L6+Dionne,+Christina

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

Teacher’s Name:** Ms. Dionne **Date of Lesson:** Lesson 6 Facet: Application
 * Grade Level:** 7 **Topic:** Area and Perimeter WebQuest

__**Objectives**__

 * Student will understand that** solving problems involves finding the perimeter and area of any polygon or circle.
 * Student will know** the material learned over the previous five lessons.
 * Student will be able to** use the knowledge they have acquired over the unit to complete a WebQuest.

__**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 include the summative assessment for the entire unit. The WebQuest will utilize the student’s knowledge of area and perimeter to redecorate a bedroom.

__**Assessment**__
Students will be continuously working on the summative assessment. After each class period, students will blog about where they are in the WebQuest, problems they are encountering, and problems they have overcome. During class, students will have the opportunity to discuss difficulties directly with me.
 * Formative (Assessment for Learning)**

The summative assessment is a WebQuest in which students will create a Glogster. Students will be in teams of two, and will be guided step by step online to redecorate a bedroom. They will create or measure an existing room and find the areas of all surfaces. Using this information, students will browse through materials to determine how much paint, flooring, and moulding is needed to redecorate the room, all within a budget of $1,000.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology will be present in this lesson as students work on the WebQuest online, create a Glog, and use www.floorplanner.com. The Glog allows students to display the information they have collected in a creative and innovative manner. This online poster can include narrations, music, pictures, video, and more. The floor planner website allows students to accurately and easily create a 3 dimensional floor plan to include in the Glog. Art: Students will create a Glog that is visually appealing. Public Speaking: Students will present and explain their Glog to the rest of the class.

__Groupings__
Students will be paired by height. At the beginning of class, students will line up in a straight line by height. Students will then be paired with the student directly next to them, starting from the front of the line. If there is an odd number of students, the last three students will work together.

__**Differentiated Instruction**__

 * Strategies**
 * Musical:** Students have the opportunity to enhance their Glog by adding music.
 * Intrapersonal:** Students will be reflecting daily in blogs.
 * Visual:** Students will be creating a Glog that must be visually appealing and creative.
 * Interpersonal:** Students must work together to decide on the paint, flooring, and moulding to use to redecorate the bedroom.
 * Logical:** Students will be working together to find the area and perimeter of the bedroom. They must use this information to determine how much paint, flooring, and moulding they will need while staying on budget.
 * Bodily Kinesthetic:** Students will measure the dimensions of a room.

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 discuss a plan of completion. Since the WebQuest is available online, students are encouraged to make up the missing time whenever possible. If students do not believe they will complete the WebQuest on time due to absences, they will be given an extension provided they contact me.
 * Modifications/Accommodations**

The Glogster becomes a Type II technology because it allows students to incorporate more into a poster. The Glogster allows students to go beyond the assignment. By including elements, such as music, links, and videos, students become more expressive are capable of analyzing the lesson more thoroughly. Students can include explanations of the budget or materials used.
 * Extensions**

__**Materials, Resources and Technology**__
•Student Laptops/Laptop Cart •Pencils and Erasers •Projector/SmartBoard •Yardstick/Rulers •Budget Sheet •Measurement Help-Sheet •Calculators •Glogster Rubric •Presentation Rubric •Printer

__Source for Lesson Plan and Research__
//http://www.youtube.com/watch?v=80NISdsoouE// This tutorial will allow shows teachers how to set up student accounts as well as how to create a Glog.
 * Glogster Tutorial**

//http://floorplanner.com// This website is where students will create a floor plan of the room they are redecorating.
 * Floor Plan**

//http://www.floorplanner.com/tutorial// This is the tutorial students will watch. They only need steps 1, 3, 4, 9, 11, and 12.
 * Floor Plan Tutorial**

//http://www.behr.com/Behr/home#view=14;vgnextoid=6bd8ea6621ca5110VgnVCM1000008119fea9RCRD;channel=EXPLORE// Students will navigate here to select the colors of paint they wish to use as well as to create a room preview.
 * Virtual Color Center**

