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Seton Hall UniversityCollege of Education & Human ServicesGraduate Studies and Special ProgramsLesson Plan: Introduction to 3D ShapesName: Juliana NewmanDate: April 8th, 2013School: St. Anthony’s School, Hawthorne NJSetting/Grade Level:7th grade/ Typical SettingSubject(s): Mathematics: GeometryLesson Theme or Topic: Three Dimensional Shapes: Faces, Edges, VerticesComposition of Class: Male:13 Female: 13 ESL: 0 IEP: 2Inclusion Class: YesAUDIENCE DESCRIPTION:In addition to the composition of the class (shown above), there is some also important background information about the students in this class. During normal instruction, the class is split into an advanced math class and a regular math class, with thirteen students in each. However, for this unit, all students will work together in the same room to allow for more diverse collaboration and different types of thinking skills. Even though all students in the seventh grade are Catholic, there is some diversity in the nationalities of the seventh graders. There are sixteen white students, eight Hispanic students, and two African American students. Based on a learning styles inventory given to the students, eight students are auditory, four are visual-auditory, seven are visual, three are visual-kinesthetic, and four are kinesthetic. This makes up a very diverse class of students who will benefit from all different types of instruction.GOALS, OBJECTIVE(S), STANDARDS:Established GoalsStudents will understand three dimensional shapes, the process of naming shapes, and the different parts of the shapes.Student Knowledge, Skills and Enduring UnderstandingsWhat are the learner objectives? Use the format:The student will be able to:Locate faces, vertices, and edges on 3D figuresName 3D figures correctly based on their appearanceDiscover and defend Euler’s formula by recognizing patternsUse Euler’s formula to determine the number of faces, vertices, and edges of 3D figuresCategorize real world items into 3D figuresContent StandardsWrite the NJ Core Curriculum Content Standard(s) for the subjects (language arts, science, etc…) met in this lesson. Write the standard number and the standard. Include standards for interdisciplinary connections (if included). Copy and paste from: CCSS.Math.Content.7.G.A.3NCTM Geometry Standard – “precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties”Diocese of Paterson Standards“Develop classification properties of plane and solid figures”“Define cube, prism, pyramid, cone, sphere, cylinder”Technology StandardsWrite the NJ Core Curriculum Technology Standard(s), include number and standard. NJCCC Technology Standards8.1B Educational Technology -- All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. – Creativity and InnovationISTE Standard2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.METHODOLOGY:The different methodologies used throughout this lesson and their purposes are described below. “Do Now” Introduction Activity – Students will complete a “Do Now” questions that asks them to name 3D shapes that they already know. This is done so that students have something to work on as soon as they enter the classroom. This reduces opportunity for off-task behavior. Technology/Delivery – This instructional strategy is used multiple times throughout the lesson. Students will be watching a short clip on YouTube, exploring a Website on the SmartBoard, and filling in their guided notes on the SmartBoard and at their own desk. Using the SmartBoard and other technology to deliver instruction helps to engage the students. Students are frequently drawn to technology and enjoy when it is used in the classroom. Also, using the guided notes on the SmartBoard along with those at the students’ desks makes it easier for students to follow along and fill in the notes accurately and appropriately. Whole Group Discussion – Whole group discussion is also done multiple times throughout the lesson, to bring the class together and discuss different activities, correct answers, and main ideas. This instructional strategy is used to conclude a certain activity, and usually is a discussion that involves a short summary of what activity was just done, the results, and why. This discussion is led by the teacher, but fueled by the students. Discovery/Inquiry – One activity, “Discovering Euler’s Formula” uses a discovery or inquiry based strategy. This activity allows the students to work together to discover the formula. When doing this, students use the reasoning behind the formula to learn the formula, and are then more likely to remember the formula. Instead of just being given a formula and then using it, students come to discover and understand the formula. Discovery/Inquiry is a great strategy for the many formulas and theorems frequently found in mathematics.Collaborative Learning – Collaborative learning strategy allows students to work together during different activities. This is used in two different activities: “Discovering Euler’s Formula” and “Scavenger Hunt”. Both of these activities use pairs. In the first activity, the teacher will choose the pairs, allowing for students who learn at a higher level to help students who learn at a lower level. In the second activity, students can choose their own partners, allowing for students to feel more comfortable. This instructional strategy of collaborative learning is used to allow students to learn from one another. Different students learn in different ways, and have different skill sets. It is important to allow students to work together so that they can build collaborative skills and share information and insight with one another.MATERIALS AND RESOURCES: FORMCHECKBOX Manipulatives – Different colored plastic geometric solids with durable, foldable plastics nets inside FORMCHECKBOX Worksheets – Students will be provided with different worksheets to guide them through activitiesGuided Notes Discovering Euler’s Formula3D Scavenger HuntHomeworkTECHNOLOGY UTILIZED: FORMCHECKBOX SmartBoard – The SmartBoard will be used as a presentation tool to present the instruction for the lesson. Guided notes will be displayed on the SmartBoard so students can follow along. It also will display the website