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April PayneJuly 11, 2015Positive Impact PlansDescription of the classroom and the students taughtClass sizeThe class size varied from approximately 8-10 students.Ages and grades of studentsThe students were in grades fourth through sixth.Ethnic, cultural, linguistic, and socioeconomic diversityAbout half of the students were ethnically or culturally diverse. There were not ELL in the class, however. Socioeconomic diversity was not readily observed. Students with special needsThere was one student with a birth defect physical limitation. There was also another student who showed signs of being on the autistic spectrum.Description of the unit or series of lessons designed for the PIPDescription of learning targets to be accomplishedGoals and ObjectivesLesson Goals: The goal is to create an engaging, multi-disciplinary lesson utilizing a variety of teaching strategies to engage highly capable students in challenging and creative ways.Lesson Objectives: Students will also learn that in the slope-intercept form one uses the slope of the line and the y-intercept to express the linear function. EALRs/GLEs/CCSS and/or district goals to will be addressed.StandardsCommon Core State Standards: Students will learn to use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). (M. 5.G.A.1) Determine the slope of a line corresponding to the graph of a proportional relationship. (7.2.F)Description of pre- and post-assessment strategies/techniques used to gather dataOn day one, the teacher will provide “appetizer” choices for the students. Students will be instructed to select the activity matches their comfort level with graphing on a Cartesian plane. The options for the students will include four levels of introduction to Cartesian Planes: 1. Identifying ordered pairs. 2. Creating a picture by identifying ordered pairs of positive numbers. 3. Creating a picture using both positive and negative numbers. 4. For students who have no exposure to coordinate planes, multiplication magic squares will be given. While the students are participating in their appetizer activity, the teacher will be circulating around the room identifying skill levels of students, ensuring that all students are appropriately challenged.Checks for understanding will be in place throughout the week with feedback solicited in the form of discussion and holding up a number 1-10 to represent the students’ comfort level with the material. The primary check for understanding will be the students’ project presentations. Here is the rubric that was used:Rubric for Cartesian Plane ProjectCategory4321PreparednessStudent is completely prepared and has obviously reviewed material.Student seems fairly prepared but might have needed a little more review of material.Student is somewhat prepared, but it is clear that attention to detail is lacking.Student does not seem prepared to present.CreativityStudent has demonstrated a very creative approach to the subject material.Student has demonstrated a fairly creative approach to the subject material.Student has demonstrated a somewhat creative approach to the subject material.Student has not demonstrated a creative approach to subject material.ContentStudent shows a full understanding of the content.Student shows a good understanding of the topic.Student shows a fairly good understanding of parts of the topic.Student does not seem to understand the topic very well.Connection to ContentStudent makes exceptional connections to content including math, science, social studies, language arts, the arts, physical education, and/or other areas of study.Student makes some connections to content including math, science, social studies, language arts, the arts, physical education, and/or other areas of study.Student makes few connections to content including math, science, social studies, language arts, the arts, physical education, and/or other areas of study.Student makes no connections to content. An additional idea for checking understanding in a more traditional setting would be to have a classroom discussion regarding the following questions:What would happen if we translate/reflect this coordinate point?How do we graph a line in y-intercept form?What if we the line had no slope?What if the line had no y-intercept point? How can you create your own shapes based on your understanding of coordinate points and lines?List of various instructional and assessment (formative) strategies utilized to engage students in the learningVerbal/Linguistic: Discussion format, both in learning the material and providing feedback for what they understood and what they still needed help in understanding.Reading of Benjamin Franklin and the Magic Squares.Structured project guidelines, with goals specifically written out.PowerPoint presentations for learning the material.Visual/Spatial:Diagrams for project steps.Project options of creating a board game.Mystery picture drawing from coordinate points. Stain glass window project was also provided.PowerPoint presentations of material.Great Minds puzzles for appetizers.Logical/MathematicalThe majority of the lesson was built on the mathematical principles of graphing. This was a component of all activities including appetizers, entrees, desserts, skill lessons, etc. See lesson plans.NaturalistThe week ended with an exhibit for the parents of the students’ learning in all the classes.The students also presented their final projects for the class. The class was able to participate in their peers’ various creative products.MusicalIn my introductory PowerPoint, Harry Potter music was added as a background to set the stage for the week.Students learned content material from two songs, Horizontal and Vertical Lines, and y=mx +b.Students were given