide a link to their Prezi so I can review them for completeness and correctness. The calculations and data collected during this lesson will be used to determine the weight of the object students will use to compete in the field day activity as well as become a piece of their final product for the unit.
Evaluate, Tailors: Intrapersonal, logical, visual,
Content Notes
HandoutsDay 1: Answers will vary – (I expect all students to present their mass instead of their weight)
Mass = The amount of stuff in an object
Weight = The amount of stuff * the effect of gravity
Use example of soccer and bowling balls being about same size/shape but different mass
Gravity of Earth = 9.8 meters/second^2
Weight = Mass * Gravity (mass must be in kg) (weight in Newton = A unit of force = KgM/S^2)
Relate to speed in that the 3 variables can be moved around in the same ways
Thus M=W/G and G=W/M
Huge masses have their own gravity (ie planets, stars)
My weight on Earth
175 Lbs=79.38 kg
79.38 kg * 9.8 m/s^2 = 777.924 Newton (Unit of force = KgM/S^2)
Weight of basketball on earth
22 Oz = 1.375 Lbs = .6237 kg
.6237 kg * 9.8 m/s^2 = 6.11226 Newton
On Zeus – Gravity 10 times Earth’s (g=98 m/S^2)
Basketball  .6237 kg * 98 m/s^2 = 61.1226 Newton
Me – 79.38 kg * 98 m/s^2 = 7779.24 Newton
Day 2: Answers will vary – Use as a check for process and proper usage of units
Handouts
Data sheet to serve as Prezi checklist, provide conversion charts and store data
12:31 pm 
L3 Booth,Heath Bascom edited UNIVERSITY {file:///C:/Users/HEATHB%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg} U…(view changes)
UNIVERSITY{file:///C:/Users/HEATHB%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg} UNIVERSITY OF MAINE
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
...Students convert across measurement systems and within a system for different units in derived measurements.
Rationale: Students must understand how to quantify the physical world around them.
Assessment
Formative (Assessment for Learning)
The blog will serve as a formative assessment and allow me to provide guidance and feedback as the lesson progresses. Required entries include answers to daily questions, student’s results from the speed challenge and 2 potential quiz questions.
...The blog will serve as a summative assessment with a checklist for completeness. Required entries include answers to daily questions, student’s results from the speed challenge and 2 potential quiz questions. In addition, students will each generate 2 quiz questions based on the first 3 lessons of the unit. I will generate a quiz from the pool of student generated questions.
Integration
Technology:
Technology:
Technology: Using the...their progress.
Science:
...natural world.
Groupings
Groupings
The students will work in cluster groups for desk work activities. Each student will be responsible for their own work however they will be able to check understanding within their. I will be circulating the room looking for misconceptions. Students will complete blog posting with individual reflections
Differentiated Instruction
Strategies:
VerbalLinguistic  The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue for these learners.
...involving speeds.
Kinesthetic – The human speed activity not only gets these learners up and moving but also allows them to then analyze that motion and connect the key ideas of the lesson.
Visual/Spatial  These students will benefit from creating graphic representation of the sample data.
...Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
ExtensionsTechnology:
Using the blog will allow students to put all of the acquired ideas, misconceptions and realizations into one place therefore keeping track of their progress.
Extensions
Students requiring extensions can be given additional, more complicated, examples to challenge them further.
Materials, Resources and Technology
...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:
Beach Ball – These learners get to move and will enjoy the variety and novelty of the hooks.
Clipboard – Students get to experience speed through conceptual analysis, video clip and a study of their own motion.
Microscope  This style of learning is engaged through the physical experiments for data collection and the opportunity to analyze that data.
...and analysis.
Standard 4  Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: (See content notes)
...Rationale: Students must understand how to quantify the physical world around them
Standard 5  Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale:
Strategies:
VerbalLinguistic  The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue for these learners.
...involving speeds.
Kinesthetic – The human speed activity not only gets these learners up and moving but also allows them to then analyze that motion and connect the key ideas of the lesson.
Visual/Spatial  These students will benefit from creating graphic representation of the sample data.
...Summative (Assessment of Learning)
The blog will serve as a summative assessment with a checklist for completeness. Required entries include answers to daily questions, student’s results from the speed challenge and 2 potential quiz questions. In addition, students will each generate 2 quiz questions based on the first 3 lessons of the unit. I will generate a quiz from the pool of student generated questions.
...Learning Sequence:
Day 1: What is the average adult human walking speed?
