Unit+Plan

Unit Plan Template

Students will learn how to create virtual posters using glogster while learning about a specific quadrilateral. C.12.2 Use geometric models* to solve mathematical and real-world problems C.12.3 Present convincing arguments by means of demonstration, informal proof, counter-examples, or any other logical means to show the truth of C.12.4 Use the two-dimensional rectangular coordinate system* and algebraic procedures to describe and characterize geometric properties and relationships such as slope*, intercepts*, parallelism, and perpendicularity ||
 * ** Unit Author ** ||
 * First and Last Name |||| Steve Manor ||
 * School District |||| Mequon-Thiensville ||
 * School Name |||| Homestead ||
 * School City, State |||| Mequon, WI ||
 * ** Unit Overview ** ||
 * ** Unit Title ** ||
 * Glogster Quadrilateral Posters ||
 * ** Unit Summary ** ||
 * Geometry students will learn about quadrilaterals and their characteristics by building a virtual poster using the web 2.0 tool Glogster while including a presentation video from xtranormal.com. ||
 * ** Subject Area ** ||
 * Geometry ||
 * ** Grade Level ** ||
 * 9 & 10 ||
 * ** Approximate Time Needed ** ||
 * 13-50 minute class periods. ||
 * ** Unit Foundation ** ||
 * ** Targeted Content Standards and Benchmarks ** ||
 * C.12.1 Identify, describe, and analyze properties of figures, relationships among figures, and relationships among their parts by
 * constructing physical models
 * drawing precisely with paper-and-pencil, hand calculators, and computer software
 * using appropriate transformations* (e.g., translations, rotations, reflections, enlargements)
 * using reason and logic
 * statements (e.g., these two triangles are not congruent)
 * generalizations (e.g., the Pythagorean* theorem holds for all right triangles)
 * ** Student Objectives/Learning Outcomes ** ||  ||
 * * Students will recognize and apply the properties of a quadrilateral.
 * Students will recognize and apply the properties of a parallelogram.
 * Students will recognize and apply the properties of a rectangle.
 * Students will recognize and apply the properties of a rhombus.
 * Students will recognize and apply the properties of a square.
 * Students will recognize and apply the properties of a trapezoid.
 * Students will recognize and apply the properties of an isosceles trapezoid.
 * Students will recognize and apply the properties of a kite. ||  ||
 * ** Curriculum-Framing Questions ** ||  ||
 * |||| ** Essential Question ** |||| * How do mathematicians use formal language to compare properties of geometric figures? ||  ||
 * |||| ** Unit Questions ** |||| * How do the properties distinguish the quadrilateral?
 * Could the quadrilaterals be defined differently and how would that affect the classification of quadrilaterals? ||  ||
 * ** Assessment Plan ** ||  ||
 * |||| ** Content Questions ** |||| * What do all quadrilaterals have in common?
 * How can quadrilaterals differ from one another?
 * Is a square a rectangle?
 * Is a rectangle a square?
 * is a parallelogram a square?
 * What are the diagonals of a quadrilateral? ||  ||
 * ** Assessment Timeline ** ||  ||
 * ** Before project work begins ** ||||  ** Students work on projects and complete tasks **  ||||  ** After project work is completed **  ||
 * * Questioning
 * Discussing Rubric
 * Fact Sheet |||| * Observation
 * Students check their poster theme with me |||| * Peer review
 * Presentation
 * Daily fact quiz
 * Group partners evaluation
 * Poster rubric ||
 * Poster rubric ||


 * ** Assessment Summary ** ||  ||
 * Before and during the project the students will be informally assessed using mostly questioning and observation to determine whether they know all required facts about their special quadrilateral. They will be given a sheet of questions that will lead them to correctly measure and learn about their particular quadrilateral. After their glogs are complete, the peer groups will assess and evaluate each glog that was created by another group. The presentation will be assessed as complete if all students in the group speak and all the information is correct. The poster itself will be the most formal assessment. It must contain all aspects of the given rubric. At the end of the project, group members will evaluate their teammates by answering some question about how much work they have each done and who brought certain strengths to the group. After the posters are presented there will be a small daily graded assessment on the quadrilateral presented. ||
 * Before and during the project the students will be informally assessed using mostly questioning and observation to determine whether they know all required facts about their special quadrilateral. They will be given a sheet of questions that will lead them to correctly measure and learn about their particular quadrilateral. After their glogs are complete, the peer groups will assess and evaluate each glog that was created by another group. The presentation will be assessed as complete if all students in the group speak and all the information is correct. The poster itself will be the most formal assessment. It must contain all aspects of the given rubric. At the end of the project, group members will evaluate their teammates by answering some question about how much work they have each done and who brought certain strengths to the group. After the posters are presented there will be a small daily graded assessment on the quadrilateral presented. ||