the option to create a musical product for their Cartesian Plane Project.Bodily/KinestheticThe human-sized graph was designed to provide these types of learners the opportunity to both learn and demonstrate their understanding of graphs in this format.Additionally, when the students taught each other content material, they incorporated hand signals to implement whole brain teaching strategies.IntrapersonalStudents completed a work log and set goals.The students also participated in a self-assessment, according to the rubric, of their Cartesian Plane Project.Appetizer and dessert options represented an assortment of activities including intrapersonal.InterpersonalStudents were given many opportunities to both learn and work together.Group ice breaker activities helped to create a feeling of community in the class.Students worked together in teams to both learn and demonstrate their understanding of content. Battleship and other interactive games were provided to support learning.ExistentialBy reading, Benjamin Franklin and the Magic Squares, students were able to discuss what qualities great leaders and innovators possessed.We also included as part of our ice breaker a discussion how we could support each other in our learning efforts. We talked about experiences that made us scared and how the situation was resolved. We then made a human knot and talked about how we all needed to work together to undo it.Instructional plans for each lesson/instructional activity related to the processSee lesson plans provided at the end of this document.Ongoing reflection of the instruction with the designated students including: Brief journal entries noting what was taught, student progress and instructional modifications as a result of formative assessment (these should be completed for each day of instruction related to the PIP) A short narrative explaining the results of students’ knowledge and skills from the pre-assessmentAny student voice included in the teaching. Description of opportunities for students to:Communicate the learning target(s)Assess their progress toward the learning targetsIdentify strategies needed to reach the learning target(s)Reflection Responses:Reflection on Camp Metamorphosis Day 1Today I completed my first day of the Camp Metamorphosis learning practicum. It went well! I was unsure of where the students’ ability levels would be when they entered the class, but the differentiation that I put into place from the beginning went well. All learning levels were accommodated. I had four levels of “appetizers” available. They varied from no familiarity with plotting to positive and negative coordinates. I had strategies for managing student material, getting attention, scheduling, a reward system, etc. The team approach worked well for supporting students who were less familiar with the material. Switching the teams up also helped with making sure no one felt they were at a disadvantage. The PowerPoint discussions and interactions helped to provide structure where structure was needed, and the games made the learning fun and engaging. The Harry Potter music playing in the background also helped to set the stage for the magical element of the lesson.The only areas that I think could have gone better were the normal hiccups that come from running through a game for the first time with a group of students, one student behavior issue, and wishing I had more time for dessert for the last class. I understand that equity is very important for gifted children, and I made sure that the students all felt the game was fair. Also, with gifted students, there are occasionally behavior issues because the student doesn’t want to be wrong or lose. That happened with one of the students. I used a calm voice, reassured him, and redirected him to appropriate behavior. The last session got cut short on their dessert because the rest of the students started coming back into the room.We all had a good time! The students learned the material very quickly! Reflection on Camp Metamorphosis Day 2We had a great day today! I was so pleased with the way the students were able to learn how to plot a line in the slope-intercept form. I was able to teach them a concept that was beyond their ability level by teaching them some of the tricks of graphing. The learning menus are very effective. Oftentimes, the students don’t want to break from the “appetizer” activities to move on to the ice breaker and entrée. The format has allowed me to introduce the concept of graphing in many forms from mystery pictures, to music, kinesthetic, games, etc. We could go much longer than the 80 minute time period! The battleship games at the end are just beginning to be explored. The puzzles have also been a big hit! I love to see the perseverance with problem-solving with the kids. I make a point of drawing attention to it.The students did great with the game today. The one student that was having a hard time with good sportsmanship did much better today. The sense of community is being built through our ice breakers, games and constantly changing up groups and partners. There is starting to be a solid sense of comradery. Really, I was so pleased with the outcomes of today’s lesson! Students went from taking over a minute to graph a line to as low as 12 seconds!Reflection on Camp Metamorphosis Day 3Today was the introduction to the students’ individual projects. I read the story of Benjamin Franklin and the Magic Squares to introduce the creative/magical element of math. I felt the story was an effective launch pad for lesson. We talked about how Benjamin Franklin did more than math. He did something with math. He thought outside the box. More than that, he did not give up, even when some of his inventions were not successful (the chair and