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Transcript of Assignment 4 Charles Kelley-2
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8/7/2019 Assignment 4 Charles Kelley-2
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Assignment #4
Stage 3 - Understanding by Design
Charles Kelley
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Unacceptable
(1 Points)
Acceptable
(2 Points)
Target
(3 Points)
Your
Score
1. Identifies strategies thatare intended to HOOKlearners in the beginningand HOLD their
attention.
Ensures that learnersunderstand WHERE theunit is headed and WHY;design of instruction
HOOKS learners in thebeginning and HOLDStheir attention.
Shows superior ability to designinstruction and select media sothat learners understandWHERE the unit is headed and
WHY. Applies principles ofeducational psychology,communications theory, andvisual literacy to selection ofmedia so that the design ofinstruction HOOKS andHOLDS learnersattention.
/3
2. Fails to provide a pretest
for learners.
Develops a pretest but the
instrument does notinclude all prerequisiteskills.
Develops diagnostic
assessments to check for allprerequisite skills andknowledge.
/3
3. Instructional strategiesfail to match thestandards,understandings, essentialquestions, knowledge, or
skills of the unit.Fails to provideopportunities for studentsto RETHINK ideas,REFLECTand to REVISE work.
There is evidence of acorrelation between someof the understandings,essential questions, skilland knowledge and the
instructional strategiesProvides opportunities forstudents to RETHINK bigideas, REFLECT onprogress, and REVISEtheir work.
Matches all essential questions,understandings, skills, andknowledge with a matchinginstructional strategy. This isclearly demonstrated in the
assignment.Provides numerousopportunities for students toRETHINK big ideas,REFLECT on progress, and toREVISE work.
/3
4. Instruction has one globalstarting point for alllearners.
Utilizes Gardners strategyto provide different EntryPoints.
Utilizes Gardners strategy toprovide different Entry Pointsto meet the needs of all types of /3
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intelligences. This is clearlyidentified in the assignment.
5. Provides one version ofeach activity. (Countstwice)
Provides different versionof each activity. (Countstwice)
Provides different versions ofeach activity at differentdegrees of difficulty. (Countstwice)
/6
6. Selects or describes mediafor unit. (Counts twice)
Shows adequate ability tomatch media to produceeffective learningenvironments usingtechnology resources.
Shows superior ability to matchappropriate media to learnersneeds to produce effective,differentiated learningenvironments using technology
resources. This is evidenced byidentifying title and producer ofcommercially produced mediaor by supplying the title andURL for internet resources.
/6
Your Total Score /24
Rating Scale:Score Rating
16 or < Unacceptable
17-20 Acceptable
21-24 Target
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Title of Unit The PythagoreanTheorem and its
uses
Grade Level 6-8
Essential Questions
Overarching Questions:When is it appropriate to use the
Pythagorean theorem and for what purpose?
How does using variables to represent
unknown amounts help solve problems?
Topical Questions:y What types of triangles can the
Pythagorean Theorem be used with?
y What side lengths can be calculated using
the Pythagorean Theorem?
y What do the three variables (a, b, c)
represent?
y How do you apply the solution to the
theorem?y How are the variables matched with a
value?
y What does the area of the sides have to do
with the length of the hypotenuse?
Stage 3
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W Where are your students headed and Why?What is required of them?
State each goal for the unit and address the relationship between the goal and the
essential questions to establish where the unit is going.
To address why we are learning the content highlight practical/ real-world
application of the theorem through performance tasks
Address what is required of the students by briefly introducing the rubrics for eachassignment and stressing the expectations for those assignments. Present to the
students previous examples ofTarget work.
H How will the students be hooked and held in this unit?
Hookthe interests of the students by providing a story of how I have personally
used the Pythagorean Theorem while building my garage.
Ongoing hold of the unit will be addressed in the performance tasks by challengingthe students in role-play situations. Also allow students a choice in content in
performance task #2.
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E What activities, instruction, and guidance will be provided toenable and equip students to explore and experience theimportant ideas in this unit?
I will equip the students for learning by breaking down the required skills neededto perform the Pythagorean Theorem in the first week of instruction through amixture of direct instruction, experiential tasks (problem-based,
construction/measurement) and project-based performance tasks.
Students will explore their newly learned content through 2 performance tasks andthe presentation of these tasks.
R What activities, products and performances will be designedto provide students with the opportunity to reflect, rethink,and revise?
