edu221classspring2017 - L1 Picard, Daniel 3/14/17, 00)02

L1 Picard, Daniel
Lesson Plan Template

Name: Mr. Picard Program: Course: EDU 221 CIA

SMED
Lesson Topic/Title: Area and Volumes of Solid Shapes
Lesson Date: 2/14/2017 Lesson Grade/Age: 11-12th grade
Length:
3-4 days
Learning Objectives (Targets):
Students will understand that shapes have different areas and volumes.
Students will know Solid shapes, area, volume, A=L*W, Vsphere=4/3 pi*r^3, Vcylinder=pi*r^2*H,
Vcube+L*W*H.
Students will be able to design two shapes with the same area but different volumes and justify why shapes
have different volumes even with the same area.
Standards: Standards Alignment & Justification:
Common Core State Being able to justify why shapes have the area and volume that they do
Standards means that the student understands how to use volume and area formulas
Content Area: Geometry for different solid shapes. By being able to calculate the area and volume of
Grade Level: High School the cylinder, pyramid, cone, or sphere the student chooses, it is understood
Domain: Modeling with that students also understand and know the formulas of volume and area for
Geometry different shapes.
Cluster: Explain volume
formulas and use them to solve
problems
Standard:
3) Use volume formulas for
cylinders, pyramids, cones, and
spheres to solve problems.
Assessment: Assessment (Data & Student Feedback):
Pre:
Google form to determine Pre: Students have an understanding of area and shapes but don't
background knowledge on the understand solid shapes. I will start with a basic overview of solid shapes and
area, volume, and properties of lead into the volume of those shapes.
solid shapes (Cylinder, cone, Formative: I will assist students during the design process to keep them on
cube, pyramid and sphere). track and answer any questions as need be. I will use the Explain Everything
Video to target any difficulties that arose in the next class session.
Formative: Google Sketchup Summative: Using Google Sketchup students will know how to create

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analysis as students are designs in CAD software. I will be scoring this item out of 25 pts. Using the
designing their solid shapes and
Explain Everything Video students will show their understanding of how to
an Explain Everything Video that
calculate the area and volume of a solid shape. I will score this item out of 30
shows the steps the student pts.
used to solve their calculations.
Peer: Student will have a chance to incorporate the peer feedback before
the student submits for initial review by the teacher.
Summative: Students will Teacher: The student will have a chance to incorporate the feedback into their
create Google Sketchup designs products before a final grade is given.
of solid shapes and an Explain
Everything Video calculating
their volume and area.

Peer: The students will peer

assess using a checklist for their
Google Sketchup and will
complete the same problem for
the Explain Everything Video.

Teacher: Will use a checklist for

evaluating the Google Sketchup and
will follow the steps the student
used in the Explain Everything
Video.
Integration of Other Content Areas: (If appropriate) Art: Students will be using art when they
are creating their solid shapes within Google Sketchup.
Instructional Strategies to Differentiate Whole Class Instruction: Flow chart graphic
organizer .

Cooperative Learning: Team discussions over designs and thought process.Verbal-Linguistic: The real life
application of these ideas and what jobs utilize the knowledge.
Verbal-Linguistic: The real life application of these ideas and what jobs utilize the knowledge.
Logic: The graphic organizers helps students think logically and systematically.
Visual: The use of Google Sketchup allows students to see their design in 3D.
Bodily / Kinesthetic: Students will be able to first mold their design using leap motion a device that allows you
to interact with digital objects in a 3D space similar to what Kinect does for Xbox video games.
Musical: The hook on video of sound creating 3d shapes in the air.
Intrapersonal: Students will reflect on their designs and find the calculations of them.
Interpersonal: Working as a group for the Explain Everything video.
Naturalist: Calculating the use of cardboard in the design and its effect on the environment compared to the
other design.
Modifications / Accommodations / Extensions For Individual Students with Identified
Needs:
504 Plan Student: ADHD: I will schedule short breaks in between assignments and they will be allowed to
switch partner for different assignments if they would work better together. Fidgeting item if it is effective for the

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student.

Special Education Student: Hearing Impairment: I will have everything typed up for the student and will write
everything on the board. For the explanations of how to use everything, the students will get handouts of what I
discuss and I will show them visually using the software. For the Explain Everything Video students will also be
required to create a transcript for their video.

Gifted Students: Gifted students will be encouraged to pursue designs that are more complicated than what
most students will be doing. These students will be given ideas of other shapes to create. I would expect most
students to pick a cylinder and cube because of their simplicity so I will give students other shape examples of
challenging them and providing learning to their ability.

Absent Students: Absent students will be required to check with their partner and or may be required to
complete some work outside of the class as necessary. Students will be working in pairs for a majority of the
assignments so that during this time I can catch students who were absent up to the current class.
Technology Integration: (if appropriate)
Explain Everything 30 pts
Students will use the app called Explain Everything to create a video that incorporates digital writing and voice
to justify the math of two shapes' volume and area. Essentially the student is showing the work for a problem
but with the addition of voice guidance throughout the problem-solving process. Students will also create a
transcript of the steps used to find the answer to their calculations.

