ROBOT SUMMER CAMP
Optional Math Projects on Geometry. Robots move in paaterns.
As the final product for this workshop, you will create your own lesson plan that incorporates accessible tools and principles of Universal Design for Learning (UDL).
Part 1: Lesson Topic
Choose a lesson topic to focus on in this workshop. You may want to adapt a lesson you already teach, or design a new lesson.
Grade 7: Mathematics
Surface Area of cubes and right prisms
Part 2: Learning Objectives
Describe the key learning objectives of the lesson. What do you want your students to know or be able to do as an outcome of this lesson?
• Students will understand that surface area can be determined by finding the sum of the area of the faces of a cube or right prism.
• Students will understand the formula for finding the surface area of a rectangular prism.
• Students will be able to apply the concept of surface area to real-world mathematical problems.
Part 3: Standards
What national or state content standards will the lesson address?
Note:
Prior to a surface area lesson, students would have learned:
• How to find the area of two-dimensional figures (particularly triangles and quadrilaterals)
• What makes a figure a cube or a right prism, and what they look like
--------------------------------------------------------------------------------------------------------------------------------------------
• 7.G – Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
o 7.G.6 – Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Part 4: Potential Barriers
Analyze the lesson content you have chosen to work with for any potential barriers students may face. You may want to refer to the Curriculum Barriers Template from CAST to help you identify potential barriers and missed opportunities for different types of students in your class.
Materials & Methods Potential Barriers/ Missed Opportunities UDL Solutions
Lecture/Whole Class Presentation Difficulty comprehending meaning
May not engage with material
Easily distracted Incorporate video, sound, animation into SMARTboard lesson
Printed Word Problems Reading below grade level
Difficulty comprehending meaning Provide text-to-speech software for students
Test Anxiety Not successful in high-pressure testing situations
Provide options for project or presentation instead of written tests
Organization Difficulty following lesson and keeping up with class Provide guided notes including checklists, bullet points, graphic organizers, highlighting
Part 5: Solutions
Copy and paste the Potential Barriers you listed above here, and use this chart to track UDL solutions to prevent these barriers. You may want to refer to the UDL Solutions Template from CAST to help you identify some solutions that you can include in your lesson.
Potential Barriers/ Missed Opportunities
(from above) UDL Solutions
Difficulty comprehending meaning
May not engage with material
Easily distracted Incorporate video, sound, animation into SMARTboard lesson
Reading below grade level
Difficulty comprehending meaning Provide text-to-speech software for students
Not successful in high-pressure testing situations
Provide options for projects or presentations instead of written tests
Difficulty following lesson and keeping up with class Provide guided notes including checklists, bullet points, graphic organizers, highlighting
Part 6: Lesson Description
Please give a thorough description of the steps students will take to complete this lesson. The steps should be thorough enough that another teacher could teach the lesson.
(This would be a two-day lesson)
Day 1
Lesson –
1. Students will respond to the following questions on their weekly warm-up sheet. Questions will then be reviewed/discussed as a class.
• What are “faces” on a solid figure?
• How do you find the area of a rectangle or square?
2. Distribute note sheet (see attachment - SA notes.doc) to each student. This is a grade-level note sheet. I would further scaffold the note sheet as needed to assist specific learners.
3. Teacher will present SMARTboard lesson Surface Area Lesson (link). Lesson corresponds to the guided note sheet that students will complete. Learnzillion video is linked in SMARTnotebook.
4. Exit Slip: see attachment - SA exit slip.doc
*Teacher will need to score and sort students based on exit slip results in preparation for practice work on day 2*
Day 2
Lesson –
Notes:
• A classroom set of laptops will be required for this lesson.
• Students will complete different practice assignments based on results of exit slip from day 1.
1. Warm-up: Class will view the following video clip: http://www.pbslearningmedia.org/resource/mgbh.math.nbt.surfacea/determining-surface-area-with-unit-blocks-rulers-and-nets/
2. Teacher will direct students to their groups for today’s practice work.
Groups:
• Beginner: Students requiring basic calculation practice will work on the classroom laptops on the IXL website: http://www.ixl.com/math/grade-7/surface-area
• Developing: Students will work with a small group of 3 – 4 students to complete one practice problem together (see attachment - SA practice problem.doc). Text-to-Speech software will be available for specific students.
• Proficient: Students will work on the TenMarks math website. TenMarks provides CCSS-aligned questions along with hints so that students can work at their own pace.