//http://www.homedepot.com/webapp/wcs/stores/servlet/ContentView?pn=Carpet_ColorWall&langId=-1&storeId=10051&catalogId=10053&cm_sp=cm_sp=flooring_carpet-_-hero3-_-carpet_color_wall// This is where students will navigate to to select the carpet they wish to use.
 * Carpet Selection**

//http://www.homedepot.com/Flooring-Hardwood-Flooring-Bamboo-Flooring/h_d1/N-5yc1vZ1xr5Zbejn/h_d2/Navigation?langId=-1&storeId=10051&catalogId=10053&storeId=10051&catalogId=10053&langId=-1// This is where students will navigate to to select the hardwood floor they wish to use.
 * Bamboo Hardwood Flooring Selection**

//http://www.homedepot.com/Building-Materials-Moulding-Millwork-Moulding/h_d1/N-5yc1vZ1xr5Zara1Z1z135qv/h_d2/Navigation?langId=-1&storeId=10051&catalogId=10053 http://www.homedepot.com/Building-Materials-Moulding-Millwork-Moulding/h_d1/N-5yc1vZ1xr5Zara1Z1z135q4/h_d2/Navigation?langId=-1&storeId=10051&catalogId=10053 http://www.homedepot.com/Building-Materials-Moulding-Millwork-Moulding/h_d1/N-5yc1vZ1xr5Zara1Z1z135q7/h_d2/Navigation?langId=-1&storeId=10051&catalogId=10053// These are the three sites students will navigate to to select the moulding they wish to use.
 * Moulding Selection**

//http://christina0890.edu.glogster.com/edu221glog/// This is an example students will use to get an idea of what the finished product will look like.
 * Glogster Example**

//http://rubistar.4teachers.org/// The Glogster and presentation rubrics are adapted from this website.
 * Glogster and Presentation Rubrics**

//https://sites.google.com/a/maine.edu/tswebquest/// This is the site that the WebQuest is located at.
 * WebQuest**

__**Maine Standards for Initial Teacher Certification and Rationale**__
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 work together to choose from a variety of paint, flooring, and moulding to redecorate a bedroom. 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 WebQuest is laid out in a manner that guides the students through each step thoroughly. Without being too specific, the directions are designed to give enough information so the student may accomplish the task without confusion. However, if there is confusion, I will be available to answer any and all questions. Students who are fond of discovering and analyzing concepts, exploring, discussions, and focusing on details, are supported within this lesson. Students will explore various websites within the WebQuest that enhance their learning. They must also discuss with each other the details of the project to ensure they stay within budget and correctly complete each step.
 * //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 will know the material learned over the previous five lessons. **Please refer to content notes**. //Students solve problems involving perimeter and area.// The students will be using their knowledge to redecorate a bedroom. By finding the area and perimeter of the room, students will calculate the amount of materials they need to complete the job. They will create a Glogster that shows this information.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Musical:** Students have the opportunity to enhance their Glog by adding music.
 * Intrapersonal:** Students will be reflecting daily in blogs.
 * Visual:** Students will be creating a Glog that must be visually appealing and creative.
 * Interpersonal:** Students must work together to decide on the paint, flooring, and moulding to use to redecorate the bedroom.
 * Logical:** Students will be working together to find the area and perimeter of the bedroom. They must use this information to determine how much paint, flooring, and moulding they will need while staying on budget.
 * Bodily Kinesthetic:** Students will measure the dimensions of a room.

The Glogster becomes a Type II technology because it allows students to incorporate more into a poster. The Glogster allows students to go beyond the assignment. By including elements, such as music, links, and videos, students become more expressive are capable of analyzing the lesson more thoroughly. Students can include explanations of the budget or materials used.
 * Extensions**

Rationale:** Students will be continuously working on the summative assessment. After each class period, students will blog about where they are in the WebQuest, problems they are encountering, and problems they have overcome. During class, students will have the opportunity to discuss difficulties directly with me.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

The summative assessment is a WebQuest in which students will create a Glogster. Students will be in teams of two, and will be guided step by step online to redecorate a bedroom. They will create or measure an existing room and find the areas of all surfaces. Using this information, students will browse through materials to determine how much paint, flooring, and moulding is needed to redecorate the room, all within a budget of $1,000.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Desks will be arranged in groups of two.

