L5+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 5 Facet: Perspective
 * Grade Level:** 7 **Topic:** Surface Area and Nets

__**Objectives**__

 * Student will understand that** solving problems involve finding areas of polygons and circles.
 * Student will know** the terms net and surface area.
 * Student will be able to** solve the area for any polygon or circle or any combination.

__**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 helps the students learn how to solve for surface area by examining its geometric net.

__**Assessment**__
Students will receive a Problem-Solution Chart in which they must draw a net and find the surface area of 3-dimensional objects. To complete this activity, students will be in Think-Pair-Share teams. On their own, they will consider possible solutions for each object, and then consult with their teammate. The class will come together and discuss the problems on the chart together. Students will keep a daily blog. Within this blog they will discuss problems they are having difficulty with, and the ones they have mastered. I will comment each blog after every class.
 * Formative (Assessment for Learning)**

The summative assessment will test the students knowledge of surface area. Pairs of students will be asked to navigate to specified coordinates using GoogleEarth and find the surface area of certain buildings and monuments. Using the ruler tool in GoogleEarth, students will find out the length and width of each section of a building, so that the total surface area can be found. The height of the building or tower will be obtained as students search through provided lists with these measurements. The students will use these measurements to create a tour on GoogleEarth that visits each of these locations. While at each location, students will discuss the dimensions of the building and estimate how much material was used to cover the building or monument.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology will be present in this lesson as students use GoogleEarth. This application allows students to explore the world and find the measurements of buildings and monuments from satellite imagery. By combining measurements found using GoogleEarth and additional websites, students will find the surface area of the buildings and monuments. The students will then create a tour on GoogleEarth that visits each building or monument they found the surface area of. Geography skills are used as students find specified buildings or monuments. Social Studies skills are used as students create a GoogleEarth tour of the different buildings that they found the surface area of. English skills are used as students write a script for the GoogleEarth tour.

__Groupings__
Students will form Think-Pair-Share groups to work on the graphic organizer. Students will be partners with the student they sit next to at their group of four. While in this group, students will first work on their own and then with their partner The class will come together as a group and discuss ideas. Students will also be in pairs to complete the summative assessment. These pairs will be formed as students are paired with the student that is sitting across from them at their table group.

__**Differentiated Instruction**__

 * Strategies**
 * Visual:** Students will have graphic organizers that break down 3-dimensional objects into geometric nets.
 * Verbal:** Students will be narrating a tour using GoogleEarth.
 * Interpersonal:** The students will be in Think-Pair-Share groups which will discuss with each other the process of finding the area of the shapes.
 * Kinesthetic:** Students will cut out nets for 3D shapes to see how they are formed.
 * Intrapersonal:** Students will reflect in their blogs.
 * Logical:** Students will consider how 3D objects break down in order to create its net.

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 Problem-Solution Chart will be completed and when it will be appropriate to turn it in. If students are unable to work on the summative assessment due to absences, then the pair will be given an appropriate extension provided they contact me with a plan of completion.
 * Modifications/Accommodations**

GoogleEarth becomes a Type II technology as students find the areas of buildings and monuments that exist. By using the ruler tool in GoogleEarth, students will navigate to each specified building or monument, then measure its length and width. The students will then find the surface area of each building or monument. After each area is found, students will create a GoogleEarth tour that visits each building or monument.
 * Extensions**

__**Materials, Resources and Technology**__
•Student laptops/Laptop cart •Pencils and erasers •Projector/SmartBoard •Calculators •Scotch Tape •Geometric Net Handouts •GoogleEarth Building List •Nets of Prisms and Pyramids Handout •GoogleEarth Checklist •GoogleEarth Rubric

__Source for Lesson Plan and Research__
//http://www.lifeisastoryproblem.org/explore/index_net.html// This website was used to obtain the nets of geometric solids that will be cut out and assembled. //http://www.youtube.com/watch?v=rd2uXE1fTI0// This tutorial will help students learn to navigate GoogleEarth. //http://www.youtube.com/watch?v=nuJwarqTLQA// This tutorial will help students learn how to create a tour. //http://www.mathsnet.net/geometry/solid/nets.html// This interactive website shows how a geometric net comes together. //http://www.eduplace.com/graphicorganizer/// The Problem-Solution Chart used within the lesson was adapted from this website. //http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities// This website explains in more detail how students will work together in groups. //http://www.olejarz.com/// This website was used to help create the rubric for the summative assessment. //http://www.cimt.plymouth.ac.uk/// The handout was obtained from this website.
 * Geometric Nets**
 * Navigating GoogleEarth Tutorial**
 * GoogleEarth Tour Tutorial**
 * Geometric Net Online**
 * Problem-Solution Chart**
 * Think-Pair-Share Teams**
 * GoogleEarth Checklist and Rubric**
 * Nets of Prisms and Pyramids Handoug**

