Jason+Gunderman

Content Area Unit Plan - Digital Storytelling Jason M. Gunderman Walden University Dr. Suzanne Lebeau Integrating Technology Across the Content Areas (EDUC-6713I-4) April 15, 2012
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Online Collaboration |||| **Related Lessons:** Polygons, Regular Polygons ||
 * **Grade Level:** High School |||| **Unit:** Polygons ||
 * ==GOALS== ||
 * **Content Standards:**
 * Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
 * Students will apply transformations and symmetry to analyze problem solving situations.
 * Students will use a Wiki to communicate online. ||
 * **ISTE NETS-S**

1. Creativity and innovation 3. Research and information fluency 4. **Critical thinking, problem solving, and****decision making** 5. **Digital citizenship** 6. **Technology operations and concepts**
 * 2. Communication and collaboration**
 * Instructional Objectives:** Using a class Wiki, students will create group pages and collaborate to discuss common observations based on everyone’s tessellations. ||
 * ==ACTION== ||
 * **Before-Class Preparation:** I need to reserve the computer lab or laptops for the classroom for one class period. I will have to create the class Wiki. I need to have print outs of all the groups tessellations. ||
 * **During Class** ||
 * **Time**

5 minutes

5 – 10 Minutes

25 – 30 Minutes |||| **Instructional Activities**

Have students get set up, logged in and signed into their accounts. The students will work in the same groups they were in for activity one, but only to observe the tessellations from our class.

As a class, review the class Wiki and how to create their group pages. Their groups will be named according to class. For example, Group 1 – Gunderman. I will number the groups and my name is added to keep the classes separate.

Students are to post their tessellations and the observations they recorded on their group pages. Students were suppose to determine what regular polygons tessellate and why? What polygons will not tessellate and why? Describe the pattern among the polygons that you have tessellated? In your own words, develop your own brief definitions for regular polygon tessellations. All the groups will observe each other’s pages to compare and contrast answers.

Working with another teacher, students will be observing tessellations made by another class. At this point, the students will work individually, making observations and commenting on at least two other groups’ tessellations from the other class. To allow time for students to get their tessellations posted to the Wiki, my students will observe the print outs of our class’s tessellations.

The tessellation applet only allowed the use of starting with a regular triangle, a square or a regular hexagon.

Was it easy to determine which polygon the group started with? Regardless of the polygon that was started with, which polygon appears to be the most predominant? What type of angles does each polygon have? Are all the tessellations similar in any way? Use these questions and keep these questions in mind when you are commenting on each other’s projects.

If the students do not finish or comment in class, they will finish for homework. Class time was to get them started and if they had any questions they could ask. I plan to have a class discussion and instruction the next class period. || **Materials and Resources** Computer via computer room or laptop and print outs of the groups tessellations || Students are grouped based on ability and social aspects, meaning if two kids are too chatty and will not be productive, I will not pair them up. Students may work individually if they wish. If a group did not work well together in the first activity, I will separate and plan accordingly. Once it comes to commenting on other groups tessellations, the students are working individually anyway. || Check for understanding throughout the lesson. As I walk around the room, I will be able to see everyone’s computer and I can make sure they all understand what is expected. If I see that someone is having difficulty or not doing what is expected, I can correct it immediately.
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

If a student does not have access to the internet at home, we will make arrangements to use the computer lab after school or I will have copies of all the groups projects, as well as the other classes to hand out to make their own observations. They will pick two to respond to and hand that in.
 * Accommodations and Extensions:**

If technology fails, all the groups will complete this assignment using the copies of the projects. ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

The rubric below will be used for this evaluation. The grade will be based out of twelve total points. At first, this was only going to be done within my class but then another teacher and I decided it would be great to communicate and share our projects with each other’s classes. We felt the best way to do this was through a Wiki. ||
 * LESSON REFLECTIONS AND NOTES:**