Day 1:** WebQuest Introduction (5 min) WebQuest (65 min) Blog (10 min)
 * //Agenda://

Problems (10 min) WebQuest (60 min) Blog (10 min)
 * Day 2:**

Problems (10 min) WebQuest (60 min) Blog (10 min)
 * Day 3:**

Problems (10 min) WebQuest (60 min) Blog (10 min)
 * Day 4:**

Presentations
 * Day 5:**

Students will understand that solving problems involves finding the perimeters and area of any polygon or circle. //Students solve problems involving perimeter and area.// Designers and redecorators use area and perimeter to create furniture, and redecorate a room. To begin, I will have students line up by height, and pair them off. After pairs are created and students sit with their partner, I will introduce the WebQuest and pass out all handouts. I will explain to the students that it is an assessment of their knowledge of the unit and their ability to use it to solve problems.
 * Where, Why, What, Hook, Equip, Tailor: Interpersonal**

Students will know the material learned over the previous five lessons. **(see content notes)**. Students will then begin to work on the WebQuest. They will begin by reading through the introduction and task. Once they start the process, students are to work quietly and cooperatively together. Since the first task is to measure a room, students will have been asked to do so the previous class period. If either partner has not, they may either measure the classroom, or create measurements. If they have any questions, they are to come see me. If there is a problem the whole class is experiencing, I will discuss with the class how to overcome this problem. After 65 minutes, students will blog about their progress and any problems that has not been solved. They will also discuss how they feel about the project and their partner.
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Logical, Bodily-Kinesthetic**

Class begins with a discussion of problems students are encountering. I will go through each problem mentioned in the blogs in case other students are having the same difficulties as well. Students will continue to work on the WebQuest. After they have completed each handout, they are to pass it in to ensure they are on track. After I look over each handout, they will be returned to students. At this point, students should be choosing the materials for their bedroom. If they are significantly behind, I will discuss with the students the problems that are holding them back. Ten minutes before the class period ends, students will blog about their progress and any problems that has not been solved. They will also discuss how they feel about the project and their partner.
 * Day Two Begins**
 * Revise, Refine, Tailor: Intrapersonal, Interpersonal, Logical**

Class begins with a discussion of the problems students are encountering. I will go through each problem mentioned in the blogs. Students will then continue to work on the WebQuest. If they have completed any handout, and have yet to pass it in, they will do so today. Students should begin working on their Glog today. If they are significantly behind, I will discuss with the students the problems that are holding them back. Ten minutes before class ends, students will blog about their progress and any problems that have not been solved. They will also discuss how they feel about the project and their partner.
 * Day Three Begins**
 * Revise, Refine, Tailor: Intrapersonal, Interpersonal, Logical, Visual**

Class begins with a discussion of the problems students are encountering. I will go through each problem mentioned in the blogs. Students will then continue to work on the WebQuest. If they have completed a handout that has not been passed in yet, they are to pass it in so it can be looked over. Since this is the last period students are given to work on the WebQuest, they should be working solely on the Glog and discussing the presentation. Ten minutes before class ends, students will blog about their progress and any problems that have not been solved. They will also discuss how they feel about the project and their partner.
 * Day Four Begins**
 * Revise, Refine, Tailor: Intrapersonal, Interpersonal, Logical, Visual, Musical**

Students will present their Glogs during this class period. Teams will first volunteer to go, and then teams will be chosen. The presentation must follow the guidelines specified within the presentation rubric.
 * Day Five Begins**
 * Evaluate, Tailor: Interpersonal**


 * Content Notes**
 * Please refer to the content notes of previous lessons.**

Budget Sheet Measurement Help-Sheet Glogster Rubric Presentation Rubric
 * Handouts**