Discuss
o Average
Average speed
o Adult
Adult speed Vs.... .etc
o Break
Break down speed...* Time
o Emphasis
Emphasis all variations...and T=D/R
o Geogebra
Geogebra illustration of this relationship.
o Show
Show how a...like MPH
o Relate
Relate to basic
Clusters will then take turns in the hall collecting data for speed challenge worksheet. Other groups will complete an additional worksheet based on machine speed while waiting for their turn at data collection.
Day 2: What is the average speed of an elevator?
...Finish worksheets.
Discuss and analyze the results.
o VariationsVariations
o Accuracy
o Minor
Accuracy
Minor error on
Digital collection of student submitted quiz questions.
We will reinforce the idea that measurements have no meaning without units. Students will need to understand how and why data can be combined to obtain new information. We will explore speed as a relationship between distance and time. The hooks include the daily questions, a video on the fastest animals on earth and an activity that examines the speed of student motion.
Where, Why, What, Hook, Tailors: Visual, naturalist, verbal, kinesthetic, visual
...the idea.
Equip,
Equip, Explore, Rethink,...visual, logical,
I will discuss and demonstrate in depth the concept of speed as a relationship between distance and time. Then students will interpret that relationship by collecting data and calculating their own speeds. They will relate their own speeds to other animals and machines. Students will work in cluster groups and rotate through all roles in the speed challenge exercise. (Observer, time keeper, subject and time marker)
...naturalist, interpersonal
Students
Students will have...performance task.
Evaluate,
Evaluate, Tailors:Intrapersonal
Content Notes
Day 1: Answer 3 MPH
o AverageAverage (car trip...at speed)
o Variations
Variations in data...of step
o Distance
Distance = Rate * Time
o Variations
Variations R=D/T and T=D/R
o Relate
Relate to basic...with variable
(ie R=X/T or X=RT solves for distance.)
o ManyMany examples as
How far average human walk in 6.5 hours?
How long did it take average human to walk 12 miles?
...At that rate how long would it take to ride 80 miles?
. . . more as needed
o GeogebraGeogebra Manipulative 
o Y=mx+b
Y=mx+b b=0; y=mx...over time
o Separate
Separate units and
Day 2: Answer 1.5 MPH (or about half of human walking speed)
o Review any concepts from day 1 as needed with either the whole class or individual clusters or students.
12:30 pm 
S2 Booth,Heath Bascom edited ... Audience: Sports fans everywhere within the solar system Situation: Earth is hosting the firs…(view changes)...Audience: Sports fans everywhere within the solar system
Situation: Earth is hosting the first intergalactic Olympics. Since each planet has different gravity, the events have been adjusted for each planet to make the competition fair. The events are 100 meter dash, long jump and distance throw. The athletes will measure the results of these events, with the modifications for their planets, convert them into earth units and calculate the winners.
...assigned, photosof the competition, the resultsof the competitionin a graphical representation (one for each event)and a
Standards (Criteria from both rubrics  product and presentation):
Presentation: Preparedness 30%, Content 30%, Speaks clearly 10%, Enthusiasm 10%, Stays on topic 10%, Listens to other presenters 10%
...Other Evidence (OE)
•Measurements of team's performance including discussion on methods used to collect this data
•Graphic chart for each event which contains the results from every team member
•Conversion chart for every event that lists the formulas used to calculate and the results for each team member
•Blog of process with script of required entries
•Prezi that documents the event, calculations and results.
•Test after performance task to assess
Student SelfAssessment and Reflection
SelfAssessment (SA)
...Through what authentic performance task will students demonstrate understandings?
Task Description: (T)
...has differentgravity and time units,gravity, the events...The eventsare 100 meter dash, long jump andis a distance throw....results ofthese events, withthemodifications for their planets,event, convert them intoearththe units of each planet in the competition and calculate...the data.Lastly you will post your final results to a group Prezi.
What student products/performances will provide evidence of desired understandings?
Type II Product
12:28 pm 
HBoothStage13.doc uploaded12:24 pm

HBooth  Syllabus.docx uploaded12:23 pm

HBooth  Syllabus.docx uploaded12:22 pm

S Booth,Heath Bascom edited ... Students will be responsible for completing their own or their groups work. If a student if fo…(view changes)...Students will be responsible for completing their own or their groups work. If a student if found copying or submitting work that is not their own or their teams they will receive an automatic zero, their parents will be informed and may face other disciplinary action based on our school academic integrity code.