the fan combination). The students then began working on the project outline. Having the students to consider three steps, and then diagram them, added to the concrete actualization of the project. It was fascinating to see the direction each student took the project in. Some students opted for a moving picture. Some created a game, others a code. Some students took to the maze project. Another student gravitated to the reflection aspect of coordinates and realized that a he could create a 9 and a lower case b by reflecting coordinate pairs over the x-axis. The students were all unique in their plans and application. It was very rewarding to see them run with the project! At the conclusion, we participated in our dessert. There was a sense of community as they gravitated to working together and answering math puzzles that were posed to them. The ice breakers that we have been doing all week have really helped break down the social barriers that existed at the beginning of the week.References:Murphy, F., & Walz, R. (2001). Ben Franklin and the magic squares. New York: Random House.Reflection on Camp Metamorphosis Day 4Today was day four of my Camp Metamorphosis week. It was an exciting day! I watched as the students apply creativity to knowledge and facts and made a product of their own. We started with the “appetizer” activities again. After yesterday’s discussion of Benjamin Franklin and the magic squares, I had a lot of student intrigued with the magic squares booklet. Some students were working on making their own magic squares. For our ice breaker, we talked about scary experiences and how sometimes people are afraid to perform in front of their peers. We talked about how together we can support one another through these experiences by giving encouragement and not judging. Then we capped off our ice breaker by making a human knot and that we all needed to work together to undo the knot. That is just like the knots we may feel in our stomachs when we put ourselves out in front of others. It was very engaging. I had multiple requests to do more. However, in the interest of time, we began working on our entrée projects. Some students moved through their entrée projects decidedly. Others took a little more time. Some students chose to work alone. Others chose to work in a team. By the end, we had a wide assortment of projects that reflected the interests and abilities of the various students. Some students incorporated props, such as pool noodles, tarps, Frisbees, etc. Others created board games or card games. Some students chose to have a coded message. Others chose to do an animation. It was fascinating to see the differentiation in the project outcomes. Finally, the students moved on to the “dessert” portion of the activity. I had students figure out complex hands-on puzzles on day four and work to teach the other students in the class. I had other students working with the magical exploratory items, working to connect it with math. Some of the students were so engaged in their entrée projects that they did not want to break for the “dessert” portion of the lesson. Overall, I feel the lesson has been a great success! The students have done more than learn knowledge. They have created original products that reflect their understanding of complex mathematical concepts that they did not know when we began the camp on Monday. Reflection on Camp Metamorphosis Day 5Today I completed my day of five of the Camp Metamorphosis week. All told, I feel the week was a success. I was able to better understand the capabilities and limitations of gifted students. We ended the week with a display for the Mathemagics class that parents could walk through and see, as well as a presentation and a celebration.In my final assessment, I feel that the games of the first two days went well. The launch of the projects went well also. However, I wish that I had had some student products to share with the kids initially to generate ideas. I took pictures so that in the future, their work samples can be used for that purpose. I also feel the launch of the project with our reading of Benjamin Franklin and the Magic Squares was very helpful. It crossed disciplines, which is an important aspect of a gifted lesson. The ice breakers were very helpful in addressing the social and emotional issues of the gifted student. And the feedback I got from the students was very positive. Many of the students asked me if I would come back next year and teach again.Reflecting on what I could improve on, I think I would have liked bring in more poster boards, pool noodles, tarps, and other props so that students could think even more creatively. The poster boards would have supported more of a board game project that would have been helpful to reduce the amount of set up time between projects. Having only one human-sized grid contributed to a longer transition time between students. That made it difficult to keep the students engaged. Also having the poster boards, would have helped create a more finished end-product for the displays. Of course, more time for these projects also would have been helpful. Another lesson I learned was to ideally not have the class held in the room that was the gathering room for the camp. It made it difficult to have quality class management when there were so many disruptions. However, I recognize that having that large of a room with technology is a difficult request. As it was, we all worked to do our best in whatever situation we are in. Finally, I learned a valuable lesson in balloons. Our celebration of “Pop the Dot!” taught me that not all balloons are made equal. As it turns out, you really need specific water balloons to actually be able to pop the balloons! Lesson learned. It was a great week! And I hope