Courtney+DeRosa

= Technology Integration for Meaningful Classroom Use =

Problem Based Learnng Unit by Courtney DeRosa

Daily Lesson GAME Plan Lesson 1

1.Creativity and Innovation 2.Communication and collaboration 3.Research and Information Fluency 5.Digital citizenship Objective: Students will design a monument based around geometric features. ||
 * Lesson Title:The World of Geometry |||| Related Lessons: ||
 * Grade Level: Fourth Grade |||| Unit: Geometry ||
 * GOALS ||
 * Content Standards:
 * Analyze characteristics and properties of three dimensional geometric shapes and develop mathematical arguments about geometric relationships.
 * Recognize and use connections among mathematical ideas.
 * Create and use representations to organize, record, and communicate mathematical ideas.
 * Apply transformations and use symmetry to analyze mathematical situations.
 * Organize and consolidate their mathematical thinking through communication
 * Use the language of mathematics to express mathematical ideas precisely. ||
 * ISTE NETS-S
 * 4.Critical thinking, problem solving, and decision making
 * 6.Technology operations and concepts
 * ACTION ||
 * Before Class Preparation: Establish a voice thread account with partner 4th grade class.Reserve computer lab.Create class folder with bookmarked websites and a spreadsheet template for students to access.

// Note:Have copy of spreadsheet available to students that struggle with alternating between screens. // ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 minutes

5-10 minutes depending on the number of student questions.

30 -40 minutes

5-10 minutes

5 minutes

1-2 minutes |||| Using interactive white board review how to access bookmarked sites and spreadsheet template from class folder and other necessary computer skills.

Introduce students to problem prompt.**You have been asked to design a monument for the new township building.Your task is to review existing monuments and analyze their geometric features.**

Group students to begin research and recording their findings on a spreadsheet template.Students should include image with description for visual reminder.

Each group shares one monument and its geometric features on SMARTBoard.

As a class generate a list of questions that students need to answer before beginning the design process.

Students save their completed template back into the class folder for later review and teacher access. || SMART Board, bookmarked websites in class folder

Copies of problem prompt.

Spreadsheet template found in class folder. Prearranged groupings.

Class folder ||
 * MONITOR ||
 * Formative Assessments – The teacher should monitor and observe student progress as research is taking place.When students are sharing their monument check for accuracy of features.

Summative Assessments – The teacher should log into the class folder and view each group’s spreadsheet for accurateness.This will inform the teacher whether more time and/or direction is needed.Generated list of questions will also tell teacher if the students are headed in the right direction.

Accommodations – Assign group roles or responsibilities for students who need clear expectations.Make a hard copy of the spreadsheet available to students who prefer to record using paper and pencil rather than alternate between screens. Engage enlarged font or read aloud software for students who struggle with reading. || **Courtney, My favorite part of your lesson is actually the last bit at the end where you ask students to "generate a list of questions to answer before beginning the design process." I think it will take longer than 1-2 minutes! I hope it does. I also think it will be an authentic application of what they have learned. They will need to extend their thinking, put themselves in a mindset of the project leader who is really going to erect this monument. I would be really interested to see what kind of questions they come up with! They may surprise us, especially because the lesson does not specify what kind of monument, what it honors, what materials will be used, what space will it occupy, etc. The open-ended nature of the proposal gives the students the opportunity to invest themselves in a very personal way as they will all have different ideas about how to approach the design process. Have fun with this! Carrye DeCrane**
 * EVALUATION ||
 * Lesson Reflection and Notes:Once all data has been collected and shared lead students to realize that buildings and monuments are made up of a collection of two and three dimensional shapes with symmetry and transformations.We can look at a monument by it’s parts.Guide students to ask questions about the bases, edges, faces, size, and material that monuments are formed from to inform their future decisions. ||

Daily Lesson GAME Plan II  Lesson Title:The World of Geometry |||| Related Lessons: Problem Based Learning || Grade Level: Fourth Grade |||| Unit: Geometry || GOALS || Content Standards: || ISTE NETS-S 1.Creativity and Innovation 2.Communication and collaboration 3.Research and Information Fluency 5.Digital citizenship Objective: ACTION || Before Class Preparation: Establish a podcast account with partner 4th grade class.Review outline of required content in thread.Reserve computer lab.Students have researched monuments, gathered data, and have sketched out their draft. // Note:Allow students to practice in pairs before recording their voice thread.Enrichment –Once response is received, students can continue response. // || During Class  || Time |||| Instructional Activities || Materials and Resources || 5 minutes 5-10 minutes 20- 30 minutes 20 minutes |||| Review outline of necessary content components. Students practice what they plan to record on their voice thread.Requirements include analysis of researched monuments, geometric features, sketch or description of model, and areas they are looking for feedback.Partners give suggestions such as volume, pace, and clarity of voice as well as content of message. Students switch roles in partnership. Students record digital message to partnered classmates. Voice thread must include at least 4 digital images including one of their draft either scanned into the computer or computer created.Post voice thread to pod cast account.//Students should listen back to their recording and make necessary changes.When working in group each student should have a role in group recording.// During another class period, log back onto podcast account to check feedback.In students final product they will need to address how they used the feedback to improve design or answer questions. || Outline of voice thread content. Outline or draft of discussion of draft. Description or sketch of monument. Voice thread account for class / students. Podcast account || MONITOR || Formative Assessments – Collect drafts prior to lesson to check for understanding and use of geometric language and accuracy of features.The teacher should monitor and observe messages being recorded and images used. Summative Assessments – The teacher should log onto the class pod cast account to view each group’s message.This should be done before and after response is received so that areas of concern can be addressed.This will inform the teacher whether more time and/or direction is needed. Accommodations – Assign group roles or responsibilities for students who need clear expectations.Help type out draft of message for students who struggle with processing speed and or public speaking. || EVALUATION  || Lesson Reflection and Notes:Monitor students for ability to record / post independently and for appropriateness of content.Communication with the paired teacher from the other class is necessary so that he / she is able to clarify any questions his / her students have and for time management of project. Is it possible for parents to have access to the private site for them to view student work?If so, should their feedback be allowed or limit feedback to students? ||
 * Analyze characteristics and properties of three dimensional geometric shapes and develop mathematical arguments about geometric relationships.
 * Recognize and use connections among mathematical ideas.
 * Create and use representations to organize, record, and communicate mathematical ideas.
 * Apply transformations and use symmetry to analyze mathematical situations.
 * Organize and consolidate their mathematical thinking through communication
 * Use the language of mathematics to express mathematical ideas precisely.
 * 4.Critical thinking, problem solving, and decision making
 * 6.Technology operations and concepts
 * 1) Students will design a monument based around geometric features.
 * 2) Students will share their findings and brainstorming with a paired 4th grade class from another school.
 * 3) Students will elicit feedback on their building sketches. ||
 * 1) Description of researched monuments including geometric features.
 * 2) Image and description of drafted monument.
 * 3) Future plans for monument or unfinished areas.
 * 4) Areas where they are looking for feedback or still have unanswered questions.