EDU 220- Educational Technology- Final Lesson Plan Template- FRICK

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Investigating Volume Using Google Sketchup

E"ic #auman !0 $"ade $eomet"y
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***this lesson plan template is an altered version of ODEs standard template for Ohio k-12 lesson plans.

Standards and Benchmarks and inicators: Geometric Measurement and Dimension Explain Volume formula and use them to solve problems G-GMD.3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Modelin !ith eometry "pply Geometric #oncepts in modelin situations G-MG.$. Use eometric shapes, their measures, and their properties to describe ob%ects. G-MG.&. "pply concepts of density based on area and volume in modelin situations.

Lesson Summary: Durin this lesson students !ill be calculatin the volume of various ob%ects. 'hey !ill use eometric modelin to estimate the area of common fi ures alon !ith determinin ho! many of certain ob%ects could fit in a iven area. 'he purpose of this lesson is to ive students the tools to calculate the volume of any ob%ect alon !ith the tools to estimate the volume of ob%ects that are irre ular. (tudents !ill be usin a computer pro ram called oo le s)etch up in order to create 3d models of real life ob%ects. 'his !ill enable them to find the volume of ob%ects and also see ho! the volume chan es !hen the dimensions of 3d ob%ects are chan ed. Estimated Duration: 3 *+-min class periods.

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Commentary: , plan on ettin the students interested in this lesson by sho!in them ho! they !ill use these s)ills in life after school and also by sho!in them some of the thin s that people have created usin oo le s)etchup. 'his !ill ive them an idea of some of the thin s they could create for this pro%ect and also et them interested in the sub%ect material. , foresee one of the reatest challen es to this assi nment bein ettin students to use the pro ram correctly and efficiently. ,f you haven-t ever used soft!are li)e this it can be challen in to fi ure out ho! to do the thin s you !ant to do. , !ill assi n my students computers !ith the more tech savvy individuals bein placed near students !ho stru le a bit more in order to foster peer mentorship, so that all of my students have the tools to succeed.

Instructional Procedures: Day 1. (tudents !ill turn on their computers and access the pre-assessment/$*min0 , !ill as) the students to start up the pro ram oo le s)etchup, and then follo! alon !ith me !hile , ma)e 3 dimensional fi ures usin the pro ram. "fter creatin each fi ure , !ill !al) around the room and ma)e sure each of the students have successfully created the shape and then move on to the next fi ure. /3&min0 , !ill ive the students time to save their !or) and lo off the computers. /3 min0 Day 2. (tudents !ill turn on their computers and load up oo le s)etch up./* min0 , !ill hand out their assi nment and o over the important aspects of the assi nment and ans!er any 1uestions that the students have./$+min0 'he students !ill !or) independently to create their ob%ects on oo le s)etchup !hile , !al) around and chec) their !or) and ans!er any 1uestions that the students have about both the pro ram and the assi nment. /3+ min0 , !ill ive the students a * min !arnin that the class is about to end and ive them time to save their !or) and lo off of the computers. /* min0 Day 3. (tudents !ill turn on their computers and load up oo le s)etch up./* min0 , !ill hand out their assi nment and o over the important aspects of the assi nment and ans!er any 1uestions that the students have./$+min0 'he students !ill !or) independently to fi ure out ho! many of the ob%ect they made yesterday they

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can fit in the area , ave them. /the area depends on the si2e of the ob%ect they created, house, football field, city, state3.etc.0 'hey !ill then need to use oo le s)etchup to create the area and a picture of their ob%ect fittin in the area. /3+ min0 , !ill ive the students a * min !arnin that the class is about to end and ive them time to save their !or) and lo off of the computers. /* min0