to be able to participate in it again!A final written reflection Final Reflection of PracticumExplain the degree to which students demonstrated learning as a result of your instruction To what degree did your instruction have a positive impact on student learning? How do you know?The majority of the students assessed themselves as a four on the rubric for their Cartesian Plane projects as having demonstrated preparedness, creativity, understanding of content and connection of content across disciplines. This was completed at the end of the course.What worked? What didn’t? Why? Describe ways in which you adjusted your instruction based on formative assessments from students.This learning practicum was a little different than a traditional classroom because it was a summer camp and designed to be more fun than data driven. That being said, because of the low student to teacher ratio and junior counselors, I was able to observe each of the students individually and provide support for all of them in their individual situations. As an instructor, I was continually observing the students to make sure that they materially was a good fit. When I recognized a gap in understanding, I slowed down and used varied teaching strategies to help the students understand the material. Additionally, I asked throughout the week for students to close their eyes and on a scale of one to five answer how comfortable they felt with the material that we had learned. This provided on-going feedback for me as to their ability levels, and I was able to adjust the pace accordingly.Description of the overall strengths of the learning activities designed.I believe the greatest strength of the lesson was menu lesson plan. This provided for a robust assortment of materials for students to engage in. One student remarked at the end of the week that his other classes had all the time in the world and in our class, we could use even more time!Strategies incorporated from the Integration Matrix of Gardner’s Multiple Intelligences and Bloom’s Taxonomy helped to ensure engagement from diverse learners and employed higher cognition activities. There was high student involvement and engagement throughout the lesson.What would you do differently if you were to do it again?From my day five reflection, I stated that, “Reflecting on what I could improve on, I think I would have liked bring in more poster boards, pool noodles, tarps, and other props so that students could think even more creatively. The poster boards would have supported more of a board game project that would have been helpful to reduce the amount of set up time between projects. Having only one human-sized grid contributed to a longer transition time between students. That made it difficult to keep the students engaged. Also having the poster boards, would have helped create a more finished end-product for the displays. Of course, more time for these projects also would have been helpful. Another lesson I learned was to ideally not have the class held in the room that was the gathering room for the camp. It made it difficult to have quality class management when there were so many disruptions. However, I recognize that having that large of a room with technology is a difficult request. As it was, we all worked to do our best in whatever situation we are in. Finally, I learned a valuable lesson in balloons. Our celebration of “Pop the Dot!” taught me that not all balloons are made equal. As it turns out, you really need specific water balloons to actually be able to pop the balloons! Lesson learned. It was a great week! And I hope to be able to participate in it again!”What did you learn from your field study/practicum?Probably the biggest lesson I learned from my practicum was the behavior that gifted students exhibited as a whole. The students were able to quickly comprehend and apply content we covered in the class. It was exciting to see students move so quickly through material that was presented in an engaging fashion. However, I also learned that I should not expect their work product to be at an expert level, at least not initially. I gave the students a lot of support in pursuing their individual projects, even when it wasn’t entirely clear to me where they were taking it. However, not all of the projects were as polished as I would have hoped for an end-product. Certainly the limited time contributed to it, but also I came to understand that achieving “expert-level” material is a goal for gifted students. It does not mean that students are currently at that level, but rather because of their ability to quickly assimilate material, it is a goal that can be achieved with support and time.What else would you like to report?The practicum experience has been a joy to participate in! I have thoroughly loved my Camp Metamorphosis experience!Appendix:The “Mathemagics” of GraphingLesson Overview:Unit: Graphing on a Cartesian plane.Lesson Title: The “Mathemagics” of Graphing Subject: Students will learn how to plot points and identify lines on a Cartesian plane.Duration: This lesson is designed to be used over three days with 60-90 minute long sessions.Course: 4-6 grade for highly capable students at a gifted camp.Big Idea (Macro-concepts): Exploration Focused Investigation (Micro-concepts): Students exploration of a Cartesian plane, by solving and creating mathematical problems, and by identifying coordinate pairs and lines on a 4 quadrant coordinate plane. Enduring Understandings: (I want students to understand that…) Students will understand that to use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Students will understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Additionally, from this lesson, students will understand that math can be fun and engaging. Students