Laura+Mahany

**__Laura Mahany__** 0706.4.3 Understand that if a scale factor describes how corresponding lengths in two similar objects are related, then the square of the scale factor describes how corresponding areas are related, and the cube of the scale factor describes how corresponding volumes are related. 0706.2.7 Use ratios and proportions to solve problems.0706.2.5 Understand and work with squares, cubes, square roots and cube roots.0706.2.4 Use ratios, rates and percents to solve single- and multi-step problems in various contexts. || 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology 3. Students apply digital tools to gather, evaluate, and use information. 6. Students demonstrate a sound understanding of technology concepts, systems, and operations Instructional Objectives: Students will create a 30-second advertisement or a description of their product that the students have created in a previous lesson. (Week 5). ||
 * =Daily Lesson GAME Plan= ||
 * Lesson Title: Advertisement or Description of the Product from Week 5 |||| Related Lessons: Create a product and corresponding containers to determine volume and unit price. ||
 * Grade Level: 7th |||| Unit: Area, Volume, Proportions ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Have students recollect their products from week 5. Students should know how to use simple technology products that involve music, video, pictures, words, narration from previous lessons. Teacher will need to make sure students have access to technology (computers, video cameras, music editing software) prior to class. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 minutes

45 minutes

5 minutes |||| Introduce students to objective and possible examples of advertisements that they will be able to do (television commercial, radio commercials, etc) or an explanation of what they have done to create their product. All student work needs to be 30 seconds long.

Help students with their ideas and help them create an advertisement or description of their product that they will eventually introduce to the entire class.

Wrap up students by having them save and send their work to my email so that I can check them for appropriateness and content before they introduce to the class the next day. || Examples of advertisements and access to a computer lab.

Access to computer lab, video cameras, software programs, etc. email || Accommodations and Extensions: Giving the students opportunities to use whatever media they would like, and focus on whatever direction they would like to go in helped keep them focused and engaged. The students are grouped into higher and lower achiving students in the hope that one student out of the group will be able to help another student in the group. Extentions for time are giving if students seem engaged and eager to finish projects. Back-Up Plan: The back up plan is to have students draw an advertisement that may go in a newspaper if the computers are down. They will be able to give the information such as price, size of product, and what their product does, but they would not need the use of a computer to complete the activity.
 * Note student groupings, environmental modifications needed, etc: Students should be grouped in the same groups from when they developed the product in the previous weeks. Students should not need extended time since this day is dedicated to student created work and allowing them to be as creative as they want. For some students, they can not create an advertisement, or do not want to, so I am allowing them the option of just describing what they have done. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): All students need to have some form of digital story telling criteria in their presentation. This can include pictures, video, music, words, narration, or any combination of the above. The students will be assessed on the ability that they have to connect their product to “selling” it to their peers through a commercial or description. The students are working on volume, surface area, and proportions, and this is a fun activity to wrap up their understanding of these concepts.

EVALUATE AND EXTEND
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 * Be specific and include the evaluation that you will use for this lesson: Students are evaluated on their creativeness and ability to work together. This can also inlcude their creativeness, their ability to use the technology available, the ability to work together on projects, and their ability to connect the advertisement back to their product. Students will be showing their advertisement to the class the next day, and will be evaluated on the ability to answer questions that may be raised by myself or their peers.

LESSON REFLECTIONS AND NOTES: Students had a lot of fun creating advertisements, but I had to watch the videos or look at the pictures that they have chosen. This is because they are middle school students and often think it is funny to try and get inappropriate information past me. Some students struggled with having options for their digital story telling ideas, because they wanted a clear direction on where to go and how to get there. Others showed their creative side and took off with multiple ideas and struggled with narrowing down just one. Overall, they seemed to like this concept and I can see myself using it in the future for other units as well. ||  ||

Tennessee Mathematical Processes: Use mathematical language, symbols, and definitions while developing mathematical reasoning. || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others Instructional Objectives: Students will review and create a collection of vocabulary concept online to be able to use as reference at a later point. || 15 minutes (?) 2 minutes Any point after class |||| Have students set up a bingo board game of their vocabulary words Play vocabulary bingo, where the teacher calls out definitions or shows an example of a vocabulary word (the square root symbol for square root) and students have to match with their bingo board. Students may ask a friend for help if needed, or use their notes. Whoever calls bingo must be able to give the definition or draw an example of the vocabulary word in order to claim the prize. Students must access a blog and post a definition or show how a vocabulary word is used in mathematics in a blog post for the classroom. They must also comment on at least two other student's blog posts and add on to the definition, or come up with another example. || Blank bingo sheets, vocabulary words on board Definitions of vocabulary words, examples of vocabulary Set up blog || Accommodations and Extensions: My students should be able to access the internet at least once during the week while in school. I have two computers in my room that students can use, as well as during lunch, and before and after school. By having students add to the definitions, they need to critique their peers and be able to understand how to apply it to a math problem as well. Back-Up Plan: Students can write their definitions on a piece of paper and I can make a collage of data to be able to copy and hand out to them. If there seems to be a lot of difficulty getting students to post, I will sign out a time in the computer lab to make sure they access and post as required. || LESSON REFLECTIONS AND NOTES: I ended up having to do the vocabulary bingo on another day than was anticipated. This was solely based on the moods of my students. I had tried to start with a Bingo game, but the students started getting cranky when they realized they did not understand as many concepts that they originally thought. I had them use their notes, but ended up stopping the game to do a more intense vocabulary review, and then tried the game the next day. The students then knew what to expect and felt more comfortable trying the Bingo game. Overall, I am going to try to use this technique more often, and maybe with math problems as well as the math vocabulary. Having a vocabulary list of words that the students could keep track of really helped them along. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Vocabulary Review (quick, not an entire class period) |||| Related Lessons: All vocabulary from previous lessons ||
 * Grade Level: 7th |||| Unit: Math Review ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Once a week, the school has us implement a vocabulary activity in our classroom that helps solidify the vocabulary for that content area. Not only do we need to come up with an activity, but the last step of the process is to have students interact with each other involving the words and definitions. Set up a blog for students to use, and have blank bingo sheets and vocabulary words/definitions handy. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 minutes
 * Note student groupings, environmental modifications needed, etc: Students may not have access to internet in order to be able to get onto the blog. They may come in during lunch, before or after school, or anytime that they clear with me with. The vocabulary blog is open for a full week so students can have plenty of time to access it. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The blog is a handy way of having a "running log" of vocabulary words and definitions that students are working with. The school needs to have some proof that I am incorporating vocabulary into the lessons every week, so being able to have students put their work online helps assess what they know week after week.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: I will evaluate what pieces of information students seem to remember, and the definitions that they know. I will review more in depth the words that students do post, as they probably do not understand or are confused by the vocabulary word. I will be looking for accuracy and types of vocabulary words that students are using.