Benchmarks
...possible 785845 Pts
Blog...be worth6575 Pts (55...postings 325425 Pts
In...up to1020 Pts based...your own work. The categories for review are how well you work 10 Ptswith your group, you r preparations and contributions.
The
The oral presentation...be worth225200 Pts ...using arubricrubric. The categories are Preparation, content, clear speech, enthusiasm, staying on topic, and attention to other presentations.
The "Olympic"...be worth225200 pts ...using arubricrubric. The categories are completeness, the math involved doing the conversions, organization, clarity, grammar and creativity.
Grading Scale
A (93 100), A (90  92), B+ (87  89), B (83  86), B (80  82), C+(77  79), C (7376),
12:21 pm
Thursday, December 9

S3 Shorey,Andrew Francis edited ... Lesson 6 Consider the W.H.E.R.E.T.O. elements. (L) (W) 6.1 (W)6.1 Students will ... use …(view changes)...Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 6.1(W)6.1 Students will...use thepythagoreanPythagorean theorem to...using thepythagoreanPythagorean theorem (What)...simple triangle. This lesson will be my WebQuest and the hook is the performance task it is what I want them to do. (Hook)
(E)...use thepythagoreanPythagorean theorem, right...will befiguring out jigsaw puzzles about specific triangles by themselvesdesigning a house andcomparing with partners. Studentswillalso be using Prezihave to use the Pythagorean Theorem to do it in some spots if they want to get apresentation of examples of the pythagorean theorem that must include one song about how they use the pythagorean theorem.good grade. (Experience)
(R)...completing theirjigsaw puzzlesWebQuests so they will be able tocomparebounce ideas off eachothers completed puzzles and to try and figure out if they did anything wrong.other. (Rethink/Revise) Students...given aself check on the jigsaw puzzle andrubric for their WebQuest so they willalso be givenknow what they need to do to achieve arubric to follow on the Prezi.good grade. (Rethink/Refine)
(E)...will begivenevaluated using two rubrics one is aself check on the jigsaw puzzles about special trianglespresentation rubric and thepythagorean theorem. They will also be evaluated onother is a content rubric for thePrezi using a rubric.most part. (Evaluate)
(T) 6.6Verbal/Linguistic StudentsVerbal/LinguisticStudents will be...each otheraboutwhile working on theirright triangle puzzles.project because they are working with partners. They will also be
Mathematical/Logical Studentsusing a sequence chartable tokeep order ofexplain what they have done during theirnotes on right triangles.presentations.
Bodily/Kinesthetic Students
Mathematical/Logical The projects process is basically step by step what students need to do so it will beusing Prezi about the pythagorean theorem which will allow themeasy for these students tocreate a small movie iflook at what theywould like it would allow themneed tomove.do and complete their task.
Visual/SpatialBy givingWhen studentsjigsaw puzzles itare doing their project they willallow themhave tosee what sides match up withdraw out whaton right triangles. Also by having them use Prezithey want their house to look like so that willbe ablehelp these students.
Bodily/Kinesthetic By having students come tocreate visuals aboutthepythagorean theorem.front of the class and present their project it will allow these students to move around while they are talking and presenting.
Musical/Rhythmic Studentsare requiredhave the freedom to present their projects really in anyway. So these students would be able to sing what they have done or include a songabout how they use the pythagorean theoremintheretheir presentation.
Intrapersonal Studentsare goingwill have to do some work on their own to do their final reflection so this will allow these students to beworkingby themselvesto create the jigsaw puzzles on right triangles.where thy may do their best thinking.
Interpersonal Students
InterpersonalStudents will be workinginwith their partners to create theirPrezi whichprojects so this will allow them todiscuss right trianglesget different ideas and space out thepythagorean theorem.work.
Naturalist (Tailor)
...use thepythagoreanPythagorean theorem to...of thepythagoreanPythagorean theorem and
3 Days (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe
7:13 pm 
L2 Shorey,Andrew Francis edited ... Grade Level: 10 Topic: Area/Volume Objectives Students Students will understand ... …(view changes)...Grade Level: 10
Topic: Area/Volume
Objectives
Students
Students will understand...have volume
Students
Students will know...shape names
Students
Students will be...and area.
Maine
Maine Learning Results Alignment
Maine
Maine Learning Results: MathematicsC. Geometry
Geometric
Geometric Figures
Grade
Grade 9Diploma
1
1 Students justify...solve problems
Rationale:
Rationale: Students will...in general.