will understand that points and lines can be identified and manipulated, helping students gain confidence in their ability to navigate a coordinate plane. Thus, student achievement will be supported at the highest levels. Essential Questions: How do I identify a point on a Cartesian plane from x, y coordinates? How can I assess an equation in slope-intercept form and identify its location on a Cartesian plane? What would happen if I manipulate the variables in an equation? How would these manipulations affect the slope and direction of my line?Description:Day 1: In this lesson, “The ‘Mathemagics’ of Graphing,” students engage in a hands-on, multiple-intelligence strategy and inquiry lesson, which will help the them become proficient in plotting points and lines and navigating their way around a Cartesian plane. This lesson incorporates a learning menu format. On day one, the teacher will provide “appetizer” choices for the students. These will include four levels of introduction to Cartesian Planes: 1. Identifying ordered pairs. 2. Creating a picture by identifying ordered pairs of positive numbers. 3. Creating a picture using both positive and negative numbers. 4. For students who have no exposure to coordinate planes, multiplication magic squares will be given (see Additional Resources). While the students are participating in their appetizer activity, the teacher will be circulating around the room identifying skill levels of students. This should take approximately 15 minutes. The teacher will then gather the class to introduce an icebreaker activity of the teacher’s choice (i.e. Two Truths and a Lie), the classroom management strategies, and the schedule. The teacher will establish the following via a PowerPoint Presentation: 1. Give me 5 for student attention, 2. The point system for rewards (5 points for a level one reward, 10 for a level 2, 15 for a level three), 3. Review the schedule, 4. Managing of students’ work (folders to hold their ongoing projects (introduced on day 2), work logs and goals, where they belong in the crate and procedures for movement during the week-long camp), 5. The learning menu concept will then be introduced to the students. 6. The end goal of the class is to discover how math is magical. This portion should take approximately 15 minutes. Next, the teacher will conduct an introductory or review lesson about Cartesian Planes via PowerPoint. The teacher will introduce the concept of a coordinate plane and horizontal and vertical lines by teaching the song, “Horizontal and Vertical Lines” (author unknown). They will then practice identifying points on a large human-sized Cartesian plane, dimensions 50x50. This plane can be created using duct tape on four large tarps, spray paint on grass, or large rope and using tape to mark of tics. Students will be divided into two teams. Students will then draw cards from a hat that have a series of x,y coordinates. Positive cards are red and negative cards are black. Teachers will say, “Hocus, pocus. Ready to focus. Go!” The students will then rush to their respective coordinate point. This will be done in two teams so that students will be encouraged to help their teammates. Points will be given to each team who correctly place their teammate on the correct coordinate point. Once students have mastered plotting points, the next level of graphing will be introduced to students. This involves variations to coordinate points, such as translations and reflections. For translations, students will be asked, for example to move x positive 2 units. Translations can be done to the x or the y coordinate. For reflections, students will be introduced to the idea that if an axes is turned into a “magic mirror” then a coordinate will be changed from positive to negative or vice versa. To help students gain familiarity with these concepts, a new game will be introduced. This will be done by having a separate set of cards which includes from the deck of cards: the queen, the ace, and the joker. The four cards are placed out on the table, two for each person (x and y coordinates, as done before), and a separate pile of cards is placed face down, which would be either the ace (no changes to the coordinates), the queen (reflect a coordinate), or the joker (translate the coordinate). On the count of three, all the cards are turned over. If the card the teacher turns over is either a queen or a joker, then the teacher will call out the modification to the coordinate points. The students then rush to “plot their dot,” and then call out, “Hocus, pocus. Focus!”Depending on time, the teacher can introduce the dessert portion of the learning plan on day 1 or day 2. For the dessert portion, students will be given the opportunity to play the game Battle Ship (Spanner, 2015), complete the Stained Glass Window Project, or engage in math puzzles, like “Great Minds Puzzles”(see Additional Resources). The last five minutes of the class, students will complete their learning logs for the day (see appendix). Students turn in the folder for their daily point reward. Day 2: On day two of this lesson, the class will begin by getting their folders and working on their “appetizers.” After approximately 15 minutes, the teacher will gather the students and introduce the daily ice breaker of his/her choice (i.e. Have You Ever?). Students will then review coordinates from the day before. Next, the teacher will conduct a mini-lesson via Power Point of review from the day before, as well as introduce the new material of the y-intercept form of an equation. This will include how to create a line through a song entitled, “Y=MX+B” (sung to the tune of the YMCA, The Village People) on YouTube. Working as a team, they will work to identify the y-intercept point, and using the