Pre-Assessment: , have created a pre assessment 1ui2 in oo le forms !hich , !ill have all of the students ta)e before , be in my lesson. Scoring Guidelines: 4or the pre-assessment it !ill be raded based upon completion and not for correctness. 'hrou hout the lesson there are lar e portions of the class !here the students are !or)in independently !hile , !ill be !al)in around and informally assessin their mastery of the content. Post-Assessment: "t the end of the lesson , !ill have their finished pro%ect from oo le s)etchup alon !ith the 1ui2 that , am ivin to the students. Scoring Guidelines: 4or the oo le s)etchup pro%ect , !ill have a rubric for both their ob%ect and also for the portion !here they fit the ob%ect into a specified area. , !ill also be radin the 1ui2 !hich !ill be raded both for correctness and also for appropriate steps ta)en to!ards the correct ans!er. Differentiated Instructional Support Describe ho! instruction can be differentiated accordin to learner needs. ,f a student is stru lin to meet the oals of this lesson one thin that , !ould do is specify !hat ob%ect he5she should be creatin in oo le s)etchup and insure that it is an ob%ect !ith fe! different parts so that it is a bit easier to create. 4or the second part of the lesson , !ill have the option of students ta)in an ob%ect from the internet to use if they either didn-t finish their o!n ob%ect or don-t !ant to use their ob%ect. 4or a student !ho completin the !or) faster than the rest of the class , !ill present them !ith a harder ob%ect to create !hich !ill ma)e calculatin the volume of the ob%ect a bit more challen in . , !ill also ma)e the area that they are tryin to fit their ob%ect into an irre ular shape, so that it !ill ta)e a bit more thin)in to accomplish and ta)e a bit lon er. 'hese

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differences are ta)in the indicators they are meetin and are ma)in them more challen in but still !or)in on the same sub%ect material.

Extension http.55!!!.)hanacademy.or 5math5al ebra5ratios-proportions5v5solvin -application-problemsinvolvin -units-of-volume /Volume practice0 http.55!!!.youtube.com5!atch6v78,-+9:i-f;o<feature7related /=uild a car0 ome!or" #ptions and ome $onnections

'here !ill be no home!or) durin this lesson. 'he students !ill be encoura ed to do!nload oo le s)etchup at home and practice !ith it, alon !ith havin the option of completin their class!or) at home if they don-t et it completed in class. Interdisciplinary $onnections "rt- 'here are many different thin s that can be created usin oo le s)etchup !hich can easily be considered 3d art. 'he students !ill be expected to color and desi n their creations ho!ever they !ant. (ocial studies- Durin the second portion of the lesson !here , have the students decide ho! many of a certain ob%ect can fit in a certain area, you could easily chan e the ob%ect to people and as) the students ho! many people can fit in a s1uare mile of land. 'his can lead to some interestin discussions about population density. %aterials and &esources: For teachers " computer !ith oo le s)etchup installed. Examples of a completed assi nment Mastery of the oo le s)etchup pro ram For students Each student needs their o!n computer !ith oo le s)etchup installed. Each student needs access to the internet in order to ta)e assessments.

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'ey (oca)ulary Volume Density &esearc* $onnections http.55!!!&.u!stout.edu5content5lib5thesis5&+$$5&+$$schmidt%od.pdf /tech increases participation0 Goo le ()etchup /(upport for usin oo le s)etchup in eometry classroom.0 >,9? @EAE. Attac*ments- +E$ &ES#,&$ES-P&#D,$+S

>ist and attach any additional materials created for the lesson. Aemember, you must incorporate a minimum of 4;UA instances in !hich you use instructional tech in this lesson. Each use of technolo y should be accounted for !ith an attachment. 'hese can include lin)s to assessments, examples of student !or) usin a !eb app, or presentation material you have created for the lesson. 'hese (@;U>D 9;' be lin)s to a !eb app. 'hey should represent material you have created specifically for this lesson, either to support your lesson or represent !hat student !or) mi ht loo) li)e. 'B; of your resources can be assessments. ,f you create assessments, you are re1uired only to provide a lin) to the assessment, or a file of the assessment. +E$ +E$ &ES#,&$ES-P&#D,$+ 1: Pre-+est &ES#,&$ES-P&#D,$+ 2:

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&ES#,&$ES-P&#D,$+ 3:

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&ES#,&$ES-P&#D,$+ .: Post-Assessment

Aeferences.

EDU 220- Educational Technology- Final Lesson Plan Template- FRICK

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http.55s)etchup. oo le.com5 http.55!!!.corestandards.or 5