Lesson+Five

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

Name:_Justine Lakosky__


 * **Lesson Title: ** || **All around the World ** ||
 * Subject Area: || Mathematics ||
 * Grade Level: || 8th grade ||
 * Unit Title: || Pythagorean Theorem ||
 * GLCEs/ HSCE: || G.SR.08.05 Solve applied problems involving areas of triangles, quadrilaterals, and circles. ||
 * METS-S/NETS-T || NET: 2.d. Contribute to project teams to produce original works or solve problems. ||
 * Essential Questions: ||  ||
 * Objectives: || Using Prezi, the students must work in groups and show real applications of geometry around the world, must include at least 3 locations and 5 prezi slides. ||
 * <span style="font-family: Calibri,sans-serif;">Tools and Resources: || <span style="font-family: Calibri,sans-serif;">Internet access

<span style="font-family: Calibri,sans-serif;"> Prezi tutorial (on website) || <span style="font-family: Calibri,sans-serif;">(Artifact: link to real world, website, book, picture, etc.) || <span style="font-family: Calibri,sans-serif;">Have students watch the following Youtube link and make the connection of how we can see geometry all throughout life.
 * <span style="font-family: Calibri,sans-serif;">Rationale: || <span style="font-family: Calibri,sans-serif;">By working in teams, students can create an interactive news release and be the announcer they always wanted to be. Working together can take the pressure off of the students of creating a project with a deadline. Students will be able to take responsibility over certain parts and delegate other parts. Creating a unified Prezitation. ||
 * || **<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;">Has anyone seen math in the news lately? Or even when you’re at the checkout counter? What about when you decide to paint a room in your house? ||
 * <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;">[] || <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;">Ask students questions on what they could use to solve the following problems
 * **//<span style="font-family: Calibri,sans-serif;">Segment #2 //**

<span style="font-family: Calibri,sans-serif;">Crop circles are an interesting and controversial phenomenon that can best be described as a in a field where the crop (usually wheat) has been flattened. Many believe that the circles are made using a string and a piece of wood to flatten the crops. What would you use to find the area if flattened wheat if the wood was 7feet long? //<span style="font-family: Calibri,sans-serif;">Area of a circle with the radius being 7ft //

<span style="font-family: Calibri,sans-serif;">Firemen, construction workers, and other workers often rely on the use of ladders in their line of work <span style="font-family: Calibri,sans-serif;">. For example, the height to a second story window may be 25 feet, and a window cleaner may need to put the ladder ten feet away from the house in order to avoid the bushes or flowers. How long of a ladder does the window cleaner need in order to achieve this task?

//<span style="font-family: Calibri,sans-serif;">Use the Pythagorean theorem, set up like 252+102=c2 // //<span style="font-family: Calibri,sans-serif;">And solve for c // || <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;">Allow students to go online with supervision. Have them look for instances of geometry around the world make sure their sources involve pictures or they can create some. Have students solve the problems presented in the applications. Then, have the teacher review their work. || <span style="font-family: Calibri,sans-serif;">(Detailed directions on how to complete activity) || <span style="font-family: Calibri,sans-serif;">Students are to then break off into groups of two and create a Prezi. They must use at least three of the pre-found sources together.
 * **//<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;">Groups of two
 * <span style="font-family: Calibri,sans-serif;">Delegate responsibility of creating word problems
 * <span style="font-family: Calibri,sans-serif;">Who is going to upload and navigate Prezi
 * <span style="font-family: Calibri,sans-serif;">What order will everything go in
 * <span style="font-family: Calibri,sans-serif;">Construct the before the end of class the next day
 * <span style="font-family: Calibri,sans-serif;">Path must be at least five arrows long.
 * <span style="font-family: Calibri,sans-serif;">Create problems like the ones given in the lesson.
 * <span style="font-family: Calibri,sans-serif;">Two problems must be from other countries.

<span style="font-family: Calibri,sans-serif;">**The beginning of the project is given in the following Prezi example link**

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<span style="font-family: Calibri,sans-serif;">**The embedded image is located at the end of the lesson plan.**

<span style="font-family: Calibri,sans-serif;">**The rubric for the Prezi is located within the attachment.** <span style="font-family: Calibri,sans-serif;"> || media type="custom" key="19077686"