Lesson+Four

Unit Plan JL Lesson One Lesson Two Lesson Three Lesson Four Lesson Five

Name:__Justine Lakosky___

calculator pencils paper measurement tool smart board storage device field trip requirements and protocol || (Artifact: link to real world, website, book, picture, etc.) || Students will look at the following website and try to create tangrams using basic geometric shapes. It will help students identify and manipulate the basic geometric shapes to create more complex ones. []
 * **Lesson Title: ** || **There’s Math all around Us ** ||
 * Subject Area: || Mathematics ||
 * Grade Level: || 8th grade ||
 * Unit Title: || <span style="font-family: Calibri,sans-serif;">Pythagorean Theorem ||
 * <span style="font-family: Calibri,sans-serif;">GLCEs/ HSCE: || <span style="font-family: Calibri,sans-serif;">G.SR.08.04 Find area and perimeter of complex figures by sub-dividing them into basic shapes (quadrilaterals, triangles, circles). ||
 * <span style="font-family: Calibri,sans-serif;">METS-S/NETS-T || <span style="font-family: Calibri,sans-serif;">NET: 4.d. Use multiple processes and diverse perspectives to explore alternative solutions. ||
 * <span style="font-family: Calibri,sans-serif;">Essential Questions: || <span style="font-family: Calibri,sans-serif;">How can anyone use area and perimeter as a functioning member of society? Can you recognize the different formulas for the basic shapes ||
 * <span style="font-family: Calibri,sans-serif;">Objectives: || <span style="font-family: Calibri,sans-serif;">Given a camera and prior knowledge of how a smart board works, students take pictures of local structures and architecture and show how to find the areas of at least 3 shapes on the Smart board. ||
 * <span style="font-family: Calibri,sans-serif;">Tools and Resources: || <span style="font-family: Calibri,sans-serif;">camera
 * <span style="font-family: Calibri,sans-serif;">Rationale: || <span style="font-family: Calibri,sans-serif;">By taking the students outside of the classroom and out into the world, they might be more enthusiastic about the content they are intended to learn. Letting students choose their homework motivates them to actually partake in their learning. ||
 * || **<span style="font-family: Calibri,sans-serif;">Sequence of Activities: **  ||
 * <span style="font-family: Calibri,sans-serif;">Anticipatory Questions/Activity: || <span style="font-family: Calibri,sans-serif;">Manipulating people isn’t very nice, but manipulating shapes is! Take a picture of a house, finding the area of a pentagon isn’t much fun, but what could we do to make that easier. ||
 * <span style="font-family: Calibri,sans-serif;">Body of Lesson Plan:
 * //<span style="font-family: Calibri,sans-serif;">Segment #1 //**


 * <span style="font-family: Calibri,sans-serif;">JING tutorial for puzzle activity link is provided below. **

@http://www.screencast.com/t/yqb83ADqDwwN

<span style="font-family: Calibri,sans-serif;">**Embedded image is available at the end of the lesson plan.** || <span style="font-family: Calibri,sans-serif;">(Factual information/Vocab <span style="font-family: Calibri,sans-serif;">Includes sample feedback loop) || <span style="font-family: Calibri,sans-serif;">Have students review the the formulas for the area and perimeters of basic shapes by coming up to the board and drawing the image as well as the formulas
 * **//<span style="font-family: Calibri,sans-serif;">Segment #2 //**

<span style="font-family: Calibri,sans-serif;">Triangle //<span style="font-family: Calibri,sans-serif;">P=a+b+c // //<span style="font-family: Calibri,sans-serif;">A //// ½ ////<span style="font-family: Calibri,sans-serif;">bh //

<span style="font-family: Calibri,sans-serif;">Rectangle and Square //<span style="font-family: Calibri,sans-serif;">P=2L+2W // //<span style="font-family: Calibri,sans-serif;">A=L*W //

<span style="font-family: Calibri,sans-serif;">Circle <span style="font-family: Calibri,sans-serif;">P=2πr <span style="font-family: Calibri,sans-serif;">A=πr2 || <span style="font-family: Calibri,sans-serif;">(Includes multiple intelligence strategy: <span style="font-family: Calibri,sans-serif;">Hands-on, small groups, reteaching strategy) || <span style="font-family: Calibri,sans-serif;">Give students an example problem of each shape and have them solve to refresh their skills. Then have students try to find the area and perimeter of a stop sign by finding the basic geometric shape within. || <span style="font-family: Calibri,sans-serif;">(Detailed directions on how to complete activity) || <span style="font-family: Calibri,sans-serif;">Students will then take a trip to a downtown area or a park and capture images of architecture and structure. Students must then create an interactive Smartboard presentation that shows how each of these structures can be solved.
 * **//<span style="font-family: Calibri,sans-serif;">Segment #3 //**
 * **//<span style="font-family: Calibri,sans-serif;">Segment #4 //**
 * <span style="font-family: Calibri,sans-serif;">Students must have at least 3 examples
 * <span style="font-family: Calibri,sans-serif;">Must be complex shapes
 * <span style="font-family: Calibri,sans-serif;">Show the division of shapes
 * <span style="font-family: Calibri,sans-serif;">Find area and perimeter
 * <span style="font-family: Calibri,sans-serif;">Individually done
 * <span style="font-family: Calibri,sans-serif;">Students will be graded on a rubric

<span style="font-family: Calibri,sans-serif;"> || media type="custom" key="19075942"
 * <span style="font-family: Calibri,sans-serif;">Rubric is provided in the following attachment. **