Through the use of a self-assessment rubric, I will allow students toreflect upon their level of understanding and mastery. By having thestudents take this assessment at the beginning of the third week, I haveallocated some time to revisit and rethink those concepts that the studentsbelieve they need more work on.
Students performance activities will be peer reviewed with standardizedrubrics. Students who get unacceptable grades will have the input fromthe other students and a chance to refine their projects until it reaches anacceptable level.
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E What self-assessments and self-evaluations will studentsparticipate in to allow for reflection and transfer of learning?
To encourage self-evaluation I have included introductory and closing activitiesthat are designed to evoke self-reflection and evaluation in the students.
T How will instruction and activities be tailored to provide forthe various learning needs, styles, knowledge and interests ofstudents?
I have tailored the assignments in the unit to accommodate differentlearning styles and levels of prior knowledge by differentiating the typeand scope of the assignments. The Performance Tasks are fairly open-
ended and can be achieved through many different means. I haveprovided a rubric for what has to be in the assignment but have notlimited the assignment in any other way. The class assignments are amixture of hands-on construction assignments, written work and problemsolving which offers many different types of learners some likeable facet.Also, the rubric/ grading is set up in a way where there are concrete goals
for the student in each activity and a chance to correct unacceptablework.
OHow will learning experiences beorganized/sequenced to provide for greatestacquisition/understanding
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then be asked
to find the
angle
measurementsand side
measurements
of the triangles
that they have
found.
(Experiential
Entry)
and label the
parts of the
triangle.
Stud
ents arethen asked to
create the
squares that
can be created
by each side.
ii. Closing Activity-
Ho
w has whatyou learned
this week
changed your
thinking about
the
Pythagorean
Theo
rem?(Foundational
Entry)
Week Two- Learning Sequence
Monday:a. Matching values to the
Theorem
y EQ: What side lengths can
be calculated using the
Tuesday:b. Measuring and placing
Values into the Theorem
y EQ: What side lengths can
be calculated using the
Wednesday:c. Placing Values into
the Theorem with
missing Values
Thursday:d. Performance
Task # 1
EQ: When is itappropriate to use
Friday:e. Complete and
Present
Performance
Task #1
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Pythagorean Theorem?
Sponge Activity- Students
answer, How could you
improve on the skills you
learned last week?
i. The students will practice
matching values from a right
triangle to the corresponding
variable in the Pythagorean
Theorem. Students will have
several right triangles with
different measurements. The
students must take the
measurements and insert them
into the Theorem.
Tech Integration: Studentsupplemental aidhttp://www.regentsprep.org/regents/Math/fpyth/Pythag.htm
Pythagorean Theorem?
i. Students will take the
measurements of several
right triangles and insert
the values into the
theorem. The students will
then solve the equation
with no variables and
should get an equal
amount on each side.
(Experiential Entry)
Tech Integration: Studentsupplemental aidhttp://shodor.org/interactivate/
activities/
pyth2/index.html
(Variables)
EQ: How does using
variables to represent
unknown amountshelp solve problems?
i. The students will
repeat the previous
assignment now
with missing
variables.ii. Closing Activity-
How difficult was
using variables
insteadof actual
numbers?
(Aesthetic Entry)
the Pythagorean
theorem and for
what purpose?
i. (Logical/
Quantitative
Entry)
Your task is to give anestimate for a roofreplacement. You are aroofer that has just started
their business and on thefirst job.Your client is ahomeowner looking tohave the roof over theirgarage replaced with anew roof.The homeownerneeds a quick estimate andyou do not have enoughtime to get out thescaffolding needed toaccess the roof. Thegarage is square and is 20feet long and 20 feet wide.You need to develop anestimate for thehomeowner quickly that isas close to the overall costas possible. The projectcost you $3.00 a square
foot. You cant charge toomuch because thehomeowner will go withanother company. Youcant charge too littlebecause you need to makemoney on the job. Use theprinciples discussed in theunit to come up with the
square footage of the roofand give the homeowner
i. Students will
complete the
first
performance
task and
prepare to
present the
information
to their peers.
Students will
receive
rubrics to
grade peers
presentations
. (Narrational
Entry) (See
attached
Rubric)
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an estimate for the job.Before coming up with ananswer think about howroofers make a profit fromtheir work.You must give the
homeowner a fair priceestimate for the roof that
also makes a profit for
you. In order for you to
accomplish this goal the
estimate must be as close
as possible. If the price is
higher than the rest of
the prices in the classyour bid will fail. If your
bid is lower than the
actual cost you will lose
money.
