L6+Trefethen,+Kelsea

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Trefethen **__ Lesson #: __** 6 **__Facet:__** Perspective


 * __ Grade Level __**** : ** 7 **__ Numbers of Days: __** 3


 * __ Topic: __** Relating geometric figures to different scales


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** geometric figures can be drawn and constructed.


 * Student will know ** how to make a scale and use Google SketchUp


 * Student will be able to ** relate measures to a larger or smaller scale.


 * Product: ** Google SketchUp


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards

Content Area: Geometry

Grade Level: 7th

Domain: Geometry

Standard: Draw, construct, and describe geometrical figures and describe the relationship between them.

Clusters: 1, 2, 3


 * Rationale: ** Students will use what they have learned in previous lessons and develop the ability to relate figures to different scales.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will use an entrance ticket on the second and third day to check for understanding.


 * Section II – timely feedback for products (self, peer, teacher) **

I will use a rubric to teacher assess their products and presentation.


 * __ Summative (Assessment of Learning): __**

You are an accomplished architect struggling to find work due to the bad economy. You've just heard about Extreme Makeover Home Editions new competition. Ty Pennington and the team are asking architects from all around to design a house for the Wistowski family. The Wistowski's are in need of desperate changes. Currently the Wistowski's only have 3 bedrooms between the 7 of them and their house is not wheelchair accessible for the handicapped daughter. The team and family will judge all the designs and decide which one is best. If yours if chosen you will become a member of the Extreme Makeover Home Edition team! Your design must meet the requirements and needs of the Wistowski family to be eligible.


 * __ Integration __**


 * Technology: **

I will have my students using Google SketchUp in a Type II way.


 * Content Areas: **

Art: Students will use some art skill to construct their houses


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will use a T-chart to list different scales they can think up.


 * Section II – Groups and Roles for Product **

For the Google SketchUp project students will work individually.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal-Linguistic:** Students will share with the class their Google SketchUp project.

**Logical/Mathematical:** Students will organize information learned in class in the T-chart.

**Visual/Spatial:** Students will sketch plans for their Google SketchUp projects.

**Intrapersonal:** Students will be given time to reflect on ideas for their Google SketchUp projects

**Interpersonal:** Students will share their T-charts with one another

**Naturalist:** Students get to design a realistic house.


 * __ Modifications/Accommodations __**


 * // From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **

Students will be able to view class notes on my wiki page. Students will also have to get in touch with their buddy to get their notes and papers if necessary. Students will have to complete the T-chart for additional homework.


 * __ Extensions __**


 * Type II technology: **

Students will construct 3D houses using Google SketchUp


 * Gifted Students: **

Gifted students can make the house as complex as they want. And for extra credit they can add color and flooring and other detail.


 * __ Materials, Resources and Technology __**
 * // LCD Projector //
 * Laptops
 * Handouts (Rubrics (2), T-chart)
 * Google SketchUp

[] T-chart
 * __ Source for Lesson Plan and Research __**

// I made my own handouts //


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Students will be arranged in clusters of 4 desks

// Day 1 // // Hook (5): There will be a model of the Space Mountain roller coaster in the middle of the classroom when students walk in. // // Introduce new material (20): SEE CONTENT NOTES // // Introduce Project (75): I will pass out the rubrics and explain the project. //

//Day 2// // (Handout entrance ticket as students walk in. Put a one foot-by-one foot square on the board and ask students to draw the same square on a smaller scale of their choice on paper. Make sure they label the scale.) //

// Work on T-charts (10): Students will spend some time making up scales of their own. Using different units and both smaller to larger and larger to smaller. Students will pair up and help each other. // // Work on project (70): Students will work on their Google SketchUp projects for the rest of class. //

//Day 3// // Present projects (80): Each student will present their Google SketchUp product to the class. //

Students will understand that geometric figures can be drawn and constructed. It is important for us to know how to relate measures to a larger or smaller scale so we can understand and work with huge geometric figures on paper. // Draw, construct, and describe geometrical figures and describe the relationship between them. // There will be a model of the Space Mountain roller coaster in the middle of the classroom when students walk in.

