L3+Dionne,+Christina

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

Teacher’s Name: Ms. Dionne Date of Lesson: Lesson 3: Grade Level: 7 Topic: Perimeter

Objectives Student will understand that solving problems involves finding the perimeters of any polygon or circle and finding the area of any polygon or circle. Student will know formula a²+b²=c², and the term Pythagorean Theorem. Student will be able to consider how to find perimeter of any irregular or regular shape.

Maine Learning Results Alignment Maine Learning Results: Mathematics- C. Geometry Geometric Measurements Grade 7 2. Students solve problems involving perimeter and area. Rationale: This lesson will look more in depth on methods students can use to find the lengths of the sides of irregular polygons. By doing so, students will be able to solve for the area and perimeter of irregular and regular polygons.

Assessment Formative (Assessment for Learning) Students will receive the Perimeter and Pythagorean Theorem worksheet and will work through various problems where they will have to find the missing side lengths. They will then form Numbered Head groups to work on the worksheet together until all members understand the problems. As they work through it, I will provide feedback. They will also daily keep track of the types of problems that they are having difficulty with, and the ones they have mastered in their blog. As the teacher, I will comment each blog after every class.

Summative (Assessment of Learning) Students will utilize Garageband to create Podcasts. This Podcast will be a short news bulletin about perimeter, regular and irregular polygons, and/or circles. Students will become newscasters as they report on a story about a company or person solving a real-life problem through using perimeter in some way. The podcast will be between 5-10 minutes in length.

Integration Technology: Technology will be present in this lesson as students use Garageband. This application allows students to create and edit clips of speech, music, or sound effects into a informative podcast.

Other Content Areas: English: Students will create a script for the podcast. Theater: Students will act as newscasters, reporters, or interviewees to give the information.

Groupings Students will form Numbered Heads groups to work on the Perimeter and Pythagorean Theorem worksheet. Students will be assigned a number, 1 through 4. Students with the same number will be in the same group. While in this group, the students will work together on each problem, discussing possible solutions. By being in a group, students will be able to discuss ideas and processes that will allow them to obtain the answer. As the class comes together, the groups will present the problems they got correct in order to help explain the problem to the students who did not get them correct.

Differentiated Instruction

Strategies Verbal: Students will create a short news bulletin about perimeter, regular and irregular polygons, and circles. Musical: Students will create a short rap or song of the equations for area of a regular polygon and oval to include in the podcast. Interpersonal: Students will be in groups and discuss to each other how to find perimeter and area. Naturalist: Students will be able to discuss ways that the poles can be utilized, whether for a zipline, clothesline, etc. Logical: Ask students to find ways of determining the length of missing side lengths. Bodily Kinesthetic: Students will be trying to find ways of finding the length of rope needed to connect 2 poles.

Modifications/Accommodations I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent students will be required to contact me via email, office hours, or between classes to obtain missed homework and discuss what was missed. Students will be asked to set up arrangements on how the Perimeter and Pythagorean Theorem worksheet will be completed and when it will be appropriate to turn it in. If students are unable to work on the Podcast due to absences, then the pair will be given an appropriate extension provided they contact me with a plan of completion.

Extensions The Podcast becomes a Type II technology because it allows students to do more than record themselves. Garageband allows students to create and edit clips of speech, music, or sound effects into a informative podcast. This software is unique in that students are able to control the pitches and edit the clips of audio they record. This creates opportunities for students to become creative and make the material come to life.

Materials, Resources and Technology •Student Laptops/Laptop Cart •Pencils and Erasers •Projector/SmartBoard •Perimeter and Pythagorean Theorem Worksheet •2 Free-standing Poles, (with one significantly shorter) •About 5 feet of Rope •Yardstick •Calculators •Garageband Checklist •Garageband Rubric •Answer Key for Worksheet

Source for Lesson Plan and Research Podcast Tutorial http://www.youtube.com/watch?v=RimJ6BfQaTE This tutorial will allow students to become more familiar with Garageband and Podcasts.

Podcast Checklist and Rubric http://www.olejarz.com/ This website was used to help create the rubric for the summative assessment.

Numbered Head Groups http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities This website explains in more detail how students will work together in groups.

Graphic Organizers http://www.eduplace.com/graphicorganizer/ The Problem-Solution Chart used within the lesson was adapted from this website.

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: Students who enjoy a variety of resources in an adaptive environment with many choices, manipulatives, and spontaneity will be supported within my classroom. Within this lesson, students will be encouraged to create a creative podcast. For those students who rely on organization and structure with clear procedures and expectations as well as closure, the proper support will be provided within the classroom. The lesson will begin with an introduction on what the students will learn, and the students will follow the sequential procedures that lead to the end of the lesson. Students will reflect in their blog after each class and discuss what they have learned, providing closure of the lesson. Consistent routines are in place as students will be working on classwork and the Podcast, then finishing up the class by reflecting in their blogs. Students who are fond of discovering and analyzing concepts, and exploring, discussion, focusing on details, are supported within this lesson. Perimeter is explored deeply as students participate in the lesson activity and create a Podcast. Discussion occurs as students work on a graphic organizer in pairs, and then come together as a class.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Students will know the formula a²+b²=c², and the term Pythagorean Theorem. Please refer to content notes. Students solve problems involving perimeter and area. The students will be exploring methods of finding lengths of the sides of irregular polygons. This will allow students to find the perimeter of polygon. The podcast will depict the student’s knowledge of this process as they will be creating a news report where a person used these methods to solve a crisis.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Students will create a short news bulletin about perimeter, regular and irregular polygons, and circles. Musical: Students will create a short rap or song of the equations for area of a regular polygon and oval to include in the podcast. Interpersonal: Students will be in groups and discuss to each other how to find perimeter and area. Naturalist: Students will be able to discuss ways that the poles can be utilized, whether for a zipline, clothesline, etc. Logical: Ask students to find ways of determining the length of missing side lengths. Bodily Kinesthetic: Students will be trying to find ways of finding the length of rope needed to connect 2 poles.