 * ** Unit Details ** ||  ||
 * ** Prerequisite Skills ** ||  ||
 * * general knowledge of a quadrilateral
 * ability to measure the angles and sides of their specific groups' quadrilateral.
 * definition of parallel lines
 * definition of congruence
 * experience with learning new software packages ||  ||
 * ** Instructional Procedures **
 * ** Instructional Procedures **

Day 1 Begin by discussing polygons and their characteristics. Narrow this discussion to quadrilaterals and the places we see them in our real world. Then explain a broad overview of the poster project and the general guidelines. I will then pass around sheets of paper that contain seven shapes of different types of quadrilaterals. Each student will cut out a shape and then walk around the room to find other students who have the same shape. These students are now in groups together. After they find their group they will begin measuring and researching their quadrilateral.

Day 2 This day will be spent in the computer lab finishing research on their quadrilateral and finalizing their theme. They will be given a quick introduction of glogster and xtranormal along with their glogster account login. The rest of the hour will be spent with groups working on their virtual poster.

Day3 The students will have more work time on the posters.

Day 4 This day is set up for peer reviews. I will be having each group set up their glog and xtranormal video so it is ready for peer groups to review it. The groups will move from glog to glog allowing approximately 5 minutes per review. They will be answering a sheet for each group that they review that should help the group make the glog more appealing. The last 20 minutes will allow the groups to make any changes to their glog and video that their peers suggested.

Day 5 The parallelogram group presents their poster using the projector in the class while the students take notes on parallelograms. Then I give parallelogram worksheets with extra practice. At the end of the hour there will be an informal fact quiz on parallelograms. Simply put, the students will have to list five facts about parallelograms. Homework assignment #1

Day 6 Review of homework and instruction on lesson 6.2. I show how to prove how quadrilaterals are parallelograms. Homework assignment #2.

Day 7 Review of Homework and then rectangle group presents while students take notes. I clear up any unknowns and do some sample homework problems. Fact quiz at the end of the hour over parallelograms and rectangles. Homework #3 for tomorrow.

Day 8 Review of homework and then square and rhombus groups present while students take notes. I will start explaining the flow chart of quadrilaterals and then cover example problems they will see in their homework. Fact quiz over all quadrilaterals covered to this point (all the same family). Homework assignment #4.

Day 9 Review homework and then formative assessment on the parallelogram family (parallelograms, rhombuses, rectangles, squares).

Day 10 Isosceles trapezoid, trapezoid, and kite groups present while others take notes. I will explain any other facts that the groups missed along with doing some homework problems they may see. Fact quiz over these three quadrilaterals (same family). Homework #5.

Day 11 || Review homework and then students will write two possible summative assessment questions. After this period I will collect the questions and create the test using some of the questions, changing numbers when appropriate.

Day 12 Quadrilateral review in computer lab using Geometry sketchpad.

Day 13 Summative assessment of the students' knowledge of quadrilaterals.
 * ** Accommodations for Differentiated Instruction ** ||  ||
 * |||| ** Special Needs Students- ** For the most part, students will work in groups and the groups are usually made up of many types of learners and intelligence levels. I will also change the randomly chosen groups to accommodate the special needs of any student. ||||||   ||   ||
 * |||| ** Nonnative Speaker- ** Because there are many parts of this project it can be divided up to help nonnative speakers. This way these students can focus on a smaller part of the project. ||||||   ||   ||
 * |||| ** Gifted/Talented Students- ** This unit generally lends itself to many levels of students. For gifted/talented students, I should see them leading groups, and putting much more into Glogster and xtranormal. ||||||   ||   ||
 * ** Materials and Resources Required For Unit- ** When students are placed in groups and allowed to measure, observe, and research their shape I will need protractors and rulers. ||   ||
 * === Technology – Hardware (Click boxes of all equipment needed) === ||  ||
 * || I will need to be in the computer lab for days 2-11 so I can allow time for the students to work, do a peer evaluation, and spend time presenting. ||  ||   ||   ||   ||   ||
 * === Technology – Hardware (Click boxes of all equipment needed) === ||  ||
 * || I will need to be in the computer lab for days 2-11 so I can allow time for the students to work, do a peer evaluation, and spend time presenting. ||  ||   ||   ||   ||   ||


 * ** Technology – Software ** (Click boxes of all software needed.) ||
 * I will need Glogster and the world wide web. ||  ||   ||
 * I will need Glogster and the world wide web. ||  ||   ||


 * ** Printed Materials ** || Project outline, Poster grading rubric, Geometry textbook. ||
 * ** Supplies ** || Scissors ||
 * ** Internet Resources ** || Glogster.com and xtranormal.com ||
 * ** Other Resources ** || - ||

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