Assessment
Formative
Assessment
Formative (Assessment for Learning)
Students
Students will be...for understanding
Summative
Summative (Assessment of Learning)
Podcast:
Podcast: about what...this. 100pts
Integration
Technology:
Integration
Technology: Students will...communication skills.
English:
Other Content Areas: English: By using...idea's well.
Music:
Music: During the...musical way.
Groupings
Students
Groupings
Students will be...they choose.
Differentiated
Differentiated Instruction
Strategies
Verbal/Linguistic
Verbal/Linguistic Students will...their thoughts.
Logical/Mathematical
Logical/Mathematical By using...are different.
Visual/Spatial
Visual/Spatial By having...and volume.
Bodily/Kinesthetic
Bodily/Kinesthetic By having...their partners.
Music/Rhythmic
Music/Rhythmic By having...content better.
Intrapersonal
Intrapersonal Students will...students understanding.
Interpersonal
Interpersonal Students will...these students.
Naturalists
Naturalists Students will...these students
Modifications/Accommodations: I
Modifications/Accommodations
I will review...and accommodations.
Absent: If a student is absent during this lesson I will have students come in and work with me one on one during a time that we are both available to meet. They will still have to do all the work but they might get an extra day to finish it if it is an excused absence. Students will still have to complete work if it is an unexcused absence however they will just lose points on the final grade.
Extensions: StudentsExtensions
Students will be...creative way.
Materials,
Materials, Resources and Technology
Students
Students will need:...bring textbook
Teacher will need: Computer, Venn diagram hand outs enough copies for everyone, Rubrics made up, White board or chalk board or smartboard, Colored markers, Notes, teacher textbook, homework all made up with enough copies for everyone, Tutorial for podcast and garageband
...and Research
Area's:
Area's: This link...find area.
area/volume
area/volume problems:This link...made up.
Examples
Examples area/volume: This...and area.
more
more examples of...and volume.
explanations
explanations of area...explains area.
BookConcepts
BookConcepts and Applications:...the book.
Maine
Maine Standards for...and Rationale
Standard
Standard 3 ...cultural development.
Rationale:
Rationale: By allowing...way possible.
Beach
Beach Ball: Students...many ways.
Clipboard:
Clipboard: Students will...they want.
Microscope:
Microscope: The whole...very carefully.
Puppy:
Puppy: Students will...working with.
Standard
Standard 4 ...development theory.
Rationale:
Rationale: Students will...subject matter.
Students
Students will know...content notes)
Students
Students will be...volume (Perspective)
Students
Students will be...them down.
Standard
Standard 5 ...students’ needs.
Rationale:
Rationale: In this...own style.
Verbal/Linguistic
Verbal/Linguistic Students will...their thoughts.
Logical/Mathematical
Logical/Mathematical By using...are different.
Visual/Spatial
Visual/Spatial By having...and volume.
Bodily/Kinesthetic
Bodily/Kinesthetic By having...their partners.
Music/Rhythmic
Music/Rhythmic By having...content better.
Intrapersonal
Intrapersonal Students will...students understanding.
Interpersonal
Interpersonal Students will...these students.
Naturalists
Naturalists Students will...these students.
Standard
Standard 8 ...the learner.
Rationale:
Rationale: I will...formal assessments.
Formative
Formative (Assessment for Learning)
Students
Students will be...for understanding
Summative
Summative (Assessment of Learning)
Podcast:
Podcast: about what...this. 100pts
Test:
Test: Students will...the test.
Performance
Performance task: On...this task.
Teaching
Teaching and LearningSequenceSequence:
Students
Students will be...little bit.
Agenda:
Hook
Agenda:
Hook (10 min):...a class.
Instruction
Instruction (30 min):...already covered.
Partnering
Partnering up (3...the classroom.
Venn
Venn Diagram (15...have learned.
Podcast
Podcast tutorial (10...use it.
Group
Group work (12...to do.
Day
Day Two: For...for homework.
Students
Students will be...MathematicsC. Geometry
Geometric
Geometric Figures Grade...different ones.
Where, Why, What, Hook, Tailors Verbal, Logical, Visual, Bodily, Musical, Interpersonal, Intrapersonal, Naturalist
...to do.
Equip,
Equip, Explore, Revise,...Intrapersonal, Interpersonal
Students
Students will be...their podcast.