and the video that will be used. Students can benefit from seeing the information presented in a more visual way. Also, allowing the students to come to the SmartBoard and click certain things makes them more active participants in the lesson. The SmartBoard interests students and helps them learn. FORMCHECKBOX Website - - The website will be used as an additional way to view 3D shapes. The site is very interactive and allows students to manipulate and view 3D shapes in different forms. FORMCHECKBOX YouTube Video - – The YouTube clip will be used as a hook for the students. It is short, but funny and interesting and will capture the students’ attention, making them more likely to actively participate in the lesson. FORMCHECKBOX iPad – The iPad will be used as a tool to take pictures. Allowing students to take pictures of 3D images rather than just write them down, makes the activity more engaging and interesting. FORMCHECKBOX DropBox – or Dropbox App on iPad - The DropBox app will be used so that students can upload and share their images with the teacher as well as other students. This automatically saves their images all in one easily accessible place. FORMCHECKBOX Blog – - Students will already have a online math journal for the class. They will be assigned a journal entry in their blogs for homework. Blogging allows for students to reflect on the lesson and add to it. It also saves entries and makes them accessible to the teacher and other students for comments and peer review.PROCEDURE:Time allocated for lesson: 50 minutesStep 1: Introduction – How will you get started? What content or skills do you need to review prior to starting the lesson? What is your hook to draw students into the lesson?Prior to starting this lesson, students will have been introduced to some three dimensional shapes in their previous studies. They should be familiar with many of the names of the shapes. They should also know two dimensional shapes, and be able to determine if a shape is a polygon or not. Students will enter into the classroom and take their seats. There will be a “Do Now” activity on the board instructing students to open their notebooks and make a list of all of the three dimensional shapes that come to mind. Students can draw a picture or write a real life example of the shapes if they wish to do so. Once everyone has worked on the assignment for at least one minute, the students will be instructed to watch the video that will be displayed on the SmartBoard. The video is a popular and funny commercial for ATT (). Any interesting and appropriate commercial can be used. Students will write down any three dimensional shapes that they see, and what object represented each shape. This thirty-one second commercial will be played twice or even three times to allow students to pick up on any shapes that they may have missed. The teacher will then ask some questions about what the students saw, and a discussion will take place involving shapes in the real world.Step 2: Essential Questions – What provocative questions will foster inquiry, understanding (make connections between students’ past experiences and new knowledge) and transfer of learning?Think of your own life, what shapes do you encounter every day?Can different shapes serve different functions?Is every object in the real world a three dimensional shape? Is it made up of the shapes we know?How do we know that a prism is a prism? Or a cylinder is a cylinder?What common characteristics must a shape have in order to be three dimensional?How do we classify three dimensional shapes?Step 3 Exploration – What will learners actually DO to work with the new material presented in this lesson?The teacher will pass out the guided notes to the students, and will display the guided notes on the SmartBoard. The students and the teacher will work together to fill in the sheet, giving definitions to terms such as faces, edges, and vertices of three-dimensional figures. The teacher will use the SmartBoard to color in the different parts of the figures, allowing the students to visualize the parts better. The teacher also has sets of small three dimensional figures, which will be displayed and passed around to the students, allowing them to touch the vertices, edges, faces, etc. The teacher and the students will then explore the three dimensional shapes shown on the website: via the SmartBoard.The teacher will ask for the students to name certain three dimensional shapes, come to the SmartBoard to select the shape, and then go through the properties of the different shapes. This can be done in conjunction with filling out the information about naming shapes on the guided notes.Step 4: Application – Once the students have received the basic knowledge in the definitions, they will work with their assigned partners to use their new definitions and knowledge to determine Euler’s formula. Euler’s formula is a formula that shows the relationship between the number of faces, vertices, and edges of a polyhedron. It helps students see the relationships between the different parts of a figure. Students will explore the different shapes, count the number of faces, vertices, and edges, and look for patterns. The worksheet will guide the students through this process. The teacher will walk around during the activity, making sure that the students are on the right track. Once the students believe that they have found the formula, the teacher will check the formula, marking their sheets with a check if correct, or guiding the students toward the correct answer. If some pairs finish more quickly than others, those students will be instructed to test their formula on the back of their papers for each shape. Step 5: Closure and Assessment – How will you review, reinforce, and wrap-up the lesson?With fifteen minutes left for the lesson, the teacher will instruct students to sit quietly in their seats for whole group discussion and closure. Together, the students and teacher will review the Euler’s formula’s sheet on the Smartboard. Pairs will be chosen to come to the SmartBoard and put up their answers for certain shapes. The teacher will review again the definitions of faces, edges, and vertices, as well as the different three dimensional shapes. The