 * ** CATEGORY ** || 4 || 3 || 2 || 1 ||
 * ** Mathematical Concepts ** || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * ** Working with Others ** || Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. || Student was an engaged partner but had trouble listening to others and/or working cooperatively. || Student cooperated with others, but needed prompting to stay on-task. || Student did not work effectively with others. ||
 * ** Explanation ** || Explanation is detailed and clear. Students respond to more than two group’s projects in detail. || Explanation is clear. Student’s respond to two group’s projects. || Student’s respond to one group’s project. || Student’s respond to no projects. ||
 * ** Diagrams and Sketches ** || Diagrams and/or sketches are clear and greatly add to the reader\'s understanding of the procedure(s). || Diagrams and/or sketches are clear and easy to understand. || Diagrams and/or sketches are somewhat difficult to understand. || Diagrams and/or sketches are difficult to understand or are not used. ||

Content Area Unit Plan - Online Collaboration Jason M. Gunderman Walden University Dr. Suzanne Lebeau Integrating Technology Across the Content Areas (EDUC-6713I-4) April 8, 2012


 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Online Collaboration |||| **Related Lessons:** Polygons, Regular Polygons ||
 * **Grade Level:** High School |||| **Unit:** Polygons ||
 * ==GOALS== ||
 * **Content Standards:**
 * Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
 * Students will apply transformations and symmetry to analyze problem solving situations.
 * Students will use a Wiki to communicate online. ||
 * **ISTE NETS-S**


 * 1) Creativity and innovation
 * 2) **Communication and collaboration**
 * 3) Research and information fluency
 * 4) **Critical thinking, problem solving, and decision making**
 * 5) Digital citizenship
 * 6) **Technology operations and concepts**


 * Instructional Objectives:** Using a class Wiki, students will create group pages and collaborate to discuss common observations based on everyone’s tessellations. ||
 * ==ACTION== ||
 * **Before-Class Preparation:** I need to reserve the computer lab or laptops for the classroom for one class period. I will have to create the class Wiki. I need to have print outs of all the groups tessellations. ||
 * **During Class** ||
 * **Time**

5 minutes

5 – 10 Minutes

25 – 30 Minutes |||| **Instructional Activities**

Have students get set up, logged in and signed into their accounts. The students will work in the same groups they were in for activity one, but only to observe the tessellations from our class.

As a class, review the class Wiki and how to create their group pages. Their groups will be named according to class. For example, Group 1 – Gunderman. I will number the groups and my name is added to keep the classes separate.

Students are to post their tessellations and the observations they recorded on their group pages. Students were suppose to determine what regular polygons tessellate and why? What polygons will not tessellate and why? Describe the pattern among the polygons that you have tessellated? In your own words, develop your own brief definitions for regular polygon tessellations. All the groups will observe each other’s pages to compare and contrast answers.

Working with another teacher, students will be observing tessellations made by another class. At this point, the students will work individually, making observations and commenting on at least two other groups’ tessellations from the other class. To allow time for students to get their tessellations posted to the Wiki, my students will observe the print outs of our class’s tessellations.

The tessellation applet only allowed the use of starting with a regular triangle, a square or a regular hexagon.

Was it easy to determine which polygon the group started with? Regardless of the polygon that was started with, which polygon appears to be the most predominant? What type of angles does each polygon have? Are all the tessellations similar in any way? Use these questions and keep these questions in mind when you are commenting on each other’s projects.

If the students do not finish or comment in class, they will finish for homework. Class time was to get them started and if they had any questions they could ask. I plan to have a class discussion and instruction the next class period. || **Materials and Resources** Computer via computer room or laptop and print outs of the groups tessellations || Students are grouped based on ability and social aspects, meaning if two kids are too chatty and will not be productive, I will not pair them up. Students may work individually if they wish. If a group did not work well together in the first activity, I will separate and plan accordingly. Once it comes to commenting on other groups tessellations, the students are working individually anyway. || Check for understanding throughout the lesson. As I walk around the room, I will be able to see everyone’s computer and I can make sure they all understand what is expected. If I see that someone is having difficulty or not doing what is expected, I can correct it immediately.
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

