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LESSON TITLE
Lesson Planning Template
adapted from ISTE Wiki Lesson Plan Template
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| Educator(s) Name: Joshua, Melainie, Anna |
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Multimedia clip
embedded |
| School/Team: Special Group |
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| District: GISD |
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E-mail: johernandez@gisd.k12.nm.us
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| Grade Level(s): 7th and 8th |
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| Content Area: Math and Science |
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Standards & Benchmarks
What NM Standards and Benchmarks are being targeted? Please limit the NM Standards and Benchmarks to a maximum of three or four and two or three primary NETS Standards and Benchmarks.
Learning Objectives
What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain?
Understand and apply the Pythagorean Theorem.
in right triangles in real-world and mathematical problems in two and
three dimensions.
points in a coordinate system.
Resources
Give multimedia title and link, plus any other resources you/your students will need to complete the lesson
- Animoto www.animoto.com/education
- Kodac camera (vid/pics)
- Imaging software
- mini-laptops (Tinker Plots)
- "I Am" Poem online graphic organizer
Lesson Overview
Students will:
- Use previously introduced multi-media sources to create video, stills, and poems demonstrating comprehension of Pythagorean Theorem in real world situations.
- Duration: 2 hours
- Groups of 3 students
- Group presentations of no more than 3 minutes
Lesson Directions
- Presentation must be 3 minutes or less. More than 3 minutes points will be deducted.
- Students must utilize at least 2 multi-media sources to create project.
- Students must use math terminology in their presentation.
- All students must be active participants in their group and in presentation.
- Groups will investigate their school environment to determine the need to implement Pythagorean Theorem in their specific scenarios.
- Students must include the problem, explanation, and solution within the context of their presentations.
Assessment
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4:
- Use of 2 forms of technology
- Presentation includes all parts in 3 minutes or less with all team members presenting
- identify problem, explanation, and solution
- use math terminology in presentation
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3:
- Use 2 forms of technology
- Presentation more than 3 minutes in length with all team members presenting
- Identify problem with limited explanation of a solution
- use math terminology in presentation
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2:
- Use of 1 form of technology
- Presentation significantly exceeds 3 minutes
- identify problem, explanation, and solution
- use math terminology in presentation
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Notes / Ideas / Suggestions from Group
As you share your ideas with the group, take note of any suggestions or ideas they have for you that you might wish to incorporate into this assignment.
Instructional Planning
Preparation
(What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)
Management
(How and where will your students work? Classroom, lab, groups, etc?
Differentiation
(How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Closure and Reflection
(Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)
Impact on Student Learning
- How did the multimedia impact student learning?
- What student learning data did you collect?
- Provide student learning data if possible.
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