Extensions: The Podcast becomes a Type II technology because it allows students to do more than record themselves. Garageband allows students to create and edit clips of speech, music, or sound effects into a informative podcast. This software is unique in that students are able to control the pitches and edit the clips of audio they record. This creates opportunities for students to become creative and make the material come to life.

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) Students will receive the Perimeter and Pythagorean Theorem worksheet and will work through various problems where they will have to find the missing side lengths. They will then form Numbered Head groups to work on the worksheet together until all members understand the problems. As they work through it, I will provide feedback. They will also daily keep track of the types of problems that they are having difficulty with, and the ones they have mastered in their blog. As the teacher, I will comment each blog after every class.

Summative (Assessment of Learning) Students will utilize Garageband to create podcasts. This podcast will be a short news bulletin about perimeter, regular and irregular polygons, and/or circles. Students will become newscasters as they report on a story about a company or person solving a real-life problem through using perimeter in some way. The podcast will be between 5-10 minutes in length.

Teaching and Learning Sequence: Desks will be arranged in groups of four.

Agenda: Day 1: Poles (10 min) Pythagorean Theorem (15 min) Perimeter and Pythagorean Theorem Worksheet (25 min) Reflect in Blog (10 min) Equation Rap/Song (10 min) Introduce Garageband (10 min)

Day 2: Share Equation Rap/Songs (10 min) Problem-Solution Chart (10 min) Class Reviews Worksheet (20 min) Reflect in Blog (10 min) Work on Podcast (30 min)

Students will understand that solving problems involves finding the perimeters and area of any polygon or circle. Students solve problems involving perimeter and area. Not every shape in life is a regular shape and they must equip themselves with the ability to find the perimeter of any shape for when they do projects such as painting or building a birdhouse. To begin, the two poles will be set up so that they are about 4 ft apart. Students will be asked to try and find a way to determine how much rope will be needed to connect the top of both poles. This will help the students learn how to find the length of a missing side, as well as help me assess the methods they use. Where, Why, What, Hook, Tailor: Naturalist, Logical

Students will know the formula a²+b²=c², and the term Pythagorean Theorem. (see content notes). I will then review the Pythagorean Theorem. This theorem is used to find the length of the side of a triangle when two sides are known. The theorem can be used to find the missing side length of a triangle, or to find the length of the radius, apothem, or half the side length of a regular polygon. This is because these three form a triangle where r2=a2+s2. This can also be found on the handout from the previous lesson, Area of Regular Polygons. Next, students will be given a number 1 through 4, by counting each student and returning to 1 after 4 (1, 2, 3, 4, 1, 2…). Students who receive the same number will be working together in groups. The Perimeter and Pythagorean Theorem worksheet will then be passed out. The worksheet will have problems in which students must use different methods to find the missing side length. While students work, I will be checking in with groups to see how they are progressing and assist where necessary. After 25 minutes, students will reflect in their blog. I will then explain to the students the equation rap/song they will be creating. They will be taking a formula, and creating a song or rap in which it describes how to use the formula. Students will be able to choose their own partners, and these partners will also be who they work on the Podcast with as well. If there are any disputes over partners, those students who are closer in age will work together. Next, the summative assessment will be introduced and students will explore Garageband for the rest of the class period. I will hand out the Script Ideas handout as well as the Podcast Checklist. Students will complete the equation rap/song assignment for homework as well as brainstorming ideas for the Podcast. Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Musical, Logical

Day Two Begins Class begins with students sharing the equation rap or songs that they created. Once students have shared, then they will continue working on the worksheet until it is complete. As students work, I will be available to each group for questions. Once completed, the class will come together to go over the problems. Answers will be read, and then I will ask the students which problems they had difficulty with. For each difficult problems, students are encouraged to give ideas on how they worked through the problem. Once all problems are worked through, the class will then reflect in their blog. They will discuss the problems they had difficulty with and if they now understand how to solve the problem. Students will then have the rest of the class period to work on the Podcast. They must have their script approved before the end of the class. The final podcast is due at the beginning of the next class. Revise, Refine, Evaluate, Tailor: Intrapersonal, Interpersonal, Verbal

Content Notes Students will know the Pythagorean Theorem, a²+b²=c², which allows students to solve for a side of the triangle when they know the length of two. This formula will assist students in finding the area of triangles. (http://www.grc.nasa.gov/WWW/K-12/airplane/pythag.html)

Handouts Perimeter and Pythagorean Theorem Worksheet Podcast: News Alert! Script Ideas Handout Podcast Checklist Podcast Rubric