0706.4.3 Understand that if a scale factor describes how corresponding lengths in two similar objects are related, then the square of the scale factor describes how corresponding areas are related, and the cube of the scale factor describes how corresponding volumes are related. 0706.2.7 Use ratios and proportions to solve problems. 0706.2.5 Understand and work with squares, cubes, square roots and cube roots. 0706.2.4 Use ratios, rates and percents to solve single- and multi-step problems in various contexts. || 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 3. Students apply digital tools to gather, evaluate, and use information. 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources Instructional Objectives: Create a container for a product that the students have developed. Use proportions to create three sizes of containers and compare the proportions of all three final products. || Project is outlined by the teacher ahead of time, along with a schedule of what is expected by the students for each day. || 10 minutes 20 minutes 20 minutes 25 minutes |||| Teacher will group students into 2-3 people, handing out the expectations and procedures for the project. Questions students may have will be answered. Teacher will walk students down to the computer lab. Students will research what type of product they would like to develop, and think about the container that they would place that product in. Students will design a label for their product that will fit their shape they chose (cube, cylinder, pyramid, etc). They may take images from online to add to their label. Students need to apply this label to three various sizes (small, medium, large) container that they would like to "sell" in the store. They need to determine surface area of their sizes and the volume each container will hold. Students need to determine what they would charge for their product at each size, and why. Answers need to be based on their volume and type of product. || Expectations and procedures paper, computer lab access Internet, paper Software to design label Surface area and volume equations for various shapes || Accommodations and Extensions: The volume and surface area equations will be posted so all students can use them. This lesson can be extended over a few days instead of in one sitting, since my students are special education students who often struggle with coming up with ideas or applying them to real life. The students are grouped according to ability level so the higher achieving students can support lower achieving students. Students have access to the reading and writing support programs that are available on the computers in the school as well as any translator systems that will help the ESL students. Back-Up Plan: In case the computer lab is not open, or the computers are not working, the students can design their labels using the pencil and paper method. If students are struggling to create a product, then the teacher can assign one (toothpaste, face wash, peanut butter, etc) that students can use to make a label and container for. || The main focus of this lesson that I want students to do is use proportions to see how volume and surface area change when comparing two similar objects. The points that students will earn are focused heavily in that and the creativeness of their label. Students will also be evaluated in their ability to work together and the overall answer to how they will determine price of their product. Between all of those areas, every student should have some success in this project. LESSON REFLECTIONS AND NOTES: Students need a lot of support in remembering what surface area and volume are in relation to proportions. They often focus on the "fun" aspect of the art piece and not necessarily how they would apply it to math. Working with students of various ability levels helped keep the students working together, since they often helped each other and had someone to go to before they asked me for help. This fostered their collaboration and brought up some creative products! ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Create a Product and three Corresponding Containers to compare proportions of area and volume. |||| Related Lessons: Determining Surface Area and Volume, Ratios and Proportions ||
 * Grade Level: 7th |||| Unit: Area and Volume, Proportions ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * == ACTION == ||
 * Before-Class Preparation: Students should understand how to determine volume and surface area of a cylinder, cube, or any shape that they will be using for their container. They also have had instruction in determining ratios and proportions to turn their container into different sizes. Students should know how to use simple computer programs such as word, excel, or the internet to complete research in their product. Access to the computer lab needs to be set up before hand.
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 minutes
 * Note student groupings, environmental modifications needed, etc: Students will be in groups of 2-3 for this project, based on individuals and ability levels. Extended time for this project would spread this lesson out to a few days instead of just one day. If a student is having difficulty with the computers, they can always opt to use a pencil and paper to create their labels and containers. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Students will be evaluated on the various check points (determining a product, determining a container, designing a label for the container, using proportions to create three sizes of their product, and then determining price of their product) throughout the project. Students will be responsible for meeting each checkpoint before moving onto the next, and I will keep track of who is at what checkpoint by having students check in with me throughout.
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson: