Recent Changes

Sunday, December 12

  1. page L4 Booth,Heath Bascom edited UNIVERSITY {file:///C:/Users/HEATHB%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg} U…
    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
    Strategies
    Modifications/Accommodations
    Strategies:
    Verbal-Linguistic - 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:
    Verbal-Linguistic - 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 Learning SequenceSequence:
    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

    (view changes)
    12:31 pm
  2. page L3 Booth,Heath Bascom edited UNIVERSITY {file:///C:/Users/HEATHB%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg} U…
    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:
    Verbal-Linguistic - 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:
    Verbal-Linguistic - 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 Variations
    o Accuracy
    o Minor
    Variations
    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.
    (view changes)
    12:30 pm
  3. page S2 Booth,Heath Bascom edited ... Audience: Sports fans everywhere within the solar system Situation: Earth is hosting the firs…
    ...
    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, photos of the competition, the results of the competition in 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 Self-Assessment and Reflection
    Self-Assessment (SA)
    ...
    Through what authentic performance task will students demonstrate understandings?
    Task Description: (T)
    ...
    has different gravity and time units,gravity, the events
    ...
    The events are 100 meter dash, long jump andis a distance throw.
    ...
    results of these events, with the modifications for their planets,event, convert them into earththe 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
    (view changes)
    12:28 pm
  4. 12:24 pm
  5. 12:23 pm
  6. 12:22 pm
  7. page S Booth,Heath Bascom edited ... Students will be responsible for completing their own or their groups work. If a student if fo…
    ...
    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 worth 6575 Pts (55
    ...
    postings - 325425 Pts
    In
    ...
    up to 1020 Pts based
    ...
    your own work. The categories for review are how well you work - 10 Pts
    The
    with your group, you r preparations and contributions.
    The
    oral presentation
    ...
    be worth 225200 Pts -
    ...
    using a rubricrubric. The categories are Preparation, content, clear speech, enthusiasm, staying on topic, and attention to other presentations.
    The "Olympic"
    ...
    be worth 225200 pts -
    ...
    using a rubricrubric. 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 (73-76),
    (view changes)
    12:21 pm

Thursday, December 9

  1. page 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 …
    ...
    Lesson 6
    Consider the W.H.E.R.E.T.O. elements. (L)
    (W) 6.1(W)6.1 Students will
    ...
    use the pythagoreanPythagorean theorem to
    ...
    using the pythagoreanPythagorean 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 the pythagoreanPythagorean theorem, right
    ...
    will be figuring out jigsaw puzzles about specific triangles by themselvesdesigning a house and comparing with partners. Students will also be using Prezihave to use the Pythagorean Theorem to do it in some spots if they want to get a presentation of examples of the pythagorean theorem that must include one song about how they use the pythagorean theorem.good grade. (Experience)
    (R)
    ...
    completing their jigsaw puzzlesWebQuests so they will be able to comparebounce ideas off each others completed puzzles and to try and figure out if they did anything wrong.other. (Rethink/Revise) Students
    ...
    given a self check on the jigsaw puzzle andrubric for their WebQuest so they will also be givenknow what they need to do to achieve a rubric to follow on the Prezi.good grade. (Rethink/Refine)
    (E)
    ...
    will be givenevaluated using two rubrics one is a self check on the jigsaw puzzles about special trianglespresentation rubric and the pythagorean theorem. They will also be evaluated onother is a content rubric for the Prezi using a rubric.most part. (Evaluate)
    (T) 6.6 Verbal/Linguistic- StudentsVerbal/Linguistic-Students will be
    ...
    each other aboutwhile working on their right triangle puzzles.
    Mathematical/Logical- Students
    project because they are working with partners. They will also be using a sequence chartable to keep order ofexplain what they have done during their notes on right triangles.
    Bodily/Kinesthetic- Students
    presentations.
    Mathematical/Logical- The projects process is basically step by step what students need to do so it
    will be using Prezi about the pythagorean theorem which will allow themeasy for these students to create a small movie iflook at what they would like it would allow themneed to move.do and complete their task.
    Visual/Spatial- By givingWhen students jigsaw puzzles itare doing their project they will allow themhave to see what sides match up withdraw out what on right triangles. Also by having them use Prezi they want their house to look like so that will be ablehelp these students.
    Bodily/Kinesthetic- By having students come
    to create visuals about the pythagorean 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- Students are 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 song about how they use the pythagorean theorem in theretheir presentation.
    Intrapersonal- Students are goingwill have to do some work on their own to do their final reflection so this will allow these students to be working by themselves to create the jigsaw puzzles on right triangles.
    Interpersonal- Students
    where thy may do their best thinking.
    Interpersonal-Students
    will be working inwith their partners to create their Prezi whichprojects so this will allow them to discuss right trianglesget different ideas and space out the pythagorean theorem. work.
    Naturalist- (Tailor)
    ...
    use the pythagoreanPythagorean theorem to
    ...
    of the pythagoreanPythagorean theorem and
    3 Days (Organize)
    2004 ASCD and Grant Wiggins and Jay McTighe
    (view changes)
    7:13 pm
  2. page L2 Shorey,Andrew Francis edited ... Grade Level: 10 Topic: Area/Volume Objectives Students Students will understand ... …
    ...
    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: Mathematics-C. Geometry
    Geometric

