Micro Lesson #3: Calculating Area and Perimeter

Lesson Plan

Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions:

·      What do the students need to know prior to the lesson?

o   In order to succeed with this lesson students will need to know what a rectangle is and how to multiple and add. This knowledge is necessary because this lesson will teach students how to calculate the are and perimeter of rectangles and the operations they will need to be able to do to complete all of the area and perimeter calculations are multiplication and addition. Students also need to have background information on how to use the computer and type in a URL to access the quiz at Kahoot.it. 

·      How will prior knowledge and experience be assessed?

o   Prior knowledge and experience will be addressed during the direct input/guided practice section of the lesson where the students will have to work with the teacher to calculate areas and perimeters. This will be an informal assessment.

·      How will you use this information in the planning process?

o   This information will be used in the planning process by determining whether or not the teacher needs to teach multiplication and/or addition before continuing on with the lesson on area and perimeter. Some students may need a brief refresher on how to multiple and/or add before getting into the lesson on area and perimeter.

·      Why should the content of this lesson be taught at this grade level?

o   This is a great lesson to be taught at this grade level because it is a part of the math standards for 4^th grade. This content is also very engaging and interesting for students in 4^th grade level because they get to actually create something.

·      How do the objectives that you have for the lesson align with the standards?

o   My objectives for this lesson align perfectly with the standard that I used. They align so well because the standard requires the students to be able to apply the formulas for calculating area and perimeter in real world and mathematical problems, which is exactly what the objectives of the lesson are. The individual assignment also addresses both the standards and objectives perfectly.

·      When will the lesson be taught in the course of the school year? Why?

o   This lesson can be taught at any time throughout the school year as long as the students know how to add and multiple. However, it would make most sense to teach this lesson towards the end of the school year because then the students would have all of the basic computer and math skills needed to efficiently complete the activities found within the lesson.  

Lesson Plan: III. Implementation Reflection: Designing Instructions:

·      Why are you using the instructional methods you have described?

o   In this lesson the teacher will use a lot of visuals, class discussions and practice to learn how to calculate area and perimeter of a rectangle. The reason I am using these instructional methods is because I feel like they allow the students to access the information no matter what there learning style may be. Also, frequently checking for understanding throughout the lesson will allow the teacher to manage the pace of the lesson based upon the performance of each individual student.

·      How do the instructional methods align with what you know about best practices (think about your methods classes)?

o   These instructional methods allow the students to participate throughout the entire lesson. By allowing the students to participate the students become more engaged and the content becomes more memorable. These instructional methods also allow for lots of repetition of the content, which in return will help the students remember the important information. 

·      How are you engaging students in creative and higher order thinking?

o   I am engaging students in creative and higher order thinking throughout this lesson by asking them to create their dream house and use this creation to calculate the area and perimeter of multiple sized rectangles. They are then asked to answer questions about area and perimeter that will only be correct of they truly understand how to calculate area and perimeter. The students have to be creative by making their own 5-room dream house and calculate its area and perimeter. This requires the students to think deeper about the content instead of just copying down information given to them. They have to actually put the skill to work. 

Lesson Plan: IV. Assessment Reflection: Planning Assessment:

·      How does the assessment align with the standards and objectives of this lesson?

o   The assessment for this lesson aligns very nicely with the standard and objectives. The assessment requires the students to create their dream house, calculate the area and perimeter of their dream house, and answer questions about area and perimeter. The objectives of this lesson were to construct a compound figure that has all right angles, calculate the area of rectangles, and calculate the perimeter of rectangles, which is exactly what the assessment asks the students to do.

·      How does the assessment demonstrate that the students have been successful in learning the content?

o   The assessment when evaluated tells the teacher which students know how to calculate the area and perimeter of rectangles and which students do not know how to calculate the area and perimeter of rectangles. In other words the assessment tells the teacher which students did or did not learn the content of the lesson.

·      How does the assessment demonstrate student engagement in higher order thinking?

o   The assessment shows higher level thinking by having the students actually create their own figure to practice calculating area and perimeter with.

·      How does the assessment demonstrate that the individual student needs were met?

o   Since the assessments are completely individual assignments the teacher will be able to assess what each individual student knows. Based upon the student’s grades on the assessments the teacher will be able to tell which students need to be retaught the lesson.

Lesson Plan: V. Materials & Resources Reflection:

·      How does your lesson meet each of the ISTE NET’s Standards?

o   My lesson meets all of the ISTE NET’s Standards because it allows for students to be creative, use technology, and it requires the students to practice digital age citizenship and responsibility.

·      How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

o   My students are asked to be creative by creating their dream house. The students also take a quiz in a new way using Kahoot.it.

·      How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?

o   Students calculate the area and perimeter of a figure that they create, which teaches them how to use the area and perimeter formulas. They will also learn how to navigate the Internet and use the website where they have to access the Kahoot.it quiz. Rubrics are used to grade the assessments at the end of the lesson.

·      How does your lesson meet Standard 3: Model Digital Age Work & Learning?

o   Students watch the teacher navigate the Internet when showing the video to the class. Proper Internet skills will be modeled at this time.

·      How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by:

o   Advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

§  The video shown in class is cited. Students are given a specific URL to link them to the website where they will complete the quiz on area and perimeter. The students will be aware that even though the teacher created the quiz they are taking he/she did not create the Kahoot website.

o   Addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

§  The assessment where the students have to participate in a quiz on area and perimeter will be completed in class using computers that the students are provided with. This will give all students access to a computer to complete the assessment.

o   Promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

§  The student’s will not be communicating or typing anything online. However, they will be made aware of how to act when using technology.

o   Developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

§  My lesson does not have students talking to other students using digital communication. However, I will make sure that the Kahoot.it quiz is appropriate for all cultures in my classroom.

Micro Lesson #2 Reflection

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe.
• What went well and what didn't go well during the implementation of your lesson?
• During this lesson I feel like the things that went really well included: mastering the objective, teaching the parts of a bar graph, and making a bar graph as a class. Based upon the assessment at the end of my lesson each of my students mastered the objective with 100%. The direct instruction part of the lesson when I taught parts of the bar graph went very well because the students were all engaged, answered the questions and grasped the content very well. The things that didn’t go well were the song, 10 Little Butterflies, at the beginning of the lesson and I ran short on time. I feel like the song did not go as well as it could have because the students did not seem very engaged with the song and did not want to sing along. I ran a little short on time simply because my students were not actual 2^nd graders. If I was actually teaching the lesson to 2^nd graders it would have ran longer because the students would have taken longer to answer questions and complete the given activities.
• How well was the alignment to objectives and standards maintained?
• The standards and objectives were very clear throughout the entire lesson. The assessment given at the end of the lesson measured the skills outlined in both the standard and objectives perfectly.
• Describe any modifications made during the implementation of the lesson.
• The only modification I made throughout the implementation of this lesson was when collecting data for our class bar graph I had students vote multiple times. The reason I had the students vote multiple times is because I only taught the lesson to two students so we needed more data to make a meaningful graph.
2. Mechanics:
• What technologies did I use (for the teacher and the learner)?
• Both the teacher and the students used their computers during this lesson.
• How were the technologies used (by whom and in what manner)?
• The teacher used the computer to show the sing along of the song, 10 Little Butterflies. She also used the computer to get to the Kids’ Zone website to show the students how to use the website to create a bar graph. The student’s used the computer to access the Kids’ Zone website to create their own bar graphs based upon the data they collected.  
• My lesson was within the correct time frame?
• My lesson was a little short simply because my lesson plan was designed for 2^nd graders who would have needed more think time during the activities. Second grade students would have also taken more time to create the online bar graph because they wouldn’t be as familiar with the technology. 
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning; attached in Blog Phase I
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson


• Marie's Class Graph         
  
   
  
  
  • Shelby's Class Graph 
  
  
  
   
  • Marie's Individual Assignment 
  
  
  
  
  
  
  
  
  
   
• Shelby's Individual Assignment 

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
• Both of my students mastered the skill of being able to create a bar graph and answer questions using their graph. They both received full points on their rubric for the individual assignment and participated fully in all of the activities.
• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?
• I feel like my