L1+Booth,Heath+Bascom


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


 * Teacher’s Name: Mr. Booth**
 * Date of Lesson: 1 Explain**
 * Grade Level:** **8th grade**
 * Topic: Measurement and data analysis**

__**Objectives**__
Student will understand that most measurements are approximations. Student will know why measurement results vary. Student will be able to demonstrate calculation of measures using multiple attributes.

__**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.

__**Assessment**__
This lesson is the start of the unit on measure/data analysis. The students will start with a short ungraded pre-test to establish baselines and goals within this topic. Through out the unit, students will enter the class to find a question on the board to start the class discussion. Homework will be turned in for review of focus problems and completeness. Students will also be starting a dialogue with me and themselves through the use of a blog.
 * Formative (Assessment for Learning)**

The blog will serve as a summative assessment with a checklist for completeness. Required entries include smart board graphic from daily question, reflection on appropriate and consistent measurement techniques, and all data from in class measurement exercises.
 * Summative (Assessment of Learning)**

__**Integration**__
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.

Science: The inclusion of DaVinci's "Vitruvian Man" relates the science and math of the human body and it's relationships.

__Groupings__
The students will work together in pairings within clusters. Each student will be responsible for their own work however they will be able to check understanding within their partners. I will be circulating the room looking for misconceptions. Students will complete blog posting with individual reflections

__**Differentiated Instruction**__
Verbal-Linguistic - Discussion of blogs and measurements will provide the students with the background knowledge needed for the unit.  Logical/Mathematical - The students will do calculations of golden ratios in the human body.  Visual/Spatial - The worksheet contains visual representation of data collected during the measurement process.  Bodily/Kinesthetic - Active learners will be engaged during measurement activities that allow physical manipulation of object to be measured.  Intrapersonal - Students will complete blog posting with individual reflections  Interpersonal - Students will work in pairs and groups during activities during this lesson.  Naturalist - The relation of topics to the human body includes the naturalist learners.
 * Strategies**


 * Modifications/Accommodations**

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


 * Absent students** will be provided with the materials from class and assisted in setting up the blog framework. Students will connect with their base teams to make the measurements needed, time will be given in class during other activities to achieve this.


 * Extensions**

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. This material can be extended by having students provide additional examples of representations of the golden ratio and provide links and analysis.

Science: The inclusion of Davinci's "Vitruvian Man" relates the science and math of the human body and it's relationships.

__**Materials, Resources and Technology**__
Blog setup instructions and checklist on class Wiki Short pre-test on measurement methods Rubrics smartboard or LCD projector measuring tapes/yardsticks/rulers interesting objects to measure object measurement worksheet. Golden ration DaVinci handouts

__Source for Lesson Plan and Research__
Video - Portion of[| "Donald Duck in Math Landmagic"] by Disney, inc. Measurement exercise and worksheet adapted from the lesson "[|The Golden Student]' by Kevin Holland at www.beaconlearningcenter.com

__**Maine Standards for Initial Teacher Certification and Rationale**__
__**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.//**
 * Beach Ball** learners will have the freedom to choose where they sit and who they work with, and will benefit from the variety of activities the lesson progresses through.
 * Clipboard** learners can use the data organizers and the blog as a tool to organize their learning.
 * Microscope** learners will be able to discover a concept and then revisit it in depth.
 * Puppy** learners will benefit from the small group discussions.

__**Rationale:**__ See contents notes. Students will understand that most measurement are approximations and be able to demonstrate appropriate and consistent measurement techniques.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Verbal-Linguistic - Discussion of blogs and measurements will provide the students with the background knowledge needed for the unit.  Logical/Mathematical - The students will do calculations of golden ratios in the human body.  Visual/Spatial - The worksheet contains visual representation of data collected during the measurement process.  Bodily/Kinesthetic - Active learners will be engaged during measurement activities that allow physical manipulation of object to be measured.  Intrapersonal - Students will complete blog posting with individual reflections  Interpersonal - Students will work in pairs and groups during activities during this lesson.  Naturalist - The relation of topics to the human body includes the naturalist learners.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

This lesson is the start of the unit on measure/data analysis. The students will start with a short ungraded pre-test to establish baselines and goals within this topic. Through out the unit, students will enter the class from to find a question on the board to start the class discussion. Homework will be turned in for review of focus problems and completeness. Students will also be starting a dialogue with me and themselves through the use of a blog. The blog will serve as a summative assessment with a checklist for completeness. Required entries include smart board graphic from daily question, reflection on appropriate and consistent measurement techniques, and all data from in class measurement exercises.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
My classroom will be set up in clusters of 4 students at a table grouping. I will likely set assigned seats after the first few classes if problems arise, however students may be allowed to select their own seat daily. In this lesson students will work in both table groups and pairs. I will use the long and short term stations within my classroom, for this lesson there will be objects distributed in these areas for in class measurement exercises.

