Integrating the Internet
Integrating the Internet
JANEAL GROSINGER - EDTECH 541
For this assignment, I developed a lesson plan with a learning activity for my second - third grade math class. l have incorporated three Internet resources that directly relate to my content topic. The learning activity utilizes Internet resources such as Web 2.0 tools, specifically problem-based learning, web-based lessons, and a webquest.
Lesson Title & Subject(s): Perimeter and Area
Topic or Unit of Study: Mathematics
Grade/Level: 3
Class Overview:
Class comprises a variety of students with different abilities and backgrounds:
• 26 students total (15 boys and 11 girls)
• 19 students are on-grade-level readers
• 5 students are two grades above reading level (2 with identified gifted exceptionalities)
• 2 students are English language learners at the intermediate level
Seating Arrangement:
The students will be seated in groups of 4-5 students with their desks pushed together in a 2 x 2 placement to create a small tabletop work surface.
Prior Knowledge:
Prior to engaging in this lesson, students should be proficient in measuring length using nonstandard units and know the names and attributes of polygons. Students also have background knowledge on how to measure area and perimeter. Also, students should have background knowledge on how to operate a Chromebook.
Lesson Overview:
During the lesson, the students will use Web 2.0 tools to advance their knowledge of measuring the area and perimeter of polygons. The use of these tools will increase student engagement during the lesson, get the students out of their desks and moving around, and activate their critical thinking skills. In addition, these tools offer teachers real-time updates on student progress and feature ease-of-use technology so students can work independently or in small groups. The teacher will begin the lesson by reviewing with the students how to measure and calculate the area and perimeter of a polygon. Following this review, students will work with the following programs: Edgenuity – to calculate a base assessment of their current knowledge in the subject, Goose Chase – a fun and interactive way to continue their learning on area and perimeter, and Nearpod – a final assessment for the teacher to measure mastery of the subject.
Students who demonstrate understanding can:
Measurement and Data
CCSS .math.content.3.MD.C.7.A Relate area to the operations of multiplication and addition.
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
CCSS .math.content.3.MD.D.8 Geometric measurement: recognize perimeter
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths and finding an unknown side length.
By the completion of this lesson, students will be able to:
Find the area of a rectangle using whole numbers on each side
Show the area of the rectangle in square meters. For example if the sides of a rectangle are 2cm on the short side and 3cm on the long side, then the answer is 6cm2
Find perimeter of a polygon using whole numbers on the sides
Instructional Materials:
Chromebook for each student
SmartBoard and markers
Resources and Online Links:
The teacher will begin the lesson by reviewing with the students how to measure and calculate the area and perimeter of a polygon.
Learning Activity #1 Edgenuity
The purpose of this learning activity is to help students improve their understanding of area and perimeter. Utilizing the Pathblazer portion of the program, the students will begin with an adaptive screener to determine their functional level.
Students will work individually on this program, on their Chromebooks, at their own desks.
A preliminary diagnostic pretest will pinpoint any gaps in the current learning levels.
Once the student completes the pretest, the program automatically identifies where the student needs additional help and targets the learning in that area, thereby allowing all students in the class, regardless of learning level, to work towards mastery and beyond in the lesson. Students will utilize computational thinking in this portion of the lesson.
The program will use a combination of real-world contexts and direct instruction and modeling to move the student through the program. Scaffolding and immediate feedback will help guide the students. The lesson will be focused on calculating area and perimeter and will use brightly colored images to engage the students.
Students will continue this independent work time for 15 minutes to ensure knowledge of the subject prior to beginning the next step of the lesson.
Learning Activity #2 – Goose Chase
For this second portion of the lesson, students will be utilizing the GooseChase mission on perimeter and area. Students will use acquired knowledge of perimeter and area to complete this webquest. This webquest will help get the students out of their desks while continuing their learning.
The teacher will post the webpage address on the Smartboard so the students can log onto the game on their Chromebooks.
Once logged onto the Goose Chase program, students will work with a partner to complete the following tasks:
Using building blocks to construct a rectangle whose perimeter is 36 units. One block will be equal to one unit.
Determine the perimeter of their desk. Snap a picture of the desk and a note showing the distance around it. If a camera is not available in the classroom, the students can just record the distance around the desk.
A rectangle has a length of 7 cm and a width of 6 cm, what is the area of the rectangle?
Use graph paper to draw 2 rectangles whose perimeter is different, but whose area is the same.
If the length of the rectangle is 10 cm and the width is 5 c, what is the perimeter?
Find the perimeter of your math book by using post-it notes. Take a picture with a post-it that has the final perimeter. If a camera is not available in the classroom, the students can just record the perimeter of their math books.
Using post-it notes, create a rectangle whose perimeter is greater than its area.
Use the tiles on the floor as your measuring tool, what is the area of the classroom?
The teacher can decide if she wants to set a start/stop time for the webquest. She can decide whether she wants to pre-create the groups of 2 teammates, or allow the students to choose their own partner. The teacher can also decide if she wants to create teams by learning levels and/or accommodations.
Students should record their answers in the program.
The teacher will be able to see the students entering their information into the program. She can view the teams by points earned or alphabetically.
Teacher will record the scores for each team member as a formative assessment.
Learning Activity #3 Nearpod
The purpose of this learning activity is to assess the students on their understanding of perimeter and area.
This learning activity will be used as the summative assessment for the lesson.
The teacher will have each student work individually on answering the questions.
Using an assessment created by the teacher on perimeter and area, the teacher will upload the program directly into Nearpod. Students will answer the questions in the program. Questions will be similar to ones they have already seen in the first and second activity of this lesson.
Using this interactive media, the teacher will complete real-time checks for understanding of all students by utilizing the student-paced function of the program.
The teacher will be available to circle the classroom to assist the students if they need help understanding the question, but will not offer assistance on answering the question.
The instructor will use the results of this summative assessment to guide the learning in tomorrow’s lesson, if review is needed.
Formative Assessment:
The students will take a pretest through the Edgenuity online program to determine their base level of understanding at the beginning of this lesson.
The results of each individual test will be visible to the teacher so she can adjust her instruction for each student throughout the lesson. The teacher can use this information to guide her modeling as she walks around the room, in addition to determining how to assign which students will work together in the small group instruction.
Summative Assessment:
The students will complete a summative assessment through a Nearpod program.
After the complete of the instruction portion of this lesson, the students will show their understanding of perimeter and area by successfully completing this assessment.
The teacher will use the real-time results of this assessment to determine if the lesson should continue into the following day’s lesson, or if only certain students need personalized instruction to guide them to mastery of the lesson.
Students will show mastery of the lesson by solving real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters by answering the questions with 85% accuracy.