If a student does not have access to the internet at home, we will make arrangements to use the computer lab after school or I will have copies of all the groups projects, as well as the other classes to hand out to make their own observations. They will pick two to respond to and hand that in.
 * Accommodations and Extensions:**

If technology fails, all the groups will complete this assignment using the copies of the projects. ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

The rubric below will be used for this evaluation. The grade will be based out of twelve total points. At first, this was only going to be done within my class but then another teacher and I decided it would be great to communicate and share our projects with each other’s classes. We felt the best way to do this was through a Wiki. ||
 * LESSON REFLECTIONS AND NOTES:**


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Mathematical Concepts ** || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * ** Working with Others ** || Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. || Student was an engaged partner but had trouble listening to others and/or working cooperatively. || Student cooperated with others, but needed prompting to stay on-task. || Student did not work effectively with others. ||
 * ** Explanation ** || Explanation is detailed and clear. Students respond to more than two group’s projects in detail. || Explanation is clear. Student’s respond to two group’s projects. || Student’s respond to one group’s project. || Student’s respond to no projects. ||

Jason, I like how you have separate wiki pages for each group that way there are no confusions between groups. Also i like how you are having you students observe other classrooms. Students need collaboration skills, which will benefit them greatly. How much prep time have you spend going through with the students what is involved in the project and getting them up to speed? When you say that if students do not finish, they must finish for homework, so does this mean that there are both individual and collaborative parts to this project? I feel that students will have fun with this project especially being able to use a wiki as part of the group project. To some students wikis will be totally new and learning how to use one will be very beneficial to them.

Ben

Content Area Unit Plan Jason M. Gunderman Walden University Dr. Suzanne Lebeau Integrating Technology Across the Content Areas (EDUC-6713I-4) April 1, 2012

. ||
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Tessellations |||| **Related Lessons:** Polygons, Regular Polygons ||
 * **Grade Level:** High School |||| **Unit:** Polygons ||
 * ==GOALS== ||
 * **Content Standards:**
 * Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
 * Students will apply transformations and symmetry to analyze problem solving situations.
 * **ISTE NETS-S**

3. Research and information fluency 4. **Critical thinking, problem solving,and decision making** 5. Digital citizenship 6. **Technology operations and concepts**
 * 1. Creativity and innovation**
 * 2. Communication and collaboration**
 * Instructional Objectives:** Using the tools from the Shodor Education Foundation, students will investigate the patterns of geometric figures to create a tessellation. ||
 * ==ACTION== ||
 * **Before-Class Preparation:** Reserve the computer lab or laptops for the classroom so the students can become familiar with the application from Shodor Education Foundation. This will be completed in one class period. Before the next class period, students are to think about and draw on paper an idea that they have for a tessellation. They need to create one image that can be reflected and repeated that can be connected without holes or gaps.

[] ||
 * **During Class** ||
 * **Time**

5 minutes

5 - 10 minutes

20 - 25 minutes

20 – 30 minutes

10 minutes |||| **Instructional Activities**

Have students get set up, logged in and signed into the application. To help with time purposes and those that may not be as creative, I will group the students in pairs.

I will go around assessing each group’s ideas for their tessellation to assure them that what they have planned is correct and can be repeated without holes or gaps.

Students will begin to create their tessellation using one of the applications they chose once I have looked it over. I will continue to monitor their progress, guiding the students throughout their project. This will take use to the end of the period, I will assess where they are to plan accordingly for the next day.

