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Lesson Plan for Implementing NETS?S—Template I(More Directed Learning Activities)Template with guiding questionsTeacher(s) NameAva Leigh FletcherPositionTeacherSchool/DistrictMacIntyre Park Middle School/Thomasville City SchoolsE-mail avaleighfletcher@Phone229.225.2628Grade Level(s)7thContent AreaMathTime line3 weeks (45 minutes class periods)Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed. Content StandardsMCC7.G.1. Solve problems involving scale drawings of geometric figures […] and reproduce a scale drawing at a different scale. MCC7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.ELACC7.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. NETS*S Standards:1b. Students create original works as a means of personal or group expression (Weebly website creation)2a. Students interact, collaborate, and publish with peers, experts, or other employing a variety of digital environments and media (Using Google Drive features).2c. Students contribute to project teams to produce original works or solve problems (Weebly website, Google Docs)6a. Students understand and use technology systems (Website creation, collaborating and creating with Google Docs).Overview (a short summary of the lesson or unit including assignment or expected or possible products)This lesson series will provide an opportunity for 7th grade students to apply knowledge of scale models, measurement (dimensions) with tools such as rulers and protractors, and calculation of scale model measurements given actual dimensions and a scale. The students will work in groups of 5-6 students and will produce a scale drawing as well as a scale model of our school building (built with Legos) using the blueprints of the actual school, a given scale (1/45 in = 1 ft), and their calculated scale dimensions. Furthermore, the students will Throughout the project, the students will be required to create and maintain a website on which they will upload the various pieces of their project including ongoing pictures of their models and drawings, pictures of the actual school buildings, a Google Doc containing the actual dimensions and scale dimensions of the different parts of the exterior of the school building, and the expository writing they will be required to write explaining the steps of their project (finding scaled dimensions and building the scale model). I have created a folder for each group on Google Drive that will be “shared” with each student in that group. In this folder, I included (at the beginning of the project) a rubric for each part of the project (scale drawing/model, website, and writing assignment) as well as the Google Doc needed for documenting the actual dimensions and scaled dimensions. The students will be using this Google Drive Folder as means for collaboration. They will be encouraged to upload all pieces of their project (including pictures, writing drafts, project construction ideas, etc.) into this folder so that all group members have access to it throughout the project. Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many acceptable answers. (MCC7.G.1) How can we use a scale to convert actual dimensions to scale dimensions? Why is it necessary to use a scale to convert actual dimensions to scale dimensions? (MCC7.G.2) Why must we use a ruler and protractor to sketch the scale drawing before constructing the scale model out of Legos? How might the scale drawing be useful as we build the scale model of our school building? (ELACC7.W.2) What should we do throughout the project so that we can later write an expository writing about the creation of our scale model? (NETS-S.2a,c, 6a) How could we use technology to make sure that all of our group members have access to the group material at all times?(NETS-S.1b) How do we create a website to display the pieces of our project in a way that uniquely expresses the personality of our group members?Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well. By the end of the project, the students will demonstrate their learning and mastery of scale factor by producing several products with their group: an accurate scale drawing (using rulers and protractors) and scale model (made from Legos); an expository writing explaining the process of creating a scale drawing and scale model when given the actual dimensions and scale; and a website containing all pieces of their group’s project.Before converting actual dimensions of the school to scale dimensions (which will be used to create the scale drawing and scale model), the students will practice convert actual dimensions to scale dimensions given a scale. They will have a quiz (formative assessment) on this skill. Following this assessment, students will proceed to work with their group to calculate the scaled dimensions of the actual school building and upload their calculations to their group’s pre-created Google Doc (in their “shared” Google Drive folder). From here, students will create their scale drawing and scale model as well as take pictures throughout the project in order to upload to their group’s website. Then, the group will summarize the project by writing an expository “how-to” text explaining the steps of their project. Differentiation: The students will have the choice of writing this expository “how-to” text or recording it as a video and uploading it to their website. Either way, the “text” (written or verbal) will be graded for grammar, content, and style according to the rubric. These project pieces will then be creatively embedded and uploaded to their group’s self-created website as a way of displaying their work. Throughout the project, I will model, observe, question, and redirect as needed for each group until the end products have been achieved. The students will be encouraged to learn from each other (with me as the facilitator) as they calculate, draw, build, write/speak and ultimately problem solve.Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)The architect firm (mentioned in the “Instructional Plan” below) will provide the blueprints for the school for the students to use to gather and record the actual dimensions of the school building. The groups will be given a pre-created table (within Google Drive in their group’s “shared” Google Drive folder) that will assist them in knowing which dimensions to record in order to create their scale drawing and model. The students will be using Google Drive to collaborate and create with each other throughout the project as well as used as a means of communication between the students and me. For example, all rubrics will be visible in their “shared” Google Folder as well as all checklists, “need to know” information (such as how to embed a video or Google Doc into your website), due dates, and other student information throughout the project. Students have already created a Gmail account and have been familiarized with Google Drive and the main features of Google Drive. Now they will get a chance to experience the power of collaborative and creative technology through the use of Google Docs and their group’s website. Students have also learned (in Career Awareness – an exploratory/elective at the middle school) how to create a Weebly website, so they will have an opportunity to apply and extend this knowledge throughout this project. Instructional PlanPreparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)Before beginning the project, students will practice using a given scale to convert actual dimensions to scale dimensions. Then, all students will be given a quiz (formative assessment) in which they will be required to demonstrate their ability to calculate scale dimensions using a scale and actual dimensions. Also, before beginning the construction of scale drawings and scale models, the architects who designed and built the new school building will come speak to the students on how to read a blueprint, the importance of using a “scale” when constructing a blueprint, and how a scale drawing (which the students will be creating) is very similar to a blueprint. The architects will also bring in several scale models that were constructed before various building projects were implemented and which are currently on display at the architect firm. Students are allowed to choose their own groups and encouraged to think about who they will choose to be in a group with. Class discussions were held about the importance of choosing peers that they will work well with as well as group members who are able to assist with scale calculations, creativity, technology, and/or expository writing since these are all required products of the project.Since students will be working with their chosen groups at their own “guided” pace with previously taught concepts, the only difficulties I perceive that the students will have would be technical difficulties (such as issues with their websites, Google Docs, etc.) or application of their math calculations. Throughout the project, I anticipate students having difficulties uploading/embedding project pieces (pictures, Google Docs, videos, files, etc.) into their group website. To counteract this, I created short “how-to” directions for several of these type problems that the students might encounter. I also foresee students having problems interpreting decimal/mixed number “answers” when converting actual dimensions to scale dimensions. Therefore, I created a chart for the students to use that will help them to know when to use 1/8, 2/8, 3/8, etc. during construction of the scale drawing and scale model.Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed. My students will work with groups of 5-6 students and will be both in the classroom and in the computer lab depending on the day. I was only able to reserve the computer lab for one day a week (Tuesday) so the students will complete various portions of their websites and Google Docs (dimension tables, writing assignments, referring to checklists/rubrics, etc.) on these days. However, so that the students have complete, uninterrupted computer and Internet access (regardless of access to technology at home), I will have 18 netbooks housed in my classroom for the duration of the project. The students will be encouraged to use these computers as often as necessary to complete portions of their project along the way. The students will also be encouraged to allow every student to have a part in the creation of the website and collaboration on the writing assignment and various Google Docs that may be created throughout the project. Occasionally, the netbooks have problems connecting to the server or logging on. However, since there will be two-four groups per class, 18 computers should give plenty of “back-up” computers if several of them have technical issues. As mentioned above, if the students are having technical issues with uploading/embedding project pieces into their websites, they will be able to refer to the “how-to” directions provided in their group’s “shared” Google Drive project folder.Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration? 