L2+Shorey,Andrew+Francis


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


 * Teacher’s Name:** Mr. Shorey
 * Date of Lesson:** Lesson 2 Perspective
 * Grade Level:** 10
 * Topic:** Area/Volume

**__Objectives__** Students will understand that all shapes have area, and 3-D shapes have volume Students will know formulas for Area/Volume, terminology for shape names Students will be able to compare and contrast volume and area. **__Maine Learning Results Alignment__** Maine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems **Rationale:** Students will be working with Area and Volume of different polygon's, and just geometry in general. **__Assessment__** **Formative (Assessment for Learning)** Students will be given a venn diagram for comparing and contrasting area/volume. Students will need be given sort of a self check for this diagram so they can see what I thought they should have put on the diagram but they will be able to share with the class some of the things that they thought should have been on the diagram. Students during class will also be asked if they understand what they are being taught and by doing this I would expect this will check for understanding **Summative (Assessment of Learning)** Podcast: about what area and volume are and explain how to find them for different shapes. Students will create a podcast using garage band where they will in some way tell us what area and volume are and how to find them for different shapes. Students can do an interview or a newscast or even create a song. They will work with partners and they will use garage band to do this. **100pts** **__Integration__** **Technology:** Students will be working with garage band to explain area and volume. By doing this students will be working with technology they must go into great detail to get the best grade that they can and by using garage band they will be working on their communication skills. **Other Content Areas:** English: By using garage band and making students communicate their idea's through spoken word. It will make students have to use their english skills because the only way that they can get good grades is by communicating their idea's well. Music: During the students podcast they must have some sort of song in their presentation. So musical students will be able to communicate their thoughts in a musical way. **__Groupings__** Students will be put into pairs to fill out their Venn Diagrams. This time around students will be allowed to pick their own partners for the experience of the lesson. They will be creating a song that will compare and contrast volume and area using their venn diagrams as notes. They will also be made to explain the content of the song in anyway that they choose. **__Differentiated Instruction__** Verbal/Linguistic- Students will be working in partners discussing area and volume and teaching each other about area and volume so by doing this students will be able to verbalize their thoughts. Logical/Mathematical- By using a Venn Diagram students will be able to organize their thoughts and notice patterns of how volume and area are similar or are different. Visual/Spatial- By having students writing down their thoughts on a Venn Diagram they will be able to get a picture of similarities and differences between area and volume. Bodily/Kinesthetic- By having students up and about moving to find partners it should allow students to move around enough to refocus and discuss thoughts with their partners. Music/Rhythmic- By having students create a song comparing area and volume it should allow students who learn in a musical or rhythmic way to understand the content better. Intrapersonal- Students will be able to work by themselves on their Venn Diagrams and do a self checklist so to get the original information about area and volume by themselves should be helpful for these students understanding. Interpersonal- Students will be working with partners teaching each other about different area's and volume's and also creating a song in groups should benefit these students. Naturalists- Students will be able to observe the shapes before comparing and contrasting area/volume and by showing the students shapes and having them observe this could benefit these students **Modifications/Accommodations** **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications 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** Students will be working with podcasts to explain area and volume, they will be working on finding similarities and differences. By using a podcast they will be using their communication skills to explain to their peers similarities and differences between area and volume. This will allow students to share their work with their peers and allow me to hear their idea's in a creative way. **__Materials, Resources and Technology__** Students will need: Laptop, pencils, paper, measuring tape, 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 **__Source for Lesson Plan and Research__** [|Area's] : This link is just specific to solving area formula's and how to find area. [|area/volume problems] :This link gives a wide range of things it allows me to give students examples that are already made up. [|Examples area/volume] : This link gives more difficult examples of area and volumes this gives word problems for students and is something that I want this lesson to be based on which is applications of volume and area. [|more examples of area and volume] : This link gave me some great idea's as how to integrate some tougher area and volume questions. This also allows me to use some problems on what I really want to teach in this lesson which is applications of area and volume. [|explanations of area and volume] : This link at the bottom of it gives me a great example of how I want my students to answer a problem and also explains area. **Book-Concepts and Applications**: This is a geometry book that explains area and volume in depth with many good examples and I would like to use some of the examples in the book. **__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://** By allowing students to learn in all of the intelligences in this lesson I will be helping students learn in the best way possible. Beach Ball: Students will be learning in a variety of ways they will be using a venn diagram and will also