    Geometric
    Figures
    Grade

    Grade
    9-Diploma
    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.
    Book-Concepts

    Book-Concepts
    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 Learning Sequence
    Students
    Sequence:
    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
    ...
    Mathematics-C. 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
    Notes Students
    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

    (view changes)
    7:11 pm
  3. page L1 Shorey,Andrew Francis edited ... COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT ... Mr. Shorey Date …
    ...
    COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
    LESSON PLAN FORMAT
    ...
    Mr. Shorey
    Date
    Date of Lesson:
    ...
    1 Empathy
    Grade

    Grade
    Level: Grade 10
    Topic:
    Topic: Geometry Area/Volume
    Objectives
    Students

    Objectives
    Students
    will understand
    ...
    have volume
    Students

    Students
    will know
    ...
    shape names
    Students

    Students
    will be
    ...
    3-D shapes
    Maine

    Maine
    Learning Results Alignment
    Maine

    Maine
    Learning Results: Mathematics-C. Geometry
    Geometric

    Geometric
    Figures
    Grade

    Grade
    9-Diploma
    1

    1
    Students justify
    ...
    solve problems
    Rationale:

    Rationale:
    Students will
    ...
    in general.
    Assessment
    Formative

    Assessment
    Formative
    (Assessment for Learning)
    Students

    Students
    will do
    ...
    be given self checkself-check quizzes so
    ...
    solving these problems.Studentsproblems. Students will be
    ...
    will be givegiven a self checkself-check 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 some englishEnglish concepts. They
    ...
    use their englishEnglish 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 given self checkself-check quizzes where
    ...
    the quiz.
    Interpersonal-

    Interpersonal-
    Students will
    ...
    interact with eachothereach 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.
    Book-Concepts

    Book-Concepts
    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: Mathematics-C. Geometry
    Geometric

    Geometric
    Figures
    Grade

    Grade
    9-Diploma
    1

    1
    Students justify
    ...
    solve problems
    Students

    Students
    will be
    ...
    that the formula'sformulas are for
    ...
    them (Empathy)
    Standard

    Standard
    5 -
    ...
    students’ needs.
    Rationale:

    Rationale:
    Students will
    ...
    multiple intelligences.
    Verbal/Linguistic-
    By having students do blogs they will be using technology to show me and explain to me what they have learned.
    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 given self checkself-check quizzes where
    ...
    the quiz.
    Interpersonal-

    Interpersonal-
    Students will
    ...
    interact with eachothereach other to try
    ...
    out problems.
    Naturalist-

    Naturalist-
    Students will
    ...
    shapes form.
    Standard

    Standard
    8 -
    ...
    the learner.
    Rationale:

    Rationale:
    Students will
    ...
    of the studentsstudent’s final grade
    ...
    to find area'sareas and volumes
    ...
    they design.
    Formative

    Formative
    (Assessment for Learning)
    Students

    Students
    will do
    ...
    be given self checkself-check quizzes so
    ...
    solving these problems.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 a high rankinghigh-ranking architect in
    ...
    a timely mannermanner, as there
    ...
    same job!
    Teaching

    Teaching
    and Learning Sequence
    Intro
    Students
    Sequence:
    Intro
    Students
    will be
    ...
    solo assignment.
    Pre-assessment

    Pre-assessment
    (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 by themselves.Afterthemselves. After they do
    ...
    these problems.
    Review

    Review
    (8 min):
    ...
    students have.
    Self

    Self
    check quiz
    ...
    answers correct.
    Day

    Day
    2: Same
    ...
    first 5 minsminutes 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 shape names.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
    Pre-assessment
    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
    Pre-assessment
    Team
    pair solo handout
    Self

    Self
    check quiz and answers
    T-Charts

    T-Charts

    (view changes)
    7:10 pm

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