1st Activity: Students will watch a video on LearnZillion as a review on how to use scale to convert actual dimensions to scale dimensions. They will then complete guided practice with their chosen groups on this concept. As a formal assessment, every students will take a 10 question quiz on which they will have to demonstrate mastery of calculating scale dimensions using a given scale and actual dimensions.2nd Activity: Architects of the school building will come to speak to students about how to read a blueprint, the importance of using a “scale” when constructing a blueprint, and how a scale drawing (which the students will be creating) is very similar to a blueprint. The architects will also bring in several scale models that were constructed before various building projects were implemented and which are currently on display at the architect firm. The students will then use this “real-world” knowledge to read and interpret the blueprints of the school. Using the blueprints with their groups, they will record the actual dimensions of the school on their pre-created Google Doc (in their “shared” Google drive project folder) as well as convert these actual measurements to scale dimensions using the scale 1/45” = 1’.3rd Activity: Students will use the scale dimensions and a ruler and protractor to construct a scale drawing of the school building. (Students will document this process by taking pictures throughout. They will also create and maintain their group’s website throughout this activity.)4th Activity: Students will use the scale dimensions, their group’s scale model, and Legos to construct a scale model of the school building. (Students will document this process by taking pictures throughout. They will also create and maintain their group’s website throughout this activity.)5th Activity: Following the construction of the scale drawing and scale model, students will write an expository text (or create an expository video) explaining the steps of calculating the scale dimensions and constructing the scale drawing and scale model.6th Activity: Lastly, the students will complete their website by ensuring that all pieces of their project are creatively documented and uploaded.Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)Students will be given the opportunity to choose their own groups for the project, but I will ensure that struggling learners are in a group that will provide a solid foundation and support for learning throughout the project. For the expository writing piece of the project, the students will be given the opportunity to compose a written piece explaining the steps of their project or to produce a video explaining the steps of their project. Either way, the students will be graded on their ability to sequence their ideas using appropriate vocabulary and language as well as grammar and sequencing skills. All learning styles will be met from watching videos to review scale factor, drawing and building scale models, producing videos or writing expository texts, and creating unique websites as a demonstration of their learning. By bringing in the original architects of the building, students will have an opportunity to see how this applies to the “real world” and will give them an enriching foundation and motivation for the project that other learning activities may not be able to provide. After the project, I will provide extra credit for those students who would like to write back to the architect firm explaining what they learned from the project and how they can see themselves using this knowledge in their future.Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions? ?Did students find the lesson meaningful and worth completing??In what ways was this lesson effective? ?What went well and why? ?What did not go well and why? ?How would you teach this lesson differently?As a small part of their participation grade, the students will be required to fill out a Google Form that will allow for the students to provide feedback on the project through questions such as “What did you enjoy most about this project and why? What did you least enjoy about this project and why? Where there any part(s) of the project that you would have liked to do differently? If so, which ones? What did you learn from this project?” The results of this “survey” will inform my responses to the questions above.Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation. Next year when doing this lesson, I will begin collecting/buying Legos for the project earlier in the year. I had to make the scale for the students’ scale drawing and scale model abnormally small (1/45” = 1’) due to the small amount of Legos that I was able to purchase. Since I waited until it was very close to time to do the project to purchase the Legos, I ended up having to purchase them out-of-pocket. Therefore, I wasn’t able to get an adequate selection or amount for the number of models being constructed. Also, next year when doing this project, I will have the students work in groups of 4-5. Six seemed to be too many in a group; however, it almost had to be this way due to the limited amount of materials. For any teacher that is considering implementing this lesson plan (or something similar) with their students, I would highly suggest utilizing Google Docs and website creations throughout the year rather than waiting until this project. My students were vaguely familiar with the features of Google Drive and Google Docs as well as website creation; but the project may have proved easier and more effective with less “technical difficulties” had the students had more exposure to these tools ahead of time. Lastly, in order to better prepare the students academically for this project, next year I will emphasize and refer to this project more during our unit on Proportions and Scale Factor in hopes that it will give them “motivation” to truly learn and master this concept – knowing that they will use it in a “real world” application project at the end of the year. The students must be very fluent in the area of solving proportions and scale factor problems in order to conquer this project. ................
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