Google Sketchup 25 pts

Students will use the digital program Google Sketchup to design two shapes with the same area and different
volumes. The shapes will be 3D solids and will be drawn to scale. Google Sketchup is a program that allows
the building of solids, shapes, building, etc in a 3d virtual space.
Materials and Resources for Lesson Plan Development
Materials:
Laptops, iPads, Leap Motion Device.

Resources:
Graphic Organizer
Google Sketchup
Explain Everything App
http://www.iflscience.com/technology/ultrasound-used-create-3d-shapes-mid-air-can-be-seen-and-felt/ : Hook
Google Form
Resources for definitions of shapes and their area / volume formulas:
http://www.math-salamanders.com/list-of-geometric-shapes.html
https://www.mathsisfun.com/geometry/solid-geometry.html
https://www.mathsisfun.com/geometry/area.html
http://www.calculatorsoup.com/calculators/geometry-solids/geometricshapes.php
http://onlinemschool.com/math/formula/volume/
QuadShapesShoot
Teaching & Learning Sequence:

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Classroom arrangement:
The classroom will be set up as tables of small groups, roughly 4 or 5 students per group.

Agenda with times:

Day 1:
Shapes game (10 mins)
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/QuadShapesShoot.htm
Pre-assessment (10 mins)
MI survey (20 mins)
Syllabus (10 mins) https://printables.scholastic.com/shop/prcontent/Multiple-Intellgence-
Questionnaire/9780439590204-001
Class setup and guidelines (10 mins)
Ws (15 mins)
Wrap up (5 mins)

Students will begin the class with an online game in which they are choosing the shapes that are being asked
for in the game screen. Next students will participate in an icebreaker shapes game in which small groups will
try to find the answer to the game. The game is just a copy of the game on index cards so that students break
into groups based upon their shape. This will both lead into the pre-assessment and is also a fun ice breaker.

The pre-assessment will determine a students understanding of the content area and allow me to understand
what needs to be taught for background information before starting a lesson. The pre-assessment is a google
form in which it will ask students about basic shapes, solid shapes, and properties of them.

I will explain to students the idea of MI's and then have them take a survey to find their own MI. After which I
will record the results so I can look back upon them when planning lessons and assignments. This will help
students to better understand themselves and their own learning styles.

I will then discuss the syllabus including grading, expectations, and all of the other first-day information which
will lead into the classroom setup and guidelines. Guidelines will include things such as bathroom passes,
classrooms expectations, volume level, etc.

Discussion of the W's

I will wrap up class with a shape brain teaser.

http://picsdownloadz.com/puzzles/top-view-fun-brain-teaser-riddles/

Day 2:
Introduction to Solid Shapes (20 mins)
Graphic Organizer worksheet (10 mins) http://www.eduplace.com/graphicorganizer/pdf/flow.pdf
Pair Discussion on Graphic Organizer (10 mins)

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Intro and Work Time for Google Sketchup (40 mins) https://www.sketchup.com

I will introduce solid shapes to students and provide them with the resources that will be helpful in creating
their designs later that day. Students will also have a worksheet with the shapes being discussed which they
can follow along with and write the name in this will be combined with the graphic organizer so that students
can take notes and follow along.

Students will have some time to finish their graphic organizer using the resources provided and then will get in
pairs to discuss and compare their notes. The discussions should last about ten minutes.

I will provide an introduction on how to use Google Sketchup and then give students times to work on their own
designs. We will all download the application together and set it up so that students are ready to explore if they
would like to between now and the next class.

Day 3:
Work Time For Google Sketchup (40 mins)
Find Calculations for Designs & Discuss (15 mins)
Introduction to Explain Everything App & Transcript of Steps (10 mins) https://explaineverything.com
Work Time for Explain everything Video (15 mins)

Students will have time to work on their Google Sketchup designs and finish them. They should be creating
their shapes.

Using the student's final designs they will find the calculations for their designs and make sure they fit the
rubric. They will then discuss their calculations with other students to help confirm their answers. Should the
students find a disagreement between both of their calculations they will work together to find out who has the
correct answer.

I will introduce students to the explain everything application and the transcript step of the assignment. We will
download the explain everything app and discuss the basics of how it works. After this students will have the
rest of the class to work on their video.

Day 4:
Time to Finish Explain Everything Video (30 mins)
Presentations (50 mins)

Students will be given time to finish their explain everything videos and transcripts. After the videos are
finished up students will then present their videos to the class. With each video the other students will give
sandwich feedback. The sandwich feedback will include a positive statement, a statement of something
negative that could be improved and another positive statement.
Content Knowledge Notes: (if applicable/instructor discretion)
Solid shapes
area

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volume
A=L*W
Vsphere=4/3 pi*r^3
Vcylinder=pi*r^2*H
Vcube+L*W*H
Post-Lesson Reflection:
Writing this lessons helps me grow as an educator, especially the timing of each lesson that
goes into the planning. With every lesson you need to plan ahead and by creating longer term
or multiple lesson plans at one time. When you have multiple lessons planned if you have a free
time at then end of a class you are able to jump into the next day's lesson plan.

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