Day 1: (5 Min) Students will enter class to find the daily question on the smart board. "Name a unit of measurement?", students will each write one on the smart board as they enter class.(General categories such as: distance, speed, temperature and weight will be listed) The daily question will be added to the class wiki. (5 Min) I will use an ungraded pre-test to establish what student know about measurements. We will use the chart to start class discussion leading into lecture material and I will collect these with the students names to use for later individualized blogging assignments based on what they want to know. (15 min) Lecture - yardstick vs tape measure(appropriate tool for the job), smaller units are more exact, demonstrate small miscalculations blown up to larger scale, discuss estimation (5 Min) I will ask students to estimate the size of several of the objects they are about to measure. (15 Min) Students will then move as groups through the focus areas to measure sample items. These items will vary in complexity and contain items designed to produce variations in class results. All measurements will be taken in English units. (10 Min) Class discussion about the variations in results and the reasons for that variation. (20 min) I will guide students through access and use of blogs, which have been set up prior to class through teacher account. The students will use the data from the in class measurement exercise to make their first blog entries. We will use this data throughout the unit.

Day 2:

(10 Min) Daily question "How long are these lines?" Students will add their estimates to the smart board. This will be added to class wiki. The lines will be the length of 1ft and 1.6ft. This will lead into class discussion about ratios and relationships. (5 Min) Video "Donald Duck in Math Magic Land." (15 Min) We will demonstrate the golden ratio in some everyday objects by calculating the ratio of their student ID, textbook, door frame. . etc All of these items will have been measured in the Day 1 measurement exercise. (20 Min) The cluster groups will divide into pair and complete measurements needed for human body golden ratio calculations. (15 Min) I will guide students through calculations from body calculations. (15 Min) Allow individual work time to complete the worksheet and complete blog entries.

Students will be able to quantify the physical world around them by understanding that most measurement are approximations and be able to demonstrate the use of appropriate and consistent measurement techniques. The big hook of the lesson is a video about the golden ratio in many aspects of life, from art and architecture to product design in everyday items. Each day of every lesson will have a smaller hook in the form of a daily question posted on the smart board for the start of every class. This question is designed to initiate class discussion and flow into the lecture material for the day. In addition, this will serve as a technique to engage the students and settle them into the class period.
 * Where, why, What, Hook Tailors: List MI's** - Naturalists, Verbal, Visual

Students will know why measurement results vary. The will be able to select the appropriate tool for measurement and demonstrate consistent measurement techniques. Students will be provided with a flow chart with instructions on blog setup, use and customization. For measurement exercises students will receive a data packet with related formulas and charts with both instructions and space for recording and manipulating data. We will have class discussion about the variations in results and why these occur. Then we will provide students with an opportunity to remeasure the objects designed to produce variations. Students will also have additional opportunities to refine their measurement techniques during the second measurement exercise.
 * Equip, Explore, Rethink, Revise, Tailors: List MI's** - Logical, Verbal, Visual, Kinestetic

The first measurement exercise is designed to produce variations in the results. Students will think-pair-share within pairs and clusters about the results and variations. A class discussion will follow this exercise and lead into the class remeasuring the focus objects. After completion of this lesson the student should be able to demonstrate appropriate and consistent measurement techniques. They will experience some common pitfalls in measurement techniques, discuss ways to avoid those pitfalls and then re-evaluate the the objects designed to produce variations in data.
 * Explore, Experience, Revise, Refine, Tailors: List Mi's** - Interpersonal, Intrapersonal, Kinesthetic

The blog will serve as a self assessment with a checklist for completeness. Required entries include smart board graphic from daily questions, reflection on appropriate and consistent measurement techniques, and all data from measurement exercises. The data will be easily accessed in future lessons when examples are needed, the idea being to allow a certain familiarity with set of numbers and how they can be related or manipulated. I will be able to check in on student's blogs and provide guidance and feedback. Discussions within pairs or clusters will also help to remove misconceptions.
 * Evaluate, Tailors: List MI's -** Verbal, intrapersonal, logical, visual, Interpersonal


 * Content Notes**

Student will understand that that most measurements are approximations.
 * Use the right tool for the object you intend to measure (Size, Flexibility of use, units you can use)
 * Smaller units of measure lead to more exact results -
 * Show example of carpenter incorrectly measuring a boards length by 1/4" per 1' - after 100' of boards the total length the carpenter is off by is 2'1" - continue to expand the scale of the error
 * know what you are measuring and describe it when recording data (IE: to outside edge)

Short pre-test on measurement methods Data sheet for 1st in class measurement exercise "The Golden Student" measurement exercise worksheet
 * Handouts**