Hello T32 Expert Teachers,
Please post your final project lesson plans and links to all podcasts or videos as a comment to this post. Your lessons will be shared as part of a peer review. Your instructors will also use this site to give you your final grade and course credit.
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I originally gave this as an option to a final Huck Finn Project. No one ever picked it. So with this video I know have a perfect classroom demo. Enjoy.
http://www.teachertube.com/view_video.php?viewkey=ad44aaf6ddf8c90ae150&page=1&viewtype=&category=
Jean Brennan and Katie Kirchendorfer: Podcast with video of lesson concerning surface area
http://kirchendorfer.com/category/math-ii/integratedmath-presentations/
Final Project Lesson Plan Template.
Directions: Complete the lesson plan template for your final project below. Copy and paste your plan as well as links to your materials onto the class discussion board.
TITLE: Surface Area of Three Dimensional Solids
ABOUT THIS UNIT: In this unit, the students will be investigating area and surface area of two and three dimensional figures. In this lesson, the students will apply their previous knowledge of area to calculate the surface area of three dimensional solids. Nets will be used to illustrate what the solids would look like if you could flatten them out into a two dimensional figure.
UNIT & CONTENT OBJECTIVES:
1. Students will be able to analyze two and three dimensional figures in order to calculate area and surface area.
2. Students will be able to calculate area based on formulas provided and developed.
3. Students will be able calculate the surface area of the three dimensional solid based on knowledge of.
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LESSON PLAN
*Name: Jean Brennan and Katie Kirchendorfer
*Grade and Subject: 10th grade Integrated Math 2
*Time:
DAILY BEHAVIORAL OBJECTIVES:
1. Students will be able to recall and apply previous knowledge of area formulas in relation to basic two dimensional figures.
2. Students will be able to analyze a three dimensional figure to decide what two dimensional shapes comprise it.
3. Students will be able to calculate the surface area of the three dimensional solid.
UNIT & CONTENT OBJECTIVES:
1. Students will be able to analyze two and three dimensional figures in order to calculate area and surface area.
2. Students will be able to calculate area based on formulas provided and developed.
3. Students will be able calculate the surface area of the three dimensional solid.
INTRODUCTION:
1. Focus attention: Bell work that involves recalling the various area formulas that have been studied so far in this unit.
2. Hook: Explain to the students that they will be looking at three dimensional solids and what these figures would look like if they were flattened out. Show some geometric solids and ask the students to imagine what they would look like if they were flattened out.
3. Framework: Explain to the students that they will be working with these “hands on” shapes and following up their investigation with the viewing of a video illustrating the concepts to be used as a guide to complete a worksheet on surface area.
MATERIALS: Geometric shapes, computers, worksheet
PROCEDURES: Have the students work in groups with the three dimensional solids. Have them unfold the solid to see what geometric shapes it is comprised of. Have the groups calculate the area of each geometric shape and explain to them that the surface area is the sum of the associated areas. Have the students in their groups work through examples. Then in the computer lab, have the students individually watch the video podcast to re-enforce the concepts and view more examples. They can view this at home as well as a guide to completing the worksheet on surface area.
CLOSER: Explain to the students that the investigation of three dimensional solids will continue the next day with a review in preparation for a quiz.
EVALUATION: Worksheet to be graded
Surface Area Name ____________________________________
Find the surface area of the three dimensional figure explained in each problem. Draw the figure and its net.
1. A rectangular prism with the dimensions 6 x 4 x 3 inches
2. A cube with side length 7 inches.
3. A cone with radius 3 inches and slant length 11 inches.
4. A cylinder with radius 4 inches and length 8 inches.
5. A triangular prism with bottom dimensions of 3 x 6, side dimensions of 2 x 6 and height of 7. All measurements are in inches.
6. A square pyramid with side length 3 inches and height 9 inches.
L.Bird
Final Project Lesson Plan –Linda Bird
TITLE: Slope-Intercept Form of Graphing an Equation
ABOUT THIS UNIT Students will learn various methods of graphing equations and learn to develop equations from graphs and scatter plots.