slope of the line, place subsequent students in their respective place on the line, in the same way they worked as a team to identify coordinate points the day before. Through this method, students will be introduced the variables of b and m: y-intercept and slope. Each team will be timed on how long it takes them to create a line as a team. The team with the shortest amount of time wins the point. This portion will take approximately 30 minutes. The students then have ten minutes for their “dessert activity,” five minutes for the learning log, and their daily reward.Day 3: Students will begin by working on the “appetizer” activities for approximately 10-15 minutes. The teacher will then introduce the daily ice breaker of his/her choice (i.e. human knot). This portion should take approximately fifteen minutes. The entrée of the learning plan will be introduced after students have become familiarized with coordinate pairs and the slope-intercept form. The kick-off for this project will be reading the story, Benjamin Franklin and the Magic Squares (Murphy, 2001). After a discussion of what made Benjamin Franklin “magical” or creative with math, students will be introduced to the learning project. Students will be given the choice of three leveled entrees (see Additional Resources): 1. Create a picture on graph paper out of ordered pairs that students will be able to recreate on the human graph given only directions in mathematical terms. 2. Create through dance something that lets the teacher see the students’ understanding of coordinate points and slope-intercept form, a dance for example. 3. Let the students choose their own idea of how they can demonstrate their understanding of coordinate points and slope-intercept form. Students can work alone or in groups. Inform students that on the last day, the students are going to share their presentations with the class. The teacher then hands out the goal-setting form and students are guided through the three step process of setting goals (materials need to be listed as well). The students will then be given a thirty minute block of time to work on their chosen “entrees” for their learning menus (see form in additional resources). To transition to desserts, the students need to check off their completed goals for the day and complete their learning logs. The class will then spend the next 10 minutes working on their “desserts.” They then will be turned in for the daily reward.Day 4 Day 4 will run similarly to Day 3. Students will begin by working on the “appetizer” activities for approximately 10-15 minutes. The teacher will then introduce the daily ice breaker of his/her choice (i.e. “Honey, I Love You”). This portion should take approximately fifteen minutes. The students will then be given a thirty minute block of time to work on their chosen “entrees” for their learning menus. To transition to desserts, the students need to check off their completed goals for the day and fill out their learning logs. The class will then spend the next 10 minutes working on their “desserts.” Day 5 On day 5, teachers may choose to have one final ice breaker (i.e. human chairs). The majority of this day will be dedicated to students presenting their projects to the class or to another authentic audience. To conclude the class, the students will be asked the question, “Tell me how you think math is magical?” The students will then end the week with a celebration of learning appropriate for a summer camp- a “Pop the Dot” water balloon fight! The day will end with a walk through display of the projects created in Mathemagics for the parents.Goals and ObjectivesLesson Goals: The goal is to create an engaging, multi-disciplinary lesson utilizing a variety of teaching strategies to engage highly capable students in challenging and creative ways.Lesson Objectives: Students will also learn that in the slope-intercept form one uses the slope of the line and the y-intercept to express the linear function.StandardsCommon Core State Standards: Students will learn to use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). (M. 5.G.A.1) Determine the slope of a line corresponding to the graph of a proportional relationship. (7.2.F)Learning Outcomes:Learning Outcome: Students will be able to identify points and lines in y-intercept form on a coordinate plane. Students will then be able to create their own designs, dances, representations based on these mathematical principles.Checking for Understanding: Checks for understanding will be in place throughout the week with feedback solicited in the form of discussion and holding up a number 1-10 to represent the students’ comfort level with the material. The primary check for understanding will be the students’ project presentations. A rubric is provided in additional resources. An additional idea for checking understanding in a more traditional setting would be to have a classroom discussion regarding the following questions: What would happen if we translate/reflect this coordinate point?What would happen to the line if we had a negative/positive slope?What if we the line had no slope?What if the line had no y-intercept point? How can you create your own shapes based on your understanding of coordinate points and lines?Bloom’s Revised Taxonomy:Levels of Bloom’s Taxonomy that are targeted by the lesson:XRememberingXAnalyzingXUnderstandingXEvaluatingXApplyingXCreatingMethods and Instructional Strategies:Vocabulary:x/ y axis, perpendicular lines, coordinates, point, plane, slope-intercept form, quadrant, positive slope, negative slope, translation, reflection, zero slope, undefined slope. Introductory/Anticipatory Set: The concept of exploring the magical aspect of math will engage students in the lesson.Instructional Strategies: This