Lesson Plan

(A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.;
(B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different;

(2.12) Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

(A) identify the mathematics in everyday situations;
(D) use tools such as real objects, manipulatives, and technology to solve problems.

(2.13) Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language.

(A) explain and record observations using objects, words, pictures, numbers, and technology;

126.2. Technology Applications, Kindergarten-Grade 2.
(b) Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) use software programs with audio, video, and graphics to enhance learning experiences; and
(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media including, but not limited to, printed copy or monitor display.

Content and Cognitive Goals:

Student Goals
1. Know and Comprehend geometric shapes and spatial reasoning in order to build foundation for the learning of geometry.
2. Identify and recognize attributes of any shape or solid in everyday activities and experiences in order for student to understand that geometry is part of everyday experiences.

Teacher Goals
3. To create an atmosphere where diverse learners will gain confidence in identifying and recognizing basic geometric shapes.
4. Develop confidence in managing and integrating technology into the foundation and enrichment curriculum.

Professional Goals
5. Improve coaching/mentoring skills and strategies.

Learning Connections:

Students will use prior knowledge along with new information to identify geometric shapes in their environment. Students will use this knowledge to work together in collaborative groups to find these shapes in the environment and create the final product. Students will need to cooperate within their group, communicate information to the members of their group and use their problem solving skills to help each other find the information that they need. Students will join in a discussion about the experience and present the discoveries each group documented. The documentation will be used by the group to create and present their final products on the computers.

Procedures for Learning Activities/Tasks: (Please number each procedure)

Address Bloom's Taxonomy

In the classroom:

Knowledge, Evaluation, Application, Synthesis

1. Determine student's prior knowledge
   a. Brainstorm with students what they know about geometric shapes.
   b. List the shapes and what students know about the geometric shapes on the board in a KWL chart.
   c. Students will draw upon prior knowledge to identify, compare and contrast geometric shapes and solids in their environment.
2. Introduce the lesson
   a. Introduce the activity and discuss with students the attributes of the geometric shapes.
   b. Place students in small groups to observe and manipulate pattern blocks (to recognize and identify geometric shapes).
   c. Students will count the number of sides on each shape and label shapes with correct vocabulary word.
   d. Begin student discussion of differences, asking probing questions of students and provide feedback.
   e. Have students compare flat geometric pattern blocks and 3 dimensional shapes/blocks.
3. Group Activity
   a. Assign groups and discuss accountability of each member in the group.
   ---Group Formation: Students will be grouped together in groups of 3 by their assigned geometric shapes.
   b. Collaborative teams of students will work together to identify objects in their environment that match their geometric shape.
   c. Students will collect data and document what they discover. Students will collect and draw the data on their paper.

In the computer lab:

Application, Analysis, Synthesis

1. Computer Lab Activity
   a. Review with students the activity the was started the day before.
   b. Review and discuss accountability of each member in the group.
   c. Pass out and discuss rubric.
   d. Students will use MS Paint on the computer to create a product to summarize their documentation.
   e. Provide guidance and act as facilitator (asking questions, providing help if needed with software).
   f. Observe and monitor student progress.
   g. Students will check their progress using a rubric.
   h. Grade student work using the rubric for assessment.

Assistive and Diverse Learners:

A speech impaired student is in Mrs. Odem's class. After talking with the Special Education Diagnostician, reviewing the students IEP and discussing the lesson, the following accommodations were suggested:

Simple written instructions as well as directions broken down into simple one or two step instructions
More time to label and manipulate shapes.
Math Resource Teacher to help during Math time.

The student does not require any assistive technology device at this time.

Teaching/Instructional Strategy:

The lesson will use the student-centered model for instruction. This model was chosen because the students must take their own learning initiative to finding and identifying geometric shapes in their surrounds or environment. The students will construct their own knowledge and have “ownership” of this knowledge. Students in this lesson will be working in groups to create a graphical representation of their collected data on the computer. The learner can expect the instructor to be a guide and not lecturing. The students will need to work independently and cooperate with their peers. They will need to be able to observe their environment independent of the instructor. Students with various technology and knowledge skill levels will work independently at their own pace and developmental level. The students will have guidance provided by their teacher if needed.
Using this student-centered model for instruction, the students will be actively engaged in the learning and not simply sitting and looking at a book. Students can apply their own varied perspectives and ideas in the project and thus gain ownership of their learning experience.