UNIT & CONTENT OBJECTIVES:
By the end of this unit, students will be able to do the following:
1. Graph linear equations using a table of values
2. Determine whether an equation is linear or non-linear.
3. Determine the slope of a line
4. Determine the y-intercept of a line
5. Determine an equation for a graphed line using the slope intercept form
6. Graph a line from an equation using the slope-intercept form
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LESSON PLAN
*Name: Slope-Intercept Form of an Equation
*Grade and Subject: 8th grade Regular Mathematics
*Time:1 42 minute class time
DAILY BEHAVIORAL OBJECTIVES:
1. Students should already be able to determine the slope of a given line
2. By the end of class, students should be able determine the y-intercepts of a given line graph.
3. By the end of class, students should be able to determine the equation of a given line graph.
UNIT & CONTENT OBJECTIVES:
By the end of the unit, students will be able to graph equations using a variety of methods. They will also be able to give the equation of a given linear graph. They should be able to create a scatter plot with a fitted line and determine the equation for this line. Students should be able to discuss what the slope and y-intercepts represent in real-life situations.
INTRODUCTION:
1. Focus attention: Bell work- Previous Ohio Achievement Test questions on overhead
2. Hook: So far in this unit we have graphed equation using a table of values. We have also discussed linear equations verses non-linear equations. Today we are going to learn a way to develop an equation from a given linear graph and tomorrow we are going to use this same method to graph the equation without using a table of values.
3. Framework: This activity will enable students in the following days to create fitted lines from scatter plots and develop equations to make predictions.
MATERIALS: Video worksheet with audio. Students will need paper and pencil.
PROCEDURES:
1. Students will do Ohio Achievement Test questions. We will check and discuss.
2. Students will practice finding slope and y-intercepts
3. I will introduce y= mx + b and explain that m iis the slope of the line and b is the y-intercept
4. Class will practice writing several equations from graphs on the overhead.
5. Students will get out paper to answer problems from the Movie Maker video on slope –intercept form.
CLOSER: Anyone who had trouble with this activity may access the audio part of the presentation at http://gcast.com/u/BirdsMath/main. A worksheet is available that goes with this. Pick it up before you go.
EVALUATION:
I will evaluate students success by walking around room and check their equations as they work on this.
Reflective Video Study; An Excellent Learning Opportunity for All
Sara R. Good
District Math Specialist
For use during in-services with district teachers, parents, and administrators
ABOUT THIS UNIT:
Parma City Schools recently adopted the research-based mathematics program, Everyday Mathematics. As a district math specialist, I have focused much of my efforts on supporting teachers’ instructional transition into this reform curriculum. For successful implementation of this program, teachers need ongoing support in enacting constructivist teaching methods, which is quite different from the type of instruction they received during their school years. Such a transformation in instruction takes time, and is impossible without knowing how it looks, sounds, and feels. Through the use of video, teachers can receive multiple exposures over time to exemplary vignettes of a constructivist classroom in action. I have videotaped two district primary teachers who embrace the constructivist ideals necessary to teach mathematics effectively to young learners, and intend to share their practice with others to support a reflective, collaborative district process of change.
UNIT & CONTENT OBJECTIVES:
This unit primarily supports the following Tech-10 Principles: #1 Force Multiplier; #2 Create Customized Lesson for Students; #3 Technology can Facilitate Active Learning; #5 Technology can help establish Learning Communities; #7 Assist Students with Content Literacy; and #8 Technology that can Rescue At-Risk Students.
• #1: As a Force Multiplier, countless teachers can be in the room observing and reflecting upon sound instruction, without the need for a substitute.
• #2: With the use of specific questions to reflect up at the beginning or end of the video, individual teachers are able to determine how the video specifically helps them improve their practice.
• #3: In group settings, participants can be “active” in using the video as a springboard for collaborative dialogue about effect elements of instruction.
