Dawn+Perry

= = = Daily Lesson GAME Plan Week 7 =

2.2.A.1.c Identify and describe polygons by the number of sides such as: triangles, squares, rectangles, hexagons, and octagons geometric shape geometric shape || 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Geometry Wrap-Up |||| Related Lessons: Polygons/Perimeter/Area ||
 * Grade Level: 2 |||| Unit: Geometry ||
 * ==GOALS== ||
 * Content Standards: Cecil County, Maryland Math Content Standards
 * 2.3.C.1.a Develop the concept of perimeter by counting units around a picture or
 * 2.3.C.1.b Develop the concept of area by counting square units within a picture or
 * ISTE NETS-S:

Instructional Objectives: TSW explain how to determine perimeter by counting units. TSW explain how to determine area by counting units. TSW use digital tools appropriately. ||
 * ==ACTION== ||
 * Before-Class Preparation: Teacher created SMARTboard activity ||
 * During Class ||
 * Time

Two 60-minute class periods |||| Instructional Activities:


 * Teacher will review types of polygons using a SMARTboard activity with the whole class.
 * Teacher will then review how to determine area and perimeter using the same polygons in the SMARTboard activity.
 * Students will be placed into heterogeneous groups and will use a digital camera to take pictures of real-world examples of the polygons they have learned about in this unit.
 * Students will upload their photos and create a slideshow.
 * For the last two slides students will create a video clip of themselves explaining how to determine perimeter and area.
 * Students will meet up with a 1st grade class to share their presentations in small groups. || Materials and Resources

SMARTboard Computer Lab Digital Camera || Students will be heterogeneously grouped based on ability. ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will monitor and assist students as needed. Teacher will provide assistance with technological portions of the assignment.

Accommodations and Extensions: Teacher will provide accommodations as needed based on informal assessments.

Back-Up Plan: Students will locate and draw real-life examples and create a poster if the technology is not working properly. || Students will be receiving a summative grade for this assignment through the use of the following rubric. This rubric was created using www.rubistar4teachers.org || CATEGORY  || 4 || 3 || 2 || 1 ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * 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. ||
 * Checking || The work has been checked by two classmates and all appropriate corrections made. || The work has been checked by one classmate and all appropriate corrections made. || Work has been checked by one classmate but some corrections were not made. || Work was not checked by classmate OR no corrections were made based on feedback. ||
 * 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. ||

LESSON REFLECTIONS AND NOTES: This lesson was a huge success! The students definitely needed a lot of help with uploading their photos, making their videos and putting it all together but they really did a great job! I think next time I will put them into bigger groups (maybe 4-5 students instead of 3) simply to cut down on the amount of groups that need to be helped. I will also make sure that each student is assigned a specific role because with bigger groups I certainly do not want to see any students slack off. I will definitely be using digital storytelling with my class more often!

= = = Daily Lesson GAME Plan Week 6 =
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Designing Playgrounds |||| Related Lessons: Geometry, Polygons ||
 * Grade Level: 2 |||| Unit: Perimeter/Area ||
 * ==GOALS== ||
 * Content Standards: Cecil County, Maryland Math Content Standards

geometric shape
 * 2.3.C.1.a Develop the concept of perimeter by counting units around a picture or

geometric shape ||
 * 2.3.C.1.b Develop the concept of area by counting square units within a picture or
 * ISTE NETS-S

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions

Instructional Objectives: TSW determine perimeter by counting units. TSW determine area by counting units. TSW use digital tools appropriately. ||
 * ==ACTION== ||
 * Before-Class Preparation: Teacher must prepare students for blogging. Teacher must set up blog site and make sure that it works before introducing it to students. ||
 * During Class ||
 * Time

Two 60-minute class periods |||| Instructional Activities:
 * 1) Discuss blogging- how it is useful, the expectations, how to be safe.
 * 2) Review our “How Big is Our Playground” lesson on perimeter and area.
 * 3) Tell students that today they will be designing their ideal playground. They must include a fence and at least 4 types of equipment. Their goal is to create a great playground using minimal space. They must think about how everything is laid out to decide if it would be a good playground (discuss what would make a good design).
 * 4) Students will work with a partner to create their playground using Notebook software and clipart or with paper/pencil or blocks. They must include their measurements and they must write down what the perimeter and area that each piece of equipment would take and what the whole playground would take.
 * 5) Students will publish their design on our blog (they will upload it or post a picture of it).
 * 6) Once each pair of students has posted their playground they will be required as individuals to look at each group’s playground to decide which one they feel has the best design and they must comment on at least 2 of them. (We will first review as a class what would make a good design). || Materials and Resources

Paper Pencil Blocks Computers || Students will work with a partner to design their playground. The teacher will assign partners based on ability and will pair strong students with students who may need assistance. || Teacher will monitor students as they are working and will assist as needed.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Teacher will provide accommodations as needed- will pull students to work in small groups with teacher or will change around partnerships if needed.

