TEACHING AND LEARNING

LESSON PLAN

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Name Brian Ross_____________________________ Source: if modified / not original work Lesson Plan Title: Trail Project: Area Date/Time to be taught: 3/6/14 10:00 - 11:00

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Instructional Objectives aligned to Oregon Content & Performance Standards

Consider including ___x__ Cognitive ___x__ Affective __x___ Psychomotor

The learner will demonstrate the ability to: solve real-world problems using geometry. calculate the dimensions of a proposed trail and calculate its area. Learning Targets: written in student friendly language appropriate for sharing with students so that
they know what they need to learn and do

I can use geometry to solve real world problems. I can use geometry to leave a legacy. Standards/Benchmarks:
Working towards standards 5.MD.3, 5.MD.4, 5.MD.5! 5.L.6 Acquire and use accurately grade-appropriate general academic and domain specic words and phrases!

Instructional procedures and allotted time:

(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)

HOOK/Anticipatory Set: linking to previous lessons activating prior knowledge Minutes 5 Teacher
Put up Tagxedo from yesterdays list of cool things about our trail walk. Rally students excitement about the project.!

Student Students get excited about the project and hope that they can eventually make their own Tagxedos.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: if modified / not original work

! Instructional Input ! 5 ! ! ! 5 ! ! ! ! ! ! ! ! ! ! !
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Finish mapping the trail on the blueprints. Explain that the very rst step that we need to take is nding the area of the trail.! Before we can nd the area of the trail though, we need to understand how to calculate the area of a curved polygon. Pass out the lengths of yarn and let students manipulate them into any shape they want. Then have them take another string and stretch it out straight. Once theyve done that, have them stretch their rst piece of yarn out and compare it to the size of the second piece of yarn (they are the same). Explain that a linear measurement of x doesnt change. For example, 100 ft is 100 ft regardless of whether or not it is in a straight line.! Once students have grasped this concept by manipulating their yarn, have them get into their Square Groups. Give them the length of each section of trail and have them calculate the area at 4, 5, and 56 for each section, and then as a whole.

Students finish mapping the trail on their blueprints.

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Students explore the concept of linear measurement using two pieces of yarn.

Students work in their square groups to calculate the area of the trail.

! Closure !
5

Wrap up the lesson by having each group share their calculation for the total area. Record them on the board. They should be exactly the same.

Students share their calculations and listent to see if they got the same thing as other groups.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: if modified / not original work

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Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

This lesson requires students to work collaboratively in their groups. To do that, they will have to communicate effectively using academic language. They must also record data in an organized manner, which will help them develop their hand writing, spacing, and organizational skills.

! Assessment/Learning Evidence: !

The learning evidence for this lesson comes from the accuracy of student calculations and formative observations.

! Materials, Resources, Technology: ! ! ! !

This lesson requires the doc cam, blueprint handouts, 60 pieces of yarn, a measuring wheel for demonstration, trail measurements (that Shawn, Dale and I took), and the Tagxedo.

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
ESOL: Having their own blueprint to work from, photos, lists, hands on yarn activity and group collaboration are all accommodations that will benefit my ELLs. TAG: Similarly, my TAG students will benefit from all the same things as ELLs. Both groups will also benefit from the authenticity and real world purpose of these calculations.

! 504: This lesson does not pose any issues for my 504 student. ! Considerations for Classroom Layout, Logistics, Grouping and Management of Students: ! This lesson only requires the consideration of grouping, which has already been established. ! Notes from Implementation Experience: ! !

I lost some of the momentum and excitement about the trail project from yesterday. There was still quite a bit, but it quickly faltered in the face of the work that was required to move forward with it. However, as students were all calculating the area of the various trail dimensions, one came up and asked me whether his answer was correct. When I said that I didnt know what the correct answer was because the class hadnt figured it out yet, that seemed to open everybodys eyes to the fact that this is their project, not just a facade for tricking them into doing whatever it is that I want them to do. I will of course double check all of their work and support them with some of the behind the scenes requirements, but this is truly their project. Hopefully they are beginning to see that.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: if modified / not original work

! Reflection: !

Todays lesson was perfectly set up for success. Students were going to be learning the concepts of linear measurement as a means to calculate area through exploration. Then they were going to apply their new knowledge to make progress in making their trail project a reality. Everything should have gone wonderfully, and in fact did, until I made two mistakes. My first error in todays lesson was not discussing my expectations for how the yarn was to be handled appropriately. As a result, it became a distraction until I finally circulated the room and collected it all. While this wasnt a large issue, it certainly prevented some students from maintaining their focus. The second, and more impactful, mistake that I made today was putting students in too large of groups for making their area calculations. I had them working in groups of four or five, which proved to be too large. As a result, some students did all the work while others wandered around the room distracting their friends in other groups. Although I tried to make up for this mistake by policing groups, assigning jobs to individuals, and reminding students why they were doing this math, I was only moderately successful at getting people back on track. Although my grouping mistake made this lesson challenging, I am glad that it happened now. I had initially created these groups based on who I wanted people to work with for their large trail group committee work that is coming next week. Having this experience today has taught me that these groups are not going to work. As a result, I am going to add a few additional committees so that I can get group sizes down to three people each. I am also going to rearrange people a little bit now that I see how well they are able to work together. Hopefully these modifications to my original plan will help me avoid these kinds of difficulties throughout the rest of this spring.

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