UBD Lesson Plan Template – Stage 3 Learning Plan



UBD Lesson Plan Template – Stage 3 Learning Plan

Back Design Template

|Task: (Describe briefly) |

| |

| |

| |

|Instructional Process: |

| |

|WHERE are we going? WHY? WHAT? is expected? |

| |

|Goals: |

|To have student’s begin thinking about the applications of basic trigonometry and Geometry to other mathematics as well as the real|

|world. |

|For the students to understand the Essential Questions of UBD stage 1: |

|What is the importance of math in the world today? |

|How can we apply the information in the unit to the real world? |

|How does the information in the unit enable us to enter higher mathematics? |

|For the students to understand or know how to: |

|Identify special right triangles and use their properties to find information about them. |

|Find sine, cosine, and tangent of right triangles. |

|Understand the properties and aspects of circles and how to use them along with trigonometry to find information about the circle. |

|Use their knowledge of circles to help them compute the measures of spheres. |

|Expectations: |

|In order to gain understanding of the goals students will: |

|Complete homework assignments for each day of classroom instruction. This will give the students practice and experience in using |

|the ideas learned in class. I will give the students an opportunity during the first ten minutes of class to ask questions |

|concerning the homework. |

|Complete a web quest that enables the students to apply the information learned in class to real world situations in a fun and |

|exciting adventure. They will answer questions concerning the web quest and complete a poster project describing one of the steps |

|in the web quest. |

|(Logical/Quantitative & Narrative Windows) |

|Answer the Essential Questions in essay format upon completion of the unit. After completing the unit exam, they will answer the |

|questions and we will discuss their answers in an open-classroom discussion. This will enable the students to see the point of |

|learning the information in the unit |

|(Foundational Window) |

|Relevance and Value: |

|To set up the basis of knowledge necessary for entering higher mathematics: |

|The students will develop a source of information within their minds that is necessary to every future math class the students |

|take. |

|The basic ideas of trigonometry and geometry learned in the unit are essential to all mathematics. |

|Prerequisite Skills: |

|Understand what a triangle is |

|Know that the three angles in a triangle add up to 180 degrees |

|Understand similar triangles and what makes triangles similar. |

|Understand what complementary angles are. |

|Evaluate if students know and understand what defines a shape as a triangle. Also, determine if they understand that the three |

|angles in any triangle add up to 180 degrees. This will be done by means of a Smart board activity. Also, evaluate the student’s |

|knowledge of similar triangles. This is done by means of a group activity where they review what a similar triangle is. |

| |

| |

|How will we HOOK and HOLD student interest? |

|MM2G1 (Special Right Triangles): |

|The smart board activity to evaluate prerequisite skills will be on the smart board at the beginning of class. Begin by asking the |

|students general questions concerning triangles. Then, ask volunteers to come to the front of the classroom to participate in the |

|activity of deciding if a shape is a triangle or not. The next aspect of the Hook and Hold step is the other part of the evaluation|

|that determines and exercises knowledge about the sum of the three angles of triangles. |

|MM2G2 (Sine, Cosine, and Tangent to Special Right Triangles): |

|(After ten-minute homework review) Have students divide into groups of 3-4 students. Pass out worksheet that has an activity and |

|questions concerning similar triangles. The students will be given 5-7 minutes to complete this, and then we will discuss their |

|answers. I will then start my lecture about the new topic for the day. |

|(Narrative Window) |

|The next portion of the new topic deals with trig ratios of complementary angles. In order to Hook and Hold my students’ attention,|

|I will have a smart board activity that gives them a visual representation and participation in the activity. |

|(Aesthetic Window) |

|MM2G3 (Properties of Circles): |

|The first portion deals with chords, tangents, and secants. In order to hook and hold my students I will have my acoustic guitar in|

|class that day and begin by telling them we will be learning about chords today. I will play a few chords on my guitar, and then |

|ask them if they know of any other types of chords that exist in the world. I will then use the hole in the guitar and a string |

|that crosses it to describe the mathematical chord. This will then lead into discussion of secants and tangents of circles as an |

|application of triangle symmetry. |

|(Aesthetic Window) |

|The next portion deals with properties of central, inscribed, and related angles. In order to Hook and Hold the students’ |

|attention, I will allow the students to come up to the smart board and select which images display central and inscribed angles. |