1 2 3
Performancetask 1 (Countstwice)
Significant errorsthroughout the assignmentswith a general pattern ofmisunderstanding. Workpartial or incomplete.Roofing estimate wasgrossly inaccurate.
Task was completed withan outcome that showed abasic understanding of theconcepts needs to estimatethe roof cost. The estimatewas somewhat high or lowindicating minorinaccuracies in theperformance of the task.
Task was completed withan outcome that showed athorough and completeunderstandings of theconcepts needed. Theestimate was perfectindicating an insightful real-world application of theconcepts.
Week Three- Learning Sequence
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Monday:a.Self Evaluation
i. Students
complete self-
evaluation (see
attached) and
review some of
the most common
misunderstanding
s of the unit
content.
(Foundational
Entry)
Tuesday:b.Performance Task Day 1
i. Students are given performance
task #2
y EQ:How do you apply the
solution to the theorem?
Wiki presentation:
i.As a group, the students will make a
presentatio
n Wik
io
n Pbworks thatdemonstrates how to find the
distance between two locations in
their hometown using a map and the
Pythagorean theorem. The group
will be asked to accept the role of
civil engineer given the task to find
the length of pipe needed toconnectthe water plant to a new water
treatment facility. There is a dense
forest in between the two locations
so there is nodirect way of
measuring the length. There are 2
roads, one that leads to the water
plant and the other to the treatmentplant. They intersect at a right angle.
Use the concepts explored in this
unit tocome up with a plan to
measure the distance between the
two plants. Create your own
distances and link the processes in
the project with the ideas in the unit.
Wednesday:c.Performance Task Day
2 Present
i. Students finish
workon
Performance task
#2 and prepare to
present. Students
present the Wiki
while their peers
evaluate using
attached Rubric.
Thursday:d.Review through
Student Teach
ii.Assign each student
team with a section
of the unit to teach
to the other
students. Have
groups study the
material andcome
up with a teaching
plan the first half
ofclass and then
have the groups
rotate and teach
their unit to another
group. (Narrational
Entry)
Friday:e. Formal assessment
i. Standardized
formal assessment
broken down by
specific skill-sets
that allows me to
track student
mastery.
ii. Bonus Activity-
Students write a
short paragraph on,
What
accomplishment or
activity were you
most proudof in
the unit and why?
(Aesthetic Entry)
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Each step in your process must be
illustrated and justified with
supporting evidence from the unit.
Include in your presentation why
being a Civil Engineer would be a
tough job and why it would be
rewarding. Students in other group
may then post comments and
suggestions at the bottom of the
page. All rubric scores will be posted
on the site. (Experiential Entry)
(Narrational Entry)
Wiki Site:
Pbworks.com
http://mrkelleystudents.pbworks.com/
RubricSelf Assessment Pythagorean Theorem
Component 1 2 3 SectionScores
Effort
I did not participate in mostactivities and did not
complete most tasks. Mywork that I did completewas turned in past thedeadline. I was notengaged in classdiscussion nor whole-groupexercises.
I participated in mostactivities and completed all
tasks but not always in theallotted time. I was notalways fully engaged inclass discussion andwhole-group exercises.
I fully participated in allactivities and completed the
assigned tasks in the timeallotted. I was engaged inclass discussion andwhole-group exercises.
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performance
My performance isineffective. The evidence isproduced in a fashion thatindicates a completemisunderstanding of the
content.
My performance iseffective. There are someproblems with clarity andthoroughness but task areaccomplished.
My performance is highlyeffective. The tasks areaccomplished in a clearand thorough manner thatdemonstrates a mindful
application of content.
Generalknowledge andunderstanding
Has little apparentunderstanding of therelevant concepts in theunit. Problems with processreveal majormisunderstandings with
material.
Has a solid thoughsomewhat naveunderstanding of relevantconcepts from the unit. Isable to comprehendcontent but needs to check
the information foraccuracy.
Has a sophisticatedunderstanding of theconcepts included in theunit. The justifications forthe methods used areappropriate for the material.
Total Scores/ 9
Performance Task #2 Rubric1 2 3
PerformanceTask 2 (Countstwice)
Significant errorsthroughout the assignmentswith a general pattern ofmisunderstanding. Workpartial or incomplete.Presentation of materialsshowed a lack awarenessof the material.
Task was completed withan outcome that showed abasic understanding of theconcepts needs to find thedistance from the twoplants. The distance wasnot quite correct indicatingpossible inaccuracies in thefunctions of the equation.
Presentation of the materialwas adequate andsomewhat insightful.