Back-Up Plan: If computers are not working properly we will post the playground designs around the room and will do a gallery walk with post-it notes for comments. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: The following rubric will be used to score assignments. This rubric was created using www.rubistar4teachers.org ||  ||   ||   ||


 * 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. ||
 * Checking || The work has been checked by two classmates and all appropriate corrections made. || The work has been checked by one classmate and all appropriate corrections made. || Work has been checked by one classmate but some corrections were not made. || Work was not checked by classmate OR no corrections were made based on feedback. ||
 * 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. ||

LESSON REFLECTIONS AND NOTES: The students were very excited about the opportunity to design their own playground. Six students chose to use the computers and the Notebook software to design their playgrounds. Unfortunately we had a problem and the computers crashed before any of their work was saved. They were all good sports about it. The blogging aspect of the lesson has gone okay. There is definitely room for improvement but I am not giving up. I will continue to work with my students with blogging throughout my content areas so the students improve.

= Daily Lesson GAME Plan Week 5 =
 * Lesson Title: How Big is Our Playground? |||| Related Lessons: Geometry, Polygons ||
 * Grade Level: 2 |||| Unit: Perimeter/Area ||
 * ==GOALS== ||
 * Content Standards: Cecil County, Maryland Math Content Standards

* 2.3.C.1.a Develop the concept of perimeter by counting units around a picture or geometric shape

* 2.3.C.1.b Develop the concept of area by counting square units within a picture or geometric shape ||
 * ISTE NETS-S

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions

Instructional Objectives: TSW determine perimeter by counting units. TSW determine area by counting units. TSW use digital tools appropriately. ||
 * ==ACTION== ||
 * Before-Class Preparation: Teacher must prepare a SMARTboard activity with several examples/problems for perimeter and area that students can practice with. ||
 * During Class ||
 * Time:

Engagement/Exploration/Explanation: Two 60-minute class periods

Elaboration/Evaluation: Two 60-minute class periods |||| Instructional Activities: Engagement:
 * Pose the question: “How can we describe the size of a figure?”
 * As students share responses make a list of vocabulary (length, width, perimeter, area, square units, feet, centimeters, inches)

Exploration:
 * Using the SMARTboard provide students with several shapes/figures and real-life scenarios where they would have to determine area and perimeter.
 * Discuss in groups how to find the perimeter (add all of the sides).
 * When would you need to know perimeter?
 * Discuss in groups how to find the area (count the number of squares that cover the shape).
 * When would you need to know area?

Explanation:
 * After students have had the opportunity to explore have a whole class discussion about the above questions and explain the process.

Elaboration:
 * Pose the question “How big is our playground?”
 * Explain to students that our principal has asked us to help improve our playground. They will be responsible for determining how much mulch is needed and how much fencing is needed.
 * They must work within their groups to figure out how to solve those two problems.
 * They must create a Notebook slide answering her questions and explaining to the principal how they solved the problem.
 * The teacher will combine all of the slides into one presentation. || Materials and Resources:

SMARTboard

Classroom Computers || Students will work in small groups throughout this assignment. They will be mixed-ability groups so they will be able to benefit from each other’s strengths. || I will monitor students understanding throughout these lessons. I will take anecdotal notes while having whole group discussions and will assist students as needed.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Students who need extra assistance will work in a small group with the teacher using manipulatives. Students who finish early may play perimeter/area computer games on www.funbrain.com.

Back-Up Plan: If the Notebook software is not working properly students will draw their explanations on a poster size paper. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

In addition to anecdotal notes students will be evaluated on their elaboration project through the use of the following rubric (created using www.rubistar4teachers.org). ||  || Storyboard- Multimedia How Big is Our Playground

Teacher Name: **Mrs. Perry**

Student Name: ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Clarity and Neatness || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * Use of Time || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so. ||
 * Cooperation || Worked cooperatively with partner all the time with no need for adult intervention. || Worked cooperatively with partner most of time but had a few problems that the team resolved themselves. || Worked cooperatively with partner most of the time, but had one problem that required adult intervention. || Worked cooperatively with partners some of the time, but had several problems that required adult intervention. ||
 * Content || All content is in the students\' own words and is accurate. || Almost all content is in the students\' own words and is accurate. || At least half of the content is in the students\' own words and is accurate. || Less than half of the content is in the students\' own words and/or is accurate. ||
 * Required Elements || Storyboard included all required elements as well as a few additional elements. || Storyboard included all required elements and one additional element. || Storyboard included all required elements. || One or more required elements was missing from the storyboard. ||

LESSON REFLECTIONS AND NOTES: I am so glad I had the opportunity to do this lesson with my students. Taking the time to really think this through and add more detail to it has definitely paid off. My students are doing a great job!


 * Group Comments:**

I like that you chose to do your lesson on something that the students truly love, the playground. You are taking something that they like, and making it into a learning experience. As a teacher, I know that I get asked often how far away something is, or how far a mile is. The students haven't got a firm grasp on distance or the estimation of it. I like to give examples in "football fields" sometimes because it is something they can all picture. However, your lesson uses a familiar place, and works to add numbers to it. The students can then use that as a measuring stick to judge something of slightly different size. I also like the fact that you chose to add student cooperation to your rubric. This is something that I feel the students need practice to do well at. The give and take and shared goals of group work are not always easy for all students to master. Nice work.

Mike Schiller