|MM2G4 (Find and Compare Measures of Spheres): |

|In order to Hook and Hold the attention of my students, I will hand out Styrofoam balls and flexible tape measures. I will then |

|give them specific instructions to measure the circumference and give them a formula that will allow them to determine the diameter|

|of the sphere with that information. I will then begin the lesson on how to use previously known/gained information to discover the|

|surface area and volume of a sphere. |

|(Experiential Window) |

| |

| |

|How will we EQUIP students for expected performances? |

|Every day I will explain each new segment of the standards within the Geometry Unit. The students will be strongly encouraged to |

|take detailed notes. If they are absent, I will print a copy of my Smart Board Notebook for that day to give to them (I will write |

|all the lecture notes and example problems on the Smart Board). |

|With every lesson, I will incorporate specific Smart Board activities and visual representations in order to give the students |

|visual representations of the ideas. |

|(Aesthetic Window) |

|I will reserve a computer lab or a mobile lab one day during the unit so the students can complete an activity with Geometer’s |

|Sketchpad (by KCP Technologies). |

|(Experiential Window) |

|Hand out several sheets that summarize the main topics and ideas within the unit |

|Students will complete the group assignment worksheet for similar triangles. |

|During the lesson concerning the area of a sector of a circle, I will order pizza for the class and we will have a math lab |

|concerning the area of a slice of pizza |

|(Experiential Window) |

| |

|How will we help students RETHINK and REVISE? |

|Each night, the students will be given about 15-30 problems of homework to practice the new topics. We will take the first ten |

|minutes of every class session to answer any questions concerning the previous night’s homework assignment. |

|Students will keep a math journal where each night they will summarize what they learned in class that day. |

|Students will grade each other’s daily quizzes. I will read the answer aloud, and the students will mark right or wrong. If they |

|know the answer, they can explain it to their classmate(s). |

| |

|How will students self-EVALUATE and reflect on their learning? |

|Quizzes of 2-3 questions will be given each day. They will cover the topic(s) that were on the homework. Students will trade |

|quizzes and grade each other. |

|An exam will be given at the end of the unit. It will cover all topics in the unit. When I return the tests to the students, they |

|can come to me before or after school to ask questions concerning the test. |

|The Web Quest “National Treasure: The Geometer’s Key” will evaluate the student’s learning. They will answer questions throughout |

|the Web Quest and turn them in to me. |

|The students must also generate a poster explaining one of the steps within the Web Quest and present to the class. |

|The students will answer the Essential Questions of the unit in paragraph form (after the unit exam). This enables them to realize |

|the enduring understandings of the unit and for me to analyze their learning. |

|(Foundational Window) |

| |

|How will we TAILOR learning to varied needs, interests, styles? |

|Visual Learners: The Smart Board applications will equip their learning style |

|Auditory Learners: They will learn best by listening to the lectures. |

|Attention Deficit Students (ADD/ADHD): By breaking the class in to segments of 1)Homework review 2) Hook and Hold (which has |

|various hands-on/involvement activities) 3) Lecture (which is also broken into different topics and also has various activities and|

|visual aids scattered throughout). One complete day will be spent in the computer lab working on the Web Quest. Part of another day|

|will be spent in the computer lab working with Geometer’s Sketch Pad. |

|Hearing Impaired Learners: I will give them a copy of my notes for the day prior to class, as well as a copy of the lecture notes |

|and examples I worked on the Smart Board. Basically everything I say in reference to the lesson will be written on the Smart Board.|

|Visual Impaired Learners: They can utilize a tape recorder in class so they can review the lecture as many times as possible. I |

|can also set the smart board to display large text. |

|Slow Learners: Copies of the lecture notes will be given to them. The math journal will help them to recall what they learned and |

|analyze it without actually working math problems. |

| |

| |

| |

| |

| |

| |

| |

|How will we ORGANIZE and sequence the learning? |

| |

|Day 1: MM2G1 & First Part of MM2G2 |

|Day 2: MM2G2 |

| |

|Special Right Triangles & Sine, Cosine, and Tangent Ratios to Similar Right Triangles: |

|Specific: Length of the sides of 30,60,90 triangles |

|Length of the sides of 45,45,90 triangles |

|Relationship of Trigonometry ratios for similar triangles |

| |

| |

|Steps in Lesson: |

|(No homework questions necessary, no homework assigned prior to class) |

|Smart Board activity to hook and hold attention, as well as to recall prerequisite skills. |