**(Where, Why, What, Hook Tailors:** **Mathematical, Visual, Kinesthetic, Interpersonal)**

Students will know the definition of complimentary and supplementary and how to make a scale.Students will use a T-chart to create their own scales. I will observe them making up their scales, and challenge them to make them more complicated. Students will share their T-charts and help one another come up with ideas.

**(Equip, Explore, Rethink, Revise, Tailors**//:// **Verbal, Mathematical, Intrapersonal, Interpersonal)**

Students will use a T-chart to create their own scales. Students will share their T-charts and help one another come up with ideas. Students can revise there T-charts as them come up with more ideas.

**(Explore, Experience, Revise, Refine, Tailors: Verbal, Mathematical, Intrapersonal, Interpersonal, Visual)**

I will use an entrance ticket to check for understanding on day 2. While the students are working I will review the tickets and see what needs to be clarified in class. The students can use the product rubric to look over their Google SketchUp projects. I will use two rubrics to assess their Google SketchUp projects and presentations.

**(Evaluate, Tailors: Mathematical, Interpersonal, Intrapersonal, Verbal, Visual)**


 * __ Content Notes __**

To make a scale all you need to do is set up a ratio. To scale an object down you could say that 1 foot = 1 inch. To scale an object larger you would do the reverse.


 * __ Handouts __**

// Rubrics (2), T-chart //


 * __ 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. //**


 * __ Learning Styles __**


 * Clipboard: ** Students will be organizing their learning in a graphic organizer


 * Microscope: ** Students will have to work very hard to keep their products clean, organized, and precise.


 * Puppy: ** Students will receive feedback from me and have to assess themselves as well.


 * Beach Ball: ** Students will get to move around and work together for multiple activities.


 * Rationale: ** The four different learning styles are highlighted in the lesson.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * Content Knowledge: ** Understanding how to relate geometric figures to various scales.


 * MLR or CCSS: **

Common Core State Standards

Content Area: Geometry

Grade Level: 7th

Domain: Geometry

Standard: Draw, construct, and describe geometrical figures and describe the relationship between them.

Clusters: 1, 2, and 3


 * Facet: ** Student will be able to relate measures to a larger or smaller scale.


 * Rationale: ** Students will develop a deeper understanding off all the topics and learned in previous lessons and how to relate them to different scales.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * MI Strategies: **

**Verbal-Linguistic:** Students will share with the class their Google SketchUp project.

**Logical/Mathematical:** Students will organize information learned in class in the T-chart.

**Visual/Spatial:** Students will sketch plans for their Google SketchUp projects.

**Intrapersonal:** Students will be given time to reflect on ideas for their Google SketchUp projects

**Interpersonal:** Students will share their T-charts with one another

**Naturalist:** Students get to design a realistic house.


 * Type II Technology: ** Google SketchUp


 * Rationale: Using a differentiated learning style and integrated Type II Technology students will develop a strong understanding of how to relate geometric figures to various scales. **


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * Formative: ** I will use an entrance ticket on the second and third day to check for understanding.


 * Summative: ** You are an accomplished architect struggling to find work due to the bad economy. You've just heard about Extreme Makeover Home Editions new competition. Ty Pennington and the team are asking architects from all around to design a house for the Wistowski family. The Wistowski's are in need of desperate changes. Currently the Wistowski's only have 3 bedrooms between the 7 of them and their house is not wheelchair accessible for the handicapped daughter. The team and family will judge all the designs and decide which one is best. If yours if chosen you will become a member of the Extreme Makeover Home Edition team! Your design must meet the requirements and needs of the Wistowski family to be eligible.


 * Rationale: ** I will use these techniques of formal and informal assessment to evaluate the success and improvement of my students in a variety of ways.

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