be taking notes and seeing examples on the board. On their final project students will have choices as to what they want to do. They will be able to present their knowledge in many ways. Clipboard: Students will have a very structured classroom environment. The class will be planned out and will be followed to a T. They will also be able to organize their thoughts using the Venn diagram. The way that the final project is given to students will allow students to know exactly what they need to do earn the grades that they want. Microscope: The whole lesson is really going to be based upon applications of volume and area. This will allow students who learn in a microscope way to delve deeper into these topics. To complete the problems students will need to pay attention to detail and go through it very carefully. Puppy: Students will be in a comfortable environment they will be allowed to choose their own partners which will allow students to be comfortable with who they are working with. **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **//Rationale://** Students will be looking deeper into concepts of area and volume they will be working on more word problems and by the end should have a better understanding of the subject matter. Students will know (See content notes) Students will be able to compare and contrast area and volume (Perspective) Students will be looking deeper at area and volume. By using a Venn diagram students should easily be able to see how volume and area are similar and how they are different. They will be doing a podcast about how they are similar and how they are different. It will allow students to communicate their thoughts verbally, after they have already written them down. **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **//Rationale://** In this lesson I will be touching on all eight multiple intelligence so students who learn in different ways will be allowed to learn in their own style. Verbal/Linguistic- Students will be working in partners discussing area and volume and teaching each other about area and volume so by doing this students will be able to verbalize their thoughts. Logical/Mathematical- By using a Venn Diagram students will be able to organize their thoughts and notice patterns of how volume and area are similar or are different. Visual/Spatial- By having students writing down their thoughts on a Venn Diagram they will be able to get a picture of similarities and differences between area and volume. Bodily/Kinesthetic- By having students up and about moving to find partners it should allow students to move around enough to refocus and discuss thoughts with their partners. Music/Rhythmic- By having students create a song comparing area and volume it should allow students who learn in a musical or rhythmic way to understand the content better. Intrapersonal- Students will be able to work by themselves on their Venn Diagrams and do a self checklist so to get the original information about area and volume by themselves should be helpful for these students understanding. Interpersonal- Students will be working with partners teaching each other about different area's and volume's and also creating a song in groups should benefit these students. Naturalists- Students will be able to observe the shapes before comparing and contrasting area/volume and by showing the students shapes and having them observe this could benefit these students. **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **//Rationale://** I will be using many different forms of formal and summative assessments. Students will be doing many assessments and their formal assessments will come before the summative and it will allow students to know what they have to do to get problems correct on the formal assessments. **Formative (Assessment for Learning)** Students will be given a venn diagram for comparing and contrasting area/volume. Students will need be given sort of a self check for this diagram so they can see what I thought they should have put on the diagram but they will be able to share with the class some of the things that they thought should have been on the diagram. Students during class will also be asked if they understand what they are being taught and by doing this I would expect this will check for understanding **Summative (Assessment of Learning)** Podcast: about what area and volume are and explain how to find them for different shapes. Students will create a podcast using garage band where they will in some way tell us what area and volume are and how to find them for different shapes. Students can do an interview or a newscast or even create a song. They will work with partners and they will use garage band to do this. **100pts** **Test:** Students will also be taking a test at the end of the unit and area and volume problems will be 1/3 of the test. Students will have to also understand applications of area and volume as their will be word problems on the test. **Performance task**: On the Performance task students will be asked to design a house and they will need to use area, and volume formulas to do well on this task. **__Teaching and Learning Sequence__:** Students will be sitting at desks and facing the whiteboard. They will be sitting in rows of tow. This will allow students to ask questions of their partners if they are struggling in the class. For test taking students will need to separate their desks a little bit. Agenda: Hook (10 min): I will be using some of the video's from area/volume content notes to show area and volume. I will then ask the class to brainstorm a scenario where they will need to find are and volume. We will then solve it as a class. Instruction (30 min): I will be instructing the students on how to first understand what a word problem is really asking, how to draw out what the word problem is asking and how to solve the problem using the formulas that we have already covered. Partnering up (3 min): I will ask students to get into pairs and sit together somewhere in the classroom. Venn Diagram (15 min): I will then ask students to pair up and go over everything that they know about area or volume. They will then get together with another group and share what they have learned. Podcast tutorial (10 min): I will then give the students a brief and simple podcast tutorial. I will