|Instruction time: I teach the new topic, while using the Smart Board for visual representations. |

|When finished with Special Right Triangles, use the group activity about similar triangles to transition into trigonometry ratios |

|to similar right triangles |

|Assign homework |

|Sine, Cosine, and Tangent Ratios to Similar Right Triangles |

|Specific: Relationship between trigonometric ratios of complementary angles. |

|Solve application problems using trigonometric ratios. |

| |

|Steps in Lesson: |

|First ten minutes of class, allow for questions concerning homework. |

|2-3 Question quiz concerning the homework. Students trade quizzes and grade for one another. |

|Smart Board Activity to hook and hold attention, as well as recall the idea of complementary angles. |

|Instruction Time: I teach the new topic, describing how trigonometry ratios and complementary angles are related. (I will also use |

|a smart board application concerning the unit circle). I will then teach the students how to use the information to solve |

|application problems. |

|Assign Homework |

| |

| |

|Day 3: MM2G3 |

|Day 4: MM2G4 (Pizza Lab Day) |

| |

|Properties of Circles |

|Specific: Properties of chords, tangents, and secants as an application of triangle symmetry |

|Properties of central, inscribed, and related angles |

| |

|Steps in Lesson: |

|Ten minutes for homework questions |

|2-3 Question quiz concerning the homework |

|Hook and Hold: Use my acoustic guitar to show musical chords. Transition discussion to mathematical chords. |

|Instruction time: Utilize the Smart Board to display what a chord, secant, and tangent line are. Then explain the triangles created|

|by each of them and the symmetry of those triangles. Transition to: discussion of central, inscribed, and related angles (They are |

|created by chords, secants, and tangents). Discuss their properties. |

|Assign Homework |

|Properties of Circles |

|Specific: Use properties of circles to solve problems involving length of an arc and the area of a sector |

| |

|Steps in Lesson: |

|Ten minutes for homework questions |

|2-3 Question quiz concerning the homework |

|Hook and Hold: Use description of a pizza (and picture of one on Smart Board) to describe a slice of pizza as the area of a sector |

|of a circle. (If possible/permitted by the school, I will have pizza waiting on the class) |

|Instruction: Explain the formulas/ processes of finding the arc length and area of a sector of a circle. The students will then |

|measure the pizza and use the formulas to discover the area of their slice. |

|Assign Homework |

| |

| |

| |

| |

| |

| |

|Day 5: MM2G3 |

|Day 6: MM2G4 |

| |

|Properties of Circles |

|Specific: Justify measurements and relationships in circles using geometric and algebraic properties |

| |

|Steps in Lesson: |

|Ten minutes for homework questions |

|2-3 Question quiz over the homework |

|Hook and Hold: Use a real-life application problem concerning a circular object (possibly the rotunda in the Capitol). Get the |

|students to guess the angle (on the unit circle) that a certain object would be at. |

|Transition from the hook and hold step into the actual Lesson. Show them that it is possible to use geometry and algebraic |

|properties to find the exact location. |

|Assign homework |

|Find and Compare Measures of Spheres |

|Specific: Use and apply Surface Area and Volume of a sphere |

|Determine the effect on surface area and volume by changing the radius or diameter of a sphere |

| |

|Steps in Lesson: |

|Ten minutes for homework questions |

|2-3 Question quiz concerning the homework |

|Hook and Hold: Distribute Styrofoam balls to the classroom for the activity mentioned in the UBD Hook and hold section |

|Teach the lesson concerning volume and surface area of spheres |

|Go to the computer lab to use Geometer’s Sketchpad. |

|Assign homework |

| |

|Day 7: Web Quest Day |

|Day 8: Unit Exam Day |

| |

|Steps in Lesson |

|Homework Questions |

|No Quiz Today |

|Go to computer labs to complete the Web Quest |

|Steps in Lesson |

|Students begin examination upon entering the room |

|When they finish the test they will begin working on answering the Essential Questions |

| |

| |

| |

|Resources/Materials: (List items) |

| |

| |

| |

| |

| |

| |

|References: |

| |

| |

| |

Adapted/formatted from Understanding by Design by Grant Wiggins and Jay McTighe

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download