Task was completed withan outcome that showed athorough and completeunderstanding of theconcepts needs to find thedistance from the twoplants. The distance wasexactly correct indicatingprecise use of the functions
of the equation.Presentation of the materialwas fluent and effectiveand showed great insightinto the content of the unit.
Technological Resources:Foundational Knowledge-http://en.wikipedia.org/wiki/Pythagorean_theorem
http://www.cut-the-knot.org/pythagoras/
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Multimedia-http://player.discoveryeducation.com/index.cfm?guidAssetId=49D6C767-1084-474F-BCDD-ED06B6BF8185&blnFromSearch=1&productcode=US
RubricWeek 1
Component 1 2 3 SectionScores
Exploration ofvariables and
their uses
(vocabulary)
Significant errors
throughout the assignmentswith a general pattern ofmisunderstanding. Workpartial or incomplete.Variables not appropriatelyused.
Work partially completed
but generally accurate withminor inaccuracies that donot affect the overall result.
Student shows a thorough
and completeunderstanding of variablesand other vocabulary.
BalancingEquations
Significant errorsthroughout the assignments
with a general pattern ofmisunderstanding. Workpartial or incomplete.
Work partially completedbut generally accurate with
minor inaccuracies that donot affect the overall result.Somewhat effective use ofthe concepts of balancingequations.
Student shows a thoroughand complete
understanding of balancingequations. Appropriatelyapplied knowledge ofequations.
Squares andSquare roots
Significant errorsthroughout the assignmentswith a general pattern ofmisunderstanding. Workpartial or incomplete.
Work partially completedbut generally accurate withminor inaccuracies that donot affect the overall result.Somewhat effective use ofthe concepts of squaresand square roots
Student shows a thoroughand completeunderstanding of squaresand square roots. Problemscompleted with totalaccuracy.
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Different
triangles and
their properties
(measurements)
Significant errorsthroughout the assignmentswith a general pattern ofmisunderstanding. Workpartial or incomplete.
Work partially completedbut generally accurate withminor inaccuracies that donot affect the overall result.Somewhat effective use of
the concepts of differenttriangles and theirproperties.
Student shows a thoroughand completeunderstanding of differenttriangles and theirproperties. Problems
completed with totalaccuracy.
Indentifying
parts of the
triangle/ Square
construction
Significant errorsthroughout the assignmentswith a general pattern ofmisunderstanding. Workpartial or incomplete.
Work partially completedbut generally accurate withminor inaccuracies that donot affect the overall result.Somewhat effective use of
the concepts of identifyingparts of a triangles andconstructing squares.
Student shows a thoroughand completeunderstanding ofIdentifyingthe parts of a triangle andsuccessfully constructed
squares. Problemscompleted with totalaccuracy.
Total Scores/ 15
Score Rating
13-15 Target
10-12 Acceptable10 and below Unacceptable
*** Unacceptable performance for the week will result in the need for modification of assignments outside of school andresubmission.
RubricWeek 2
Component 1 2 3 Section
Scores
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was adequate andsomewhat insightful.
Presentation of the materialwas fluent and effectiveand showed great insightinto the content of the unit.
Total Scores
/ 21
Score Rating
19-21 Target16-18 Acceptable
17 and below Unacceptable
*** Unacceptable performance for the week will result in the need for modification of assignments outside of school andresubmission.
Pre-assessment- Pythagorean TheoremFind the square root of the following numbers
1. 42. 16
3. 25
4. 49
5. 10
Solve the following equations
6. xa+2=67. 3+b=9
8. 19+b=22
9. 25+ b= 100
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Indentify the following triangles10.
11.
12.
Activities Examples
Several Worksheets will be constructed off of this basic form to allow students to see the progression of their skills and to keep a link from the
previous days activity to the next. The numbering and the shapes will stay the same but the tasks will increasingly become more difficult andmore in line with what needs to ultimately be accomplished to implement the theorem.
Pythagorean Theorem and its values
#1 Label the different parts of the triangle (a, b, c, right angle) that correspond to the two legs (a and b) the Hypotenuse ( c ) and the 90 degreeangle (right).
#2 Label the different parts of the triangle (a, b, c) and insert the values in the triangles into the Pythagorean Theorem
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Pythagorean Theorem:
#3 Measure the different parts of the triangles and insert the values into the Pythagorean theorem.
#4 Measure the different parts of the triangles and insert the values into the Pythagorean theorem. Then use the Theorem to check the length ofthe hypotenuse against your measurement.
1.
2.
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3.