do it myself and explain how to use it. Group work (12 min): I will then have students in their first partnership go over what I think should be on the Venn diagrams I will give them a checklist. I will then hand out rubrics for their podcasts and explain what I want them to do. Day Two: For the first 25 minutes of class I will allow students to work on their podcasts the podcasts will have to be 3-5 minutes long and show what they have learned about area and volume. For the next 30- 50 minutes of class I will have the students present their podcast and whatever comes with the podcast. Whatever time is left in class I will be handing out reflections about the podcast and have them start that for homework. Students will be creating a project at the end of the unit and it is important for them to understand area and volume very well to do well on the project. So students will be able to use their notes to understand how area and volume work. The maine learning result that they will be working with isMaine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems. After learning about area and volume they should be able to justify statements about polygons and solve problems concerning different ones. **Where, Why, What, Hook, Tailors Verbal, Logical, Visual, Bodily, Musical, Interpersonal, Intrapersonal, Naturalist** I will be instructing students on how to solve area, and volume problems. I will be doing examples on the board and giving them definitions of different things. To make sure that they understand what I am talking about I will be asking students to give me a thumbs up or thumbs down based upon what I have just taught. I will be instructing them on different formulas from the content notes that they should already know. However the most important thing that I will be instructing them on is how to read word problems and how to figure out what these problems are asking. I will also show students how i think that they should go about these problems whether it be drawing out what the problem is asking or by writing down all the information that we know. I will also be instructing students on what I notice about area and volume on how they are different. Each problem I will ask students to tell me how the area and volume relate and what they know about area and volume to solve the problem. I will be giving students a graphic organizer so that they can keep their thoughts straight what I want students to get is I want them to know how to solve area and volume problems so I want students to know what they need to solve the problems. By giving them a Venn diagram students will be able to write down how they figure out the problems and also compare area and volume problems. I will also be giving students my thoughts on area and volume in the form of a checklist so they will be able to rethink and revise their Venn diagrams. In my content notes I am giving students all the tools necessary to find area and volume of different shapes. I also have found some great examples of word problems that I would like to go over and have students know how to do. **Equip, Explore, Revise, Rethink, Tailors: Verbal, Visual, Logical, Intrapersonal, Interpersonal** Students will be using the Venn diagram to explore the content. They will be using the Venn diagram to write down what they know about area and volume. They will then use this knowledge to create a podcast about what they have learned. Somewhere in the podcast they need to have some sort of music but it doesn't necessarily have to be related to the content they just need to have it. Students will be able to compare and contrast volume. By doing the podcast students will be telling everyone different things about area and volume. By knowing all the formulas and having the Venn diagrams as a script almost it shouldn't be to hard to do. Students will be in groups while working on their Venn diagram as well as on their podcasts it will allow them to get more than one perspective. Students will be making a podcast and they will need to have a 3-5 minute piece explaining area and volume how they are similar and how they are different and how to solve problems for each. I will be giving students a checklist for their Venn diagrams after they have completed them and that will allow students to rethink and refine the diagram previous to creating their podcast. **Explore, Experience, Revise, Refine, Tailors: Visual, Logical, Musical, Interpersonal, Intrapersonal, Verbal** Students will be self assessing their Venn diagrams by having a checklist. They should be able to see what they have that is on the list and what they need to put on the diagram what is on the list and what they have missed. I will be providing feedback for students by filling out a rubric based upon their podcasts and I will fill out the rubrics basically during their presentation and write down notes. I will be able to give them the feedback pretty much the next class that they have with me. This all connects to a bigger task that students will be doing. They will be designing a house and they will need to know how to do area and volume problems. they will also be taking a test and area/volume will be on the test. **Evaluate, Tailors: Verbal, Visual,Logical, Intrapersonal, Interpersonal, Musical, Naturalist** **__Content Notes__** Students will be able to figure out the area of many shapes and polygons. I will start with the basics being squares and rectangles, triangles, circles, trapezoids, parallelograms. I will ask students to be able to see how they are similar and as them to explain why we figure out area in this way. Formulas: A=bh, A=1/2bh, A=1/2h(b1+b2) A=pie times radius squared. **Volume**: Students will also need to be able to figure out volumes for many shapes I will ask the students to explain how they could relate area, and volume together. Students will know the formulas for volumes of cones, cubes, cylinders, spheres, and rectangular prisms, triangular prisms. 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= p rsquare A= p (3 squared) A=9 p  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= p radius squared B= p (3 squared) B=9 p V=63 p  Cone radius 6 height of 7 V=1/3 p 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 of Volume and Area. **__Handouts__** Venn diagram Homework all made up  Checklist for Venn Diagram