teacher will then explain the Scavenger Hunt closing activity. The teacher will also review how to upload photos to Dropbox, using the Dropbox application on the iPad. Students will work in pairs to complete the scavenger hunt worksheet. They will look around the room for real life examples of three-dimensional shapes. They will take pictures of the shapes using the iPad, as well as fill out information about the shapes on their scavenger hunt worksheet. Students will upload the pictures to their own Dropbox folder, and hand in their scavenger hunt worksheet when the period is over. The teacher will distribute the homework sheet (explained below).ASSESSMENT, PERFORMANCE TASKS, PROJECTSKeeping the student objectives of the lesson in mind, describe an appropriate assessment to determine learning outcomes. Examples of assessments include traditional quizzes and tests, but there are many other types that perhaps yield more detailed data such as guided journal entries, structured observations, lab work, Do-Nows, and authentic assessment using PBLs and real world applications. Please include the rubric that you created for this assessment with your lesson plan.This lesson includes three short assessments. The students will complete the Euler’s formula worksheet, the scavenger hunt worksheet, and a homework journal assignment. Euler’s Formula Worksheet – While the students are working in pairs to discover the Euler’s formula, the teacher will be circulating around the room, keeping students on task, and guiding students when necessary. On the back of the Euler’s formula worksheet is a rubric for the activity. Students will be instructed to look at this rubric and consult it, but not to fill it out. The teacher will fill out the rubric once the worksheet is handed in, circling each appropriate section and totaling the number of points out of fifteen total points. This assessment coordinates with objectives 3 and 4.Scavenger Hunt Worksheet – Pairs will complete the three-dimensional scavenger hunt and fill out the corresponding worksheet. On the back of the scavenger hunt worksheet is a checklist for the teacher to fill out. Students will be directed to look at this checklist and use it as a guide, but not fill it out. Once the students have completed the worksheet, they will hand it in, and the teacher will later use the checklist to assess the students. This assessment satisfies objectives 1, 2, and 5.Online Journal Assignment – For homework, the students will write and post an online journal entry. The homework sheet with instructions and checklist will be distributed before the end of the class. Students will already have an online blog in which they post journal entries on a regular basis, so they will be familiar with the process. Students will be instructed to write a journal entry in which they describe a three dimensional polyhedron that they found at home. They must include the name of the solid, the number of faces, vertices, and edges, and also a description of how that information satisfies Euler’s formula. The teacher will use the same checklist found on the instructions sheet to grade the homework. This assignment shows how well the students have met all five objectives.DIFFERENTIATION STRATEGIES AND TECHNIQUESHow did you differentiate the lesson to accommodate students with differences in preferences in learning styles/ intelligences? Below are the different learning styles that students in the class exhibit, as well as information as to how this lesson accommodated students with those learning styles.Auditory Learners – During the lesson, there are many times that the class participates in whole group discussion. This type of strategy is great for auditory learners because it involves a discussion of the concepts, ideas, and processes that are done during an activity. Students can hear the teacher talk about the activity, can hear students discuss the activity, and can discuss it themselves. Working in pairs is also beneficial for auditory learners because the students can discuss concepts and ideas. Also, to reach all auditory learners, directions for activities and assignments will be read aloud.Visual Learners – Visual learners are supported throughout the entire lesson. Students will be viewing a video clip and looking for shapes. Using the SmartBoard is also helpful for visual learners because it shows the students where to follow along with the notes. The website is also very visual and displays three dimensional shapes in visual forms. Finally, the iPad scavenger hunt for 3D figures works well for visual learners because students will be looking for 3D figures and taking pictures. Also, to reach all visual learners, directions for activities and assignments will be written on worksheets.Kinesthetic Learners – Manipulatives will be used to accommodate kinesthetic learners. There are multiple sets of three dimensional plastic figures. Students can touch and hold these while completing assignments to be able to feel the faces, edges, and vertices. Also, the iPad scavenger hunt involves looking for real world items. Students can touch the real world items to find vertices, faces, and edges. There are also some strategies that can be used to accommodate students with IEPs. These strategies also may benefit students who are not classified with a disability, but may struggle with certain concepts.General Accommodations – Directions for activities will be read aloud and also written on worksheets. These directions are clear and concise. Verbs are underlined and directions are broken into steps shown on separate lines. Guided notes help the students stay organized and follow along with the instruction. Activity worksheets are provided as guides for the students, and include graphic organizers or charts. Rubrics or checklists are provided so students can ensure that they are correctly completing tasks. Pairs for the discovery activity will be created by the teacher so that lower level students are paired with higher level students to allow for them to help each other. The teacher will walk around the room during activities answering questions and making sure students are on task. ................
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