Assignment 4 Charles Kelley-2

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)

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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)


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


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

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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.

Assignment 4 Charles Kelley-2

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