Explore,
Explore, Experience, Revise,...Intrapersonal, Verbal
Students
Students will be...the test.
Evaluate,
Evaluate, Tailors: Verbal,...Musical, Naturalist
Content
Content NotesStudents
Students will be...this way.
Formulas:
Formulas: A=bh, A=1/2bh,A=1/2(b1+b2)A=1/2h(b1+b2) A=pie times radius squared.
Volume:
Volume: Students will...volume together.
Students
Students will know...cylinders, spheres, and rectangular prisms, triangular prisms.
Using
Examples: Given a triangle with base 3 and height of 4: A=1/2bh A=1/2(3)(4) A=6
Square base 4 A=bh A=(4)(4) A=16
Rectangle base: 7 height: 8 A=bh A=(7)(8) A= 56
Circle radius 3 A=prsquare A=p(3 squared) A=9p
Trapezoid base of 8 and 6 height of 4 A=1/2 (b1+b2) A=1/2(4)(8+6) A=28
Cylinder radius 3 height of 7 V=Bh B=pradius squared B=p(3 squared) B=9p V=63p
Cone radius 6 height of 7 V=1/3p radius squared (h) V=1/3 (36)(7) V=1/3(252) V=84
Prisms=Bh Rectangular prism Base: base 4 height 6, height: 7 Base= bh B=(4)(6) B=24 V=(24)(7)
V= 168Using this information students will be able to do applications...and Area.
Handouts
Venn
Handouts
Venn diagram
Homework
Homework all made up
Examples
Checklist for Venn Diagram
7:11 pm 
L1 Shorey,Andrew Francis edited ... COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT ... Mr. Shorey Date …(view changes)...COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
...Mr. ShoreyDate of Lesson:
Date...1 Empathy
Grade
Grade Level:Grade10Topic: Geometry Area/Volume
Topic:
Objectives
Students
Objectives
Students will understand...have volume
Students
Students will know...shape names
Students
Students will be...3D shapes
Maine
Maine Learning Results Alignment
Maine
Maine Learning Results: MathematicsC. Geometry
Geometric
Geometric Figures
Grade
Grade 9Diploma
1
1 Students justify...solve problems
Rationale:
Rationale: Students will...in general.
Assessment
Formative
Assessment
Formative (Assessment for Learning)
Students
Students will do...be givenself checkselfcheck quizzes so...solving theseproblems.Studentsproblems. Students will be...will begivegiven aself checkselfcheck rubric for...things correct.
Summative
Summative (Assessment of Learning)
•
• Blog: A...a rubric.
Integration
Technology: Students will be working with blogs to explain the difference and similarities of area and volume. They must give an in depth explanation to get full credit. Using the blog will allow students to be able to access the information that they posted and will also allow me to see the information.
English:Students
Student’s will be...using someenglishEnglish concepts. They...use theirenglishEnglish skills to...contrast area/volume.
Music:
Music: Student's will...the pattern.
Groupings
Students
Groupings
Students will be...with students
Differentiated
Differentiated Instruction
Strategies:
Verbal/Linguistic
Verbal/Linguistic Students will...the process.
Logical/Mathematical
Logical/Mathematical By using...logical order.
Visual/Spatial
Visual/Spatial By writing...by step.
Bodily/Kinesthetic
Bodily/Kinesthetic By having...a room.
Musical/Rhythmic
Musical/Rhythmic By creating...area/volume problems.
Intrapersonal
Intrapersonal In the...be givenself checkselfcheck quizzes where...the quiz.
Interpersonal
Interpersonal Students will...interact witheachothereach other to try...out problems.
Naturalist
Naturalist Students will...shapes form.
Modifications/Accommodations: I
Modifications/Accommodations
I will review...and accommodations.
Absent:
Absent: If a...final grade.
Extensions: Students
Extensions
Students will be...the information.
Materials,
Materials, Resources and Technology
Students
Students will need:...bring textbook
Teacher
Teacher will need:...for blog
Source
Source for Lesson...and Research
Area
Area and volume:...this link.
Area
Area calculator: This...to have.
area
area of a...to do.
volume calculations:This
volume calculations: This link is...calculate volume.
explanation
explanation of volume:...calculate volumes.
BookConcepts
BookConcepts and Applications:...the book.
Maine
Maine Standards for...and Rationale
Standard
Standard 3 ...cultural development.
Rationale:
Rationale: The students...different ways.
Beach
Beach ball: Students...the board.
Clipboard:
Clipboard: Students will...solving things.