• #5: Group participants can only learn from one another during reflective collaboration about the video, which establishes a strong, non-threatening “learning community.”
• #7: The use of video allows teachers to revisit and relearn mathematical concepts more deeply, as well as learning the content of constructivist teaching.
• #8: Change is difficult, and some teachers may be “at-risk” of embracing and employing more effective teaching practices to better meet the needs of their students. By actually seeing and hearing such instruction, teachers may feel more confident in making incremental changes in their classrooms.
This unit has a layered approach to the use of Marzano’s nine effective instructional strategies. The first layer entails how I use the video with the audience. First of all, the title of the video explicitly “sets the objectives” for reflecting on practice. The video itself is a “nonlinguistic representation” of effective instruction. If used effectively, I can have teachers examine the “similarities and differences” between the instruction that they experienced as a student, instruction that they give their students now, and instruction seen on the video. Teachers can use Cornell “notetaking” techniques to “summarize” what they’ve learned from the video and “cooperative group” discussion. Such discussion and the video itself “recognizes” the wonderful efforts teachers make in their classrooms daily. Teachers certainly need to know on a regular basis that they are celebrated for their dedication. The second layer involves seeing and hearing other teachers employ Marzano instructional strategies with young learners. What a powerful learning opportunity for all!
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LESSON PLAN:
INTRODUCTION:
1. Focus attention: “How many of you have perfected the art of teaching, and are comfortable teaching with the new Everyday Mathematics series? How many of you would like the opportunity to collaborate with other teachers to improve their practice?”
2. Hook: “Today, you have that opportunity! You will see a snapshot of a fellow teacher implementing Everyday Mathematics using sound, research-based instructional strategies.
3. Framework: It is your task to consider the following questions (See Cornell Notes handout.) while viewing this video, as well as formulate your own questions to pose to the group to help us better reflect on our practice.
MATERIALS:
• “Mathematical Processes in Action” video
• Cornell Notes handout with lesson objectives/big ideas on lefthand column of notes:
o “In what ways does the teacher have her students represent their thinking?
o “How does the teacher gather evidence of student learning?”
o “What ideas do you now have for your practice?”
PROCEDURES:
1. Prepare audience for viewing the video. See “Introduction” of lesson for details.
2. Play video and have teachers take personal notes using the Cornell Notes handout.
3. Use the discussion questions at the end of the video, along with participants’ notes, to hold a reflective discussion about meeting the needs of young learners in the mathematics classroom.
CLOSER:
On Post-it notes, teachers will respond to the final question, “What ideas do you now have for your practice?” They will share specific steps that they can personally take for improving their practice, and post these ideas on a wall poster for all to see.
If the available technology is available, I could have volunteers create a Podcast about their reactions to the video and their ideas for future instruction.
EVALUATION:
I will use teachers’ Post-it note responses to evaluate their needs and determine how I can continue to support them in the future. Furthermore, I will type up their responses and email them the list as a follow-up to the in-service.
If Podcasts are made at the end of the inservice, I could email the audio files to participants, and/or post them on our district website.
***I will add a link to the video as soon as I get it online***
TITLE: Freedom Pod Video Cast
ABOUT THIS UNIT: In this unit students will be creating a video cast to share with their classmates. First students will write rough drafts for the video cast. Rough drafts will be revised and edited by their peers. After final copies are published, students will create their video.
UNIT & CONTENT OBJECTIVES:
State and develop a clear main idea for writing.
Proofread writing, edit to improve conventions.
Students will use facts and opinions to shape the opinions of listeners and viewers.
Students will use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas.
Students will adjust speaking content according to the needs of the situation, setting, and audience.
LESSON PLAN
Name: Rachel M. Phillips and Dan Szeremet
Grade/Content Area: 5th Grade Language Arts
Time: 2 Class Periods (120 Minutes Total)
DAILY BEHAVIORAL OBJECTIVES:
Students will write, revise, and publish a written editorial.
The written editorial will then be made into a video cast production.