__**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 be creating 3D paper objects. This will allow them to explore how nets work and how you can use nets of 3D objects to find the surface area. 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 follow the same format as previous lessons. Students will be shown examples of what they are learning, and then work in cooperative groups to complete graphic organizers, and then students will blog and work on the summative assessment. Students who are fond of discovering and analyzing concepts, and exploring, discussion, focusing on details, are supported within this lesson. Students will have the opportunity to explore various geometric nets and how they form 3-dimensional objects. Students will discuss with a partner as well as with the class as a whole pertaining to the questions on the Problem-Solution Chart.
 * //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 terms net and surface area. **Please refer to content notes**. //Students solve problems involving perimeter and area//. The students will be exploring surface area of 3D figures and its geometric net. This will allow students to find the area by evaluating the polygons that the geometric net is composed of. The summative assessment will have students using GoogleEarth to assess the student’s knowledge of geometric nets and surface area.
 * //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.//
 * Visual:** Students will have graphic organizers that break down 3-dimensional objects into geometric nets.
 * Verbal:** Students will be narrating a tour using GoogleEarth.
 * Interpersonal:** The students will be in Think-Pair-Share groups which will discuss with each other the process of finding the area of the shapes.
 * Kinesthetic:** Students will cut out nets for 3D shapes to see how they are formed.
 * Intrapersonal:** Students will reflect in their blogs.
 * Logical:** Students will consider how 3D objects break down in order to create its net.

GoogleEarth becomes a Type II technology as students find the areas of buildings and monuments that exist. By using the ruler tool in GoogleEarth, students will navigate to each specified building or monument, then measure its length and width. The students will then find the surface area of each building or monument. After each area is found, students will create a GoogleEarth tour that visits each building or monument.
 * Extensions**

Rationale:** Students will receive a Problem-Solution Chart in which they must draw a net and find the surface area of 3-dimensional objects. To complete this activity, students will be in Think-Pair-Share teams. On their own, they will consider possible solutions for each object, and then consult with their teammate. The class will come together and discuss the problems on the chart together. Students will keep a daily blog. Within this blog they will discuss problems they are having difficulty with, and the ones they have mastered. I will comment each blog after every class.
 * //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 will test the students knowledge of surface area. Pairs of students will be asked to navigate to specified coordinates using GoogleEarth and find the surface area of certain buildings and monuments. Using the ruler tool in GoogleEarth, students will find out the length and width of each section of a building, so that the total surface area can be found. The height of the building or tower will be obtained as students search through provided lists with these measurements. The students will use these measurements to create a tour on GoogleEarth that visits each of these locations. While at each location, students will discuss the dimensions of the building and estimate how much material was used to cover the building or monument.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Desks will be along three sides of the room, with space in the middle for activities. Day 1:** Geometric Net Cut-Outs (20 min) Discussion (10 min) Handout (20 min) GoogleEarth (20 min) Blog (10 min)
 * //Agenda://

Handout (10 min) Class Discussion (20 min) GoogleEarth (40 min) Blog (10 min)
 * Day 2:**

Students will understand that solving problems involve finding areas of polygons and circles. S//tudents solve problems involving perimeter and area//. Many professionals, such as architects, carpenters, painters, etc., need to be able to find surface area to determine the amount of supplies needed to cover the area. Students will first explore the interactive net website. Afterwards, students will receive the net handouts. They will create their own nets by cutting out the polygons and taping them together. The students will be instructed on how to cut out (along the bolded lines) and fold (along the dotted lines) and tape the nets. After all of the shapes are taped together, I will discuss the surface area of the objects. The surface area can be found by finding the area of the geometric net. Students will then find the area by measuring the net that they did not cut out.
 * Where, Why, What, Hook, Tailor: Bodily-Kinesthetic, Logical**

Students will know the terms net and surface area (see content notes). I will then discuss with the class how to create a net for a 3D object. By doing the process backwards, students will be able to create nets for unique objects and then find it’s surface area. Once this is discussed, students will receive the Nets of Prisms and Pyramids Handout and work in Think-Pair-Share teams. The students will find the surface area of geometric solids. Students will evaluate the surface area by examining the geometric net, which is either provided or created by the student. As students work, I will be moving from group to group to help with any questions. After 20 minutes, I will discuss the summative assessment. Students will have the opportunity to view the tutorial and explore the application. Students will then blog about the lesson and discuss the problems that are having difficulty with or have mastered. Students will also blog about GoogleEarth and if they are having any trouble with the ruler tool.
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal**

Class begins with students getting into their Think-Pair-Share teams. All teams will finish the Nets of Prisms and Pyramids Handout. If a team is done before others, they are encouraged to further explore GoogleEarth quietly. Once all students have completed the Nets of Prisms and Pyramids Handout, each question will be reviewed. Students are encouraged to give answers they used. Students will then work on their GoogleEarth project. During this time, students will be able to ask clarifying questions. Ten minutes before class ends, students will blog about the lesson and the GoogleEarth project. The student’s homework is to finish the project for the beginning of the next period. For homework, students are asked to measure a bedroom and write down the measurements of each wall, door, outlet, light fixture, and window.
 * Day Two Begins**
 * Revise, Refine, Evaluate, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Naturalist**

Students will know nets are used to create geometric solids (http://www.lifeisastoryproblem.org/explore/index_net.html).
 * Content Notes**
 * Students will know** surface area is the area of each face of a geometric solid. The surface area is the area of each face or side of a geometric solid. It can be found by finding the area of each side, and adding them together. (http://mathworld.wolfram.com/SurfaceArea.html)

Geometric Solid Nets Nets of Prisms and Pyramids Handout GoogleEarth Checklist GoogleEarth Building List
 * Handouts**