Microscope:
Microscope: By giving...the two.
Puppy:
Puppy: Students will...handle it.
Standard
Standard 4 ...development theory.
Rationale:
Rationale: Students will...fairly quickly.
Students
Students will know:...content notes)
Maine
Maine Learning Results: MathematicsC. Geometry
Geometric
Geometric Figures
Grade
Grade 9Diploma
1
1 Students justify...solve problems
Students
Students will be...that theformula'sformulas are for...them (Empathy)
Standard
Standard 5 ...students’ needs.
Rationale:
Rationale: Students will...multiple intelligences.By having students do blogs they will be using technology to show me and explain to me what they have learned.
Verbal/Linguistic
Verbal/Linguistic Students will...the process.
Logical/Mathematical
Logical/Mathematical By using...logical order.
Visual/Spatial
Visual/Spatial By writing...by step.
Bodily/Kinesthetic
Bodily/Kinesthetic By having...a room.
Musical/Rhythmic
Musical/Rhythmic By creating...area/volume problems.
Intrapersonal
Intrapersonal In the...be givenself checkselfcheck quizzes where...the quiz.
Interpersonal
Interpersonal Students will...interact witheachothereach other to try...out problems.
Naturalist
Naturalist Students will...shapes form.
Standard
Standard 8 ...the learner.
Rationale:
Rationale: Students will...of thestudentsstudent’s final grade...to findarea'sareas and volumes...they design.
Formative
Formative (Assessment for Learning)
Students
Students will do...be givenself checkselfcheck quizzes so...solving theseproblems.Studentsproblems. Students will be...things correct.
Summative
Summative (Assessment of Learning)
Blog:
Blog: A journal...and volume.
Test:
Test: Students will...volume relate.
Performance
Performance task: As ahigh rankinghighranking architect in...a timelymannermanner, as there...same job!
Teaching
Teaching and LearningSequenceSequence:
Intro
Students
Intro
Students will be...solo assignment.
Preassessment
Preassessment (5 min):...best effort.
Hook
Hook (15 min):...the area.
Instruction
Instruction (25 min):...most part.
Pairing
Pairing up (2...pair up.
Team
Team Pair Solo...problem bythemselves.Afterthemselves. After they do...these problems.
Review
Review (8 min):...students have.
Self
Self check quiz...answers correct.
Day
Day 2: Same...first 5minsminutes of class...20 min
Day 3:
Students will...different shapes.
It
It is important...it out.
Students
Students justify statements...area calculations.
Students will know (see content notes)
What, Where, Why, Hook, Tailors: Verbal, Logical, Interpersonal, Intrapersonal, Naturalist
Students will...for shapenames.names (See content notes). As a...less points.
What, Where, Why, Hook, Tailors:
Equip, Explore, Rethink, Revise, Tailor: Verbal, Logical,...Intrapersonal, Naturalist
By
By the end...with partners.
Explore,
Explore, Experience, Revise,...Verbal, Logical
Students
Students will be...the other.
Evaluate,
Evaluate, Tailor: Visual,...Intrapersonal, Logical
Content Notes: Students will know: Area: Students
Content Notes
Students will be...this way.
Formulas:
Formulas: A=bh, A=1/2bh,A=1/2(b1+b2)A=1/2h(b1+b2) A=pie times radius squared.
Volume:
Volume: Students will...volume together.
Students
Students will know...cylinders, spheres, and rectangular prisms, triangular prisms.
Handouts
Preassessment
Team
Examples: Given a triangle with base 3 and height of 4: A=1/2bh A=1/2(3)(4) A=6
Square base 4 A=bh A=(4)(4) A=16
Rectangle base: 7 height: 8 A=bh A=(7)(8) A= 56
Circle radius 3 A=prsquare A=p(3 squared) A=9p
Trapezoid base of 8 and 6 height of 4 A=1/2 (b1+b2) A=1/2(4)(8+6) A=28
Cylinder radius 3 height of 7 V=Bh B=pradius squared B=p(3 squared) B=9p V=63p
Cone radius 6 height of 7 V=1/3p radius squared (h) V=1/3 (36)(7) V=1/3(252) V=84
Prisms=Bh Rectangular prism Base: base 4 height 6, height: 7 Base= bh B=(4)(6) B=24 V=(24)(7)
V= 168
Handouts
Preassessment
Team pair solo handout
Self
Self check quiz and answers
TCharts
TCharts
7:10 pm