UNIT & CONTENT OBJECTIVES:
State and develop a clear main idea for writing.
Proofread writing, edit to improve conventions.
Students will use facts and opinions to shape the opinions of listeners and viewers.
Students will use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas.
Students will adjust speaking content according to the needs of the situation, setting, and audience.
INTRODUCTION:
Focus attention: Introduction to podcasting.
Hook: “Enjoy the show!”
Framework:
Students listen to introductory podcast.
Students formulate ideas of what to include in podcasts.
MATERIALS:
Computer
Webcam or video camera
Internet access
Elmo projector
Video Camera
Laptops
PROCEDURES:
Choose students to write an editorial.
Students write editorial.
Editorials are read to the class.
Editorials are revised and edited by the class on the Elmo projector.
Editorials are recorded as video casts.
CLOSER: Watch video cast.
EVALUATION: Students will be evaluated on the following Ohio Academic Content Standards:
State and develop a clear main idea for writing.
Proofread writing, edit to improve conventions.
Students will use facts and opinions to shape the opinions of listeners and viewers.
Students will use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas.
Students will adjust speaking content according to the needs of the situation, setting, and audience.
Lesson Correlations with Tech 10
#1 The “Force Multiplier”
This video cast may be downloaded on the teacher’s webpage and played when the students get home.
#2 Create Customized Lessons for Students
This video cast is for students, by students. Students share personal as well as educational information with their classmates.
#6 Motivate Your Students
Students love computers, love to play games, draw pictures, and play with markers. This lesson has it all. Students are eager to answer the record and watch themselves and their classmates.
Final Project Lesson Plan Template.
Directions: Complete the lesson plan template for your final project below. Copy and paste your plan as well as links to your materials onto the class discussion board.
TITLE: Huck Finn Project
ABOUT THIS UNIT: After reading Huck Finn the 10th grade students are presented with a variety of choices for a final project. A few examples are they can create a movie poster, design their own raft, recreate Jackson Island, produce their own newspaper, or write a poem. One of the choices I offered was a humorous spoof by The Duke of a variety of famous lines from Shakespeare. I gave students the choice of performing live in front of the class or taping it. No student has ever selected this choice so I thought this would serve as a good example for future classes.
UNIT & CONTENT OBJECTIVES:
This project is a culmination of the novel Huck Finn. The novel has proved to be extremely controversial since it first was published. I feel the novel is more than just entertaining but has a unique anti-racism message. As a unit this serves as one of the novels read in English II. Specifically we look at Twain’s use of humor (satire, parody, and sarcasm) to make subtle comments on various aspects of human nature and society. Other topics are symbolism, illusion v. reality, money/greed, and Huck’s adaptability and rebirth.
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LESSON PLAN
*Name: Keith Zupancic
*Grade and Subject: 10 English II
*Time: 14 days
DAILY BEHAVIORAL OBJECTIVES:
1. To engage students in literary analysis. Including, but not limited to the reading process, language and vocabulary acquisition, and inferences.
2. To promote student creativity in response to an American classic.
3. To offer an appreciation and in depth look at an American classic.
INTRODUCTION:
1. Focus attention: Literary analysis and student’s personal freedom of choice.
2. Hook: Selections are varied and offer students a chance to excel at what they feel they can do best.
3. Framework: Time frame is given to students before we begin the novel, with a reading schedule and deadline for a project commitment and final due date.
MATERIALS: Text -Huck Finn, notes, review questions, and PBS video “Huck Finn Born to Trouble.”
PROCEDURES: During the 14 day period students are presented with their possible final project choices. They must make a decision and commit to one of them one week before the project is due.
CLOSER: Brief informal presentation of all projects by the student. Posters, poems, or anything able to be posted on the walls is then put up for all other classes to enjoy.
EVALUATION: Project is worth 75 points. Students are rewarded based on their final products.
Final project can be found at: http://www.teachertube.com/view_video.php?viewkey=ad44aaf6ddf8c90ae150&page=1&viewtype=&category=
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