• Advanced: Students will extend their understanding of surface area by working with triangular prisms and cylinders. Problems will come from the Explorations in CORE Math student workbook.
*While students are working, teacher will circulate the room to check-in and provide guidance as needed*
3. After 30-40 minutes working on practice assignments above, students will be introduced to the Assessment (see Part 7).
• Students will use the remaining 45 minutes of class time to work on their assessment. If any students need additional time, the project may be extended into the beginning of day 3.
Part 7. Assessment
Please describe your plan to assess student learning for this lesson. Include a rubric or checklist for in the space below or attach it as a separate document.
Students will complete a presentation page to show and explain how to solve a real-world surface area problem.
See links:
Final Project Question.doc
Final Project Checklist.doc
Most students will complete the assessment independently, but grouping will be an option for selected students. Struggling students would most likely be put into a small group in order to get scaffolded instruction on the assignment. In addition, the assignment itself would be adapted to make it more easily accessible for these students. Students who are on the verge of understanding would also be paired with a proficient student to help pull up the developing student.
Part 8. Reflection on UDL
Describe how you have incorporated a UDL perspective into the design of this lesson. Specifically, talk about the technological tools that you are including in your lesson, and how you see these helping students access the lesson content in new, varied ways.
In this lesson, I have included multiple means of representation for the sharing of information with students. Technology is incorporated into the lesson through a lesson, videos, and websites. In addition, students needing it will have the opportunity to use text-to-speech software when working through word problems. For students having difficulty with organization and focus, I have created a guided note sheet that will be further scaffolded based on student needs. These UDL strategies will help students to access the information in a variety of ways.
Students will also be working collaboratively in small groups for the “practice” part of the lesson. Each group will be working at a different level, and on a different activity, centered on the same skill/knowledge. For assessment, students will create a presentation page. Each student will start with the same question and checklist, but will be able to “attack” the problem in any way that works for them. They will be able to express their knowledge creatively and in whatever manner they choose, as long as all of the points on the checklist are included. Students will have to show perseverance and be self-directed for the assessment, as most students will be working independently on the project.
Part 10: Resources
Cite the resource used in your lesson. If needed, please refer to the Orientation Session optional readings for information about correctly citing resources.
As the final product for this workshop, you will create your own lesson plan that incorporates accessible tools and principles of Universal Design for Learning (UDL).
Part 1: Lesson Topic
Choose a lesson topic to focus on in this workshop. You may want to adapt a lesson you already teach, or design a new lesson.
Grade 7: Mathematics
Surface Area of cubes and right prisms
Part 2: Learning Objectives
Describe the key learning objectives of the lesson. What do you want your students to know or be able to do as an outcome of this lesson?
• Students will understand that surface area can be determined by finding the sum of the area of the faces of a cube or right prism.
• Students will understand the formula for finding the surface area of a rectangular prism.
• Students will be able to apply the concept of surface area to real-world mathematical problems.
Part 3: Standards
What national or state content standards will the lesson address?
Note:
Prior to a surface area lesson, students would have learned:
• How to find the area of two-dimensional figures (particularly triangles and quadrilaterals)
• What makes a figure a cube or a right prism, and what they look like
--------------------------------------------------------------------------------------------------------------------------------------------
• 7.G – Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
o 7.G.6 – Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Part 4: Potential Barriers
Analyze the lesson content you have chosen to work with for any potential barriers students may face. You may want to refer to the Curriculum Barriers Template from CAST to help you identify potential barriers and missed opportunities for different types of students in your class.
Materials & Methods Potential Barriers/ Missed Opportunities UDL Solutions
Lecture/Whole Class Presentation Difficulty comprehending meaning
May not engage with material
Easily distracted Incorporate video, sound, animation into SMARTboard lesson
Printed Word Problems Reading below grade level
Difficulty comprehending meaning Provide text-to-speech software for students
Test Anxiety Not successful in high-pressure testing situations
Provide options for project or presentation instead of written tests
Organization Difficulty following lesson and keeping up with class Provide guided notes including checklists, bullet points, graphic organizers, highlighting
Part 5: Solutions
Copy and paste the Potential Barriers you listed above here, and use this chart to track UDL solutions to prevent these barriers. You may want to refer to the UDL Solutions Template from CAST to help you identify some solutions that you can include in your lesson.