Instructional strategies that will be used in this lesson include:

Direct Instruction will be used at the beginning of the lesson to introduce the activities and when forming student groups.
Questioning will be used throughout the lesson activities.
Dialogue will be used to begin student discussion of differences, ask probing questions of students and provide feedback.
Brainstorming will be used to activate prior knowledge about shapes and ideas of where to find the shapes in the environment.
Collaborative teams of students will work together to identify objects in their environment that match their geometric shape and to create their final product on the computer.
Students will lead discussions in their collaborative groups to decide which objects to record and how to best represent the objects in their final product.
Presentation will be used as part of the final product as the groups present their final product to the class. Group projects will be combined into a PowerPoint presentation.

Student Work Samples:

Collaborative teams of students will work together to identify objects in their environment that match their geometric shape. Students will collect data and document what they discover using the computer. This product will be in the form of a graphical representation of their shape and objects found in their environment that match that shape created in a Microsoft Paint document. Groups will then add their product to a class PowerPoint presentation about shapes.

Technology Connection:

The instructor will use an ELMO device during the introduction of the lesson and brainstorming to project the images of shapes and objects on the board while discussing the lesson. Once the students have located objects in the environment and recorded their findings on paper the class will move to the computer lab. In the computer lab the collaborative groups will create their product using Microsoft Paint. Groups will then add their product to a class PowerPoint presentation about shapes.

The computer lab has enough computers for the entire class. A presentation station with projector will be used for the final presentation of the group projects.

Technology Management Strategy:

Students will work in collaborative groups to create their final product in the computer lab. Prior to the lesson the instructor will:

• Schedule the computer lab time well in advance of the lesson.
• Arrange to check out the ELMO for use in the classroom.
• Arrange to check out the projector for use in the computer lab and make sure that replacement bulbs are available if needed.
• Check with the computer lab tech aide to be sure the software (Microsoft Paint) is loaded and working on all the computers and the presentation station is set up.
• Check with the computer lab tech aide to be sure presentation station will be available and set up on the day of the lesson.
• Check with the computer lab tech aide to be sure extra print cartridges are available for the printer in case the printer should run out.

To address the individual learning needs of students with disabilities the instructor will seat the student close to the presentation station, simplify written instructions,break directions for the activity into simple one or two step instructions, provide extra time for the students to work on the computer and offer extra support as needed. The Math Resource Teacher will be available to help during the math instruction time.

Materials:

Instructional Materials:

Dry Erase Markers
Pattern Blocks
3 Dimensional Shapes
Paper Shape cut-outs
Drawing Paper
Rubric for Project

Technical Resources:

Computer Lab
Paint Application on all computers
Presentation Station in the Lab
Printer
Projector
ELMO

Other Resources:

Math Resource Teacher for speech impaired student.

Speech Impaired Student will need:

Seating close to teacher or presentation station
Simple written instructions
Directions broken down into simple one or two step instructions
More time to label and manipulate shapes.
Math Resource Teacher to help during Math time.

Assessment:

Informal:
Listening to students in discussions throughout lesson.
Observation of students working in groups - daily.
Observation of discussion of student work both on paper and on their computer screens daily as they work on the project.
Questioning students about their work and progress toward their goal on the rubric - daily.
Referring frequently to the rubric to help students stay on task - daily.

Formal:
Graded final product using rubric.

Reflection:
Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)

Reflection Time: Use the following questions to reflect on your lesson.
Questions to Ponder: Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson for teaching it again? Did your students/educators find the lesson meaningful? Did the lesson motivate your students/educators to “go beyond” what was required? Did you achieve your goals met/in progress in the required criteria?

The lesson has not been taught yet to a class of students. My teacher mentee and I agreed that the process of going through the development of the lesson strategies, goals, rubrics, technology resources and assistive technology information has been very informative and helpful to her students. My teacher mentee learned about assistive technologies available for her students that she was unaware were available before this assignment. I learned how to work with a teacher as a cognitive coach and mentor. I learned to ask probing, thoughtful questions that would encourage my teacher mentee to think and develop her own skills. My teacher mentee has gained confidence and has been motivated to look for ways to incorporate technology to enhance instruction in other lessons and activities. I have also achieved my own goal of improving my coaching skills and strategies.

Date___October 24, 2006_________________
Participant Signature

Date___October 24, 2006_________________
Coach Signature