Students will finish up their tessellation and print them out using a colored printer

Still in their groups, students will answer some questions based on their projects and what they have observed. What regular polygons tessellate and why? What polygons will not tessellate and why? Describe the pattern among the polygons that you have tessellated? In your own words, develop your own brief definitions for regular polygon tessellations. || **Materials and Resources** Computer via computer room or laptop

Computer Lined paper

Computer application and lined paper for sketching purposes

Computer application and printer

Computer and word processing software ||
 * **Note student groupings, environmental modifications needed, etc:** Students are grouped based on ability and social aspects, meaning if two kids are too chatty and will not be productive, I will not pair them up. Students may work individually if they wish. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Check for understanding throughout the lesson. As I walked around the room, I will be able to see everyone’s computer and I can make sure they all understand what is expected. If I see that someone is having difficulty or not doing what is expected, I can correct it immediately. I also checked for understanding in the very beginning before letting them move on. If students are having difficulty, I will use someone’s example that is father ahead and correct to show what my expectation is.
 * **Ongoing Assessment(s):** Check for understanding throughout the lesson. As I walked around the room, I will be able to see everyone’s computer and I can make sure they all understand what is expected. If I see that someone is having difficulty or not doing what is expected, I can correct it immediately. I also checked for understanding in the very beginning before letting them move on. If students are having difficulty, I will use someone’s example that is father ahead and correct to show what my expectation is.


 * Accommodations and Extensions:** If groups need more time, I will allow them to head the project in late but they must plan accordingly to use the computer room on their free period or after school. English language learners may use the word processing software to communicate in both their native language and English.


 * Back-Up Plan:** This project may be completed using paper and pencil if technology fails. With the use of paper, pencil and a ruler, along with some creativity, students can draw their tessellations. This may take longer and I will have to plan accordingly. ||
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**


 * LESSON REFLECTIONS AND NOTES:** A rubric will be used to evaluate this project. The use of the computer applications is great. My sister had to do this project in college just drawing her own. This takes much more creativity and many high school students do not have that ability or understand the concepts of polygons yet to do so. In order for the students to answer the questions at the end, I need to be more specific. When I want them to talk about their patterns, I just want them to talk about the polygons they have used and what modifications they had done to their polygons if any to create their shape. I want them to describe how the pattern is able to continue. For their own definitions of regular polygons, through the use of the project, what did they learn about regular polygons and how do they differ from irregular polygons. The lesson went very well but timing can vary based on the class’s ability. In the future I need to be flexible to accommodate. ||
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Mathematical Concepts ** || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * ** Mathematical Errors ** || 90-100% of the steps and solutions have no mathematical errors. || Almost all (85-89%) of the steps and solutions have no mathematical errors. || Most (75-84%) of the steps and solutions have no mathematical errors. || More than 75% of the steps and solutions have mathematical errors. ||
 * ** Working with Others ** || Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. || Student was an engaged partner but had trouble listening to others and/or working cooperatively. || Student cooperated with others, but needed prompting to stay on-task. || Student did not work effectively with others. ||
 * ** Explanation ** || Explanation is detailed and clear. || Explanation is clear. || Explanation is a little difficult to understand, but includes critical components. || Explanation is difficult to understand and is missing several components OR was not included. ||
 * ** Neatness and Organization ** || The work is presented in a neat, clear, organized fashion that is easy to read. || The work is presented in a neat and organized fashion that is usually easy to read. || The work is presented in an organized fashion but may be hard to read at times. || The work appears sloppy and unorganized. It is hard to know what information goes together. ||
 * ** Diagrams and Sketches ** || Diagrams and/or sketches are clear and greatly add to the reader\'s understanding of the procedure(s). || Diagrams and/or sketches are clear and easy to understand. || Diagrams and/or sketches are somewhat difficult to understand. || Diagrams and/or sketches are difficult to understand or are not used. ||

Jason your lesson is very impressive. When I first saw the subject matter I immediately scrolled down to see how you had planned to use technology to implement the strategies you selected. Your students will be afforded the opportunity to access content in a variety of ways through the use of software. Exposing your students to computer- lined paper will definitely strike their interest and foster their active engagement in the lesson.

The authenticity of the assignment speaks volumes as well. You seem to be knowledgeable about your content area and are well aware of multiple ways of integrating technology in the classroom that leads to student success.