is an inquiry based lesson with whole class and small group instruction.Build, Apply Knowledge: Students will be learn how to create points and lines and eventually be able to create 50x50 foot designs with the students themselves.Higher Order Thinking Questions: How can I use my knowledge of points and lines to create in image of my choosing?Provide Guided Practice: We will have a high student to teacher ratio to assist in student learning.Provide Independent Practice: The daily appetizers will provide daily practice on graphing.Wrap Up/ Synthesis/Closure: The daily closure will be the dessert activities and the learning logs.Materials:Digital eLearning Materials:Title: YouTubeURL: YMCA: : This site has the words and music to the Y=MX+B song that the students will be learning.Technology Tools and Equipment: Computer with internetProjectorScreenOther Materials: 100 feet of rope to create the x and y axis, or spray paint to recreate a 50x50 foot coordinate plane on the grass.A “magic hat.”A mirror.A deck of cards.Words to “Horizontal and Vertical Lines” song.Cartesian plane on paper to create their own designs.Differentiation activities for appetizers.The book, Ben Franklin and the Magic Squares.“Great Minds Puzzles” from Professor PuzzleUDL- Differentiation According to Student NeedsUDL: Multiple means of ;Action and Expression: This lesson allows for kinesthetic, sensory, visual, interpersonal, intrapersonal, logical/mathematical, visual/spatial, verbal/linguistic, and auditory expression. Engagement: The hands-on nature of this lesson facilitates a high level of student engagement.Representation: Students will represent their understanding of the concepts presented by creating their own designs on a coordinate plane.Extension:Students who have mastered the material can work on creating a presentation/website/movie/blog of the class experience by recording, reviewing and synthesizing student learning. Useful sites include: , , or . Remediation:Small group instruction will be available for individuals who have not mastered the concepts in the lesson.Assessment:The assessment of this lesson is optional, given that it is designed for a summer camp. However, a rubric is provided in the additional resources as an aid for implementation.Educator Self-Reflection:To be completed after lesson has been conducted.Additional Resources:Murphy, F., & Walz, R. (2001). Ben Franklin and the magic squares. New York: Random House. Spanner, J. (n.d.). Cartesian plane Battleships (Groups of Four). Retrieved July 10, 2015. ()*Additional “appetizer” documents attached via .pdf form.Horizontal and Vertical Lines Song(sung to Wheels on the Bus)Horizontal lines go left and right,Left and right, left and right,Horizontal lines go left and rightParallel to the horizon (or) slope is zero.Vertical lines go up and down,Up and down, up and down,Vertical lines go up and down,Perpendicular to the horizon (or) slope is undefined.On a coordinate grid there are 2 axesHorizonal’s x, vertical’s y,On a coordinate grid there are 2 axes,Creating four quadrants.When plotting points go x then y,X then y, x then y.When plotting points go x then y,Landing on a corner.Student Name_______________________________________Date: ___________________Rubric for Cartesian Plane ProjectCategory4321PreparednessStudent is completely prepared and has obviously reviewed material.Student seems fairly prepared but might have needed a little more review of material.Student is somewhat prepared, but it is clear that attention to detail is lacking.Student does not seem prepared to present.CreativityStudent has demonstrated a very creative approach to the subject material.Student has demonstrated a fairly creative approach to the subject material.Student has demonstrated a somewhat creative approach to the subject material.Student has not demonstrated a creative approach to subject material.ContentStudent shows a full understanding of the content.Student shows a good understanding of the topic.Student shows a fairly good understanding of parts of the topic.Student does not seem to understand the topic very well.Connection to ContentStudent makes exceptional connections to content including math, science, social studies, language arts, the arts, physical education, and/or other areas of study.Student makes some connections to content including math, science, social studies, language arts, the arts, physical education, and/or other areas of study.Student makes few connections to content including math, science, social studies, language arts, the arts, physical education, and/or other areas of study.Student makes no connections to content.Name: ______________________________________________Date:_______________Entree Choices:Level 1Level 2Level 3Create a picture (or a moving picture) out of ordered pairs that will be created on the human graph. Your picture can include up to 10 people.Create a mathematical dance for one or more persons using ordered pairs, translations, reflections, and lines. Create your idea for demonstrating your understanding of ordered pairs, translations, reflections, and lines (design maze, make a game, perform a skit, invent a code, etc).My Cartesian Plane Project will be: ________________________________________________________________________________________________________________________________________________________________________________________MY UNDERSTANDINGLearning Targets/ Goals to Accomplish Project (Be specific. Diagram goals, where needed.)556895158813500I am not sure how to do this yet.I can do this with helpI can do it myself.I can teach others.1.2.3.Goal 1 Diagram (include materials): Goal 2 Diagram (include materials): Goal 3 Diagram (include materials): ................
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