Potential Barriers/ Missed Opportunities
(from above) UDL Solutions
Difficulty comprehending meaning
May not engage with material
Easily distracted Incorporate video, sound, animation into SMARTboard lesson
Reading below grade level
Difficulty comprehending meaning Provide text-to-speech software for students
Not successful in high-pressure testing situations
Provide options for projects or presentations instead of written tests
Difficulty following lesson and keeping up with class Provide guided notes including checklists, bullet points, graphic organizers, highlighting
Part 6: Lesson Description
Please give a thorough description of the steps students will take to complete this lesson. The steps should be thorough enough that another teacher could teach the lesson.
(This would be a two-day lesson)
Day 1
Lesson –
1. Students will respond to the following questions on their weekly warm-up sheet. Questions will then be reviewed/discussed as a class.
• What are “faces” on a solid figure?
• How do you find the area of a rectangle or square?
2. Distribute note sheet (see attachment - SA notes.doc) to each student. This is a grade-level note sheet. I would further scaffold the note sheet as needed to assist specific learners.
3. Teacher will present SMARTboard lesson Surface Area Lesson (link). Lesson corresponds to the guided note sheet that students will complete. Learnzillion video is linked in SMARTnotebook.
4. Exit Slip: see attachment - SA exit slip.doc
*Teacher will need to score and sort students based on exit slip results in preparation for practice work on day 2*
Day 2
Lesson –
Notes:
• A classroom set of laptops will be required for this lesson.
• Students will complete different practice assignments based on results of exit slip from day 1.
1. Warm-up: Class will view the following video clip: http://www.pbslearningmedia.org/resource/mgbh.math.nbt.surfacea/determining-surface-area-with-unit-blocks-rulers-and-nets/
2. Teacher will direct students to their groups for today’s practice work.
Groups:
• Beginner: Students requiring basic calculation practice will work on the classroom laptops on the IXL website: http://www.ixl.com/math/grade-7/surface-area
• Developing: Students will work with a small group of 3 – 4 students to complete one practice problem together (see attachment - SA practice problem.doc). Text-to-Speech software will be available for specific students.
• Proficient: Students will work on the TenMarks math website. TenMarks provides CCSS-aligned questions along with hints so that students can work at their own pace.
• Advanced: Students will extend their understanding of surface area by working with triangular prisms and cylinders. Problems will come from the Explorations in CORE Math student workbook.
*While students are working, teacher will circulate the room to check-in and provide guidance as needed*
3. After 30-40 minutes working on practice assignments above, students will be introduced to the Assessment (see Part 7).
• Students will use the remaining 45 minutes of class time to work on their assessment. If any students need additional time, the project may be extended into the beginning of day 3.
Part 7. Assessment
Please describe your plan to assess student learning for this lesson. Include a rubric or checklist for in the space below or attach it as a separate document.
Students will complete a presentation page to show and explain how to solve a real-world surface area problem.
See links:
Final Project Question.doc
Final Project Checklist.doc
Most students will complete the assessment independently, but grouping will be an option for selected students. Struggling students would most likely be put into a small group in order to get scaffolded instruction on the assignment. In addition, the assignment itself would be adapted to make it more easily accessible for these students. Students who are on the verge of understanding would also be paired with a proficient student to help pull up the developing student.
Part 8. Reflection on UDL
Describe how you have incorporated a UDL perspective into the design of this lesson. Specifically, talk about the technological tools that you are including in your lesson, and how you see these helping students access the lesson content in new, varied ways.
In this lesson, I have included multiple means of representation for the sharing of information with students. Technology is incorporated into the lesson through a lesson, videos, and websites. In addition, students needing it will have the opportunity to use text-to-speech software when working through word problems. For students having difficulty with organization and focus, I have created a guided note sheet that will be further scaffolded based on student needs. These UDL strategies will help students to access the information in a variety of ways.
Students will also be working collaboratively in small groups for the “practice” part of the lesson. Each group will be working at a different level, and on a different activity, centered on the same skill/knowledge. For assessment, students will create a presentation page. Each student will start with the same question and checklist, but will be able to “attack” the problem in any way that works for them. They will be able to express their knowledge creatively and in whatever manner they choose, as long as all of the points on the checklist are included. Students will have to show perseverance and be self-directed for the assessment, as most students will be working independently on the project.
Part 10: Resources
Cite the resource used in your lesson. If needed, please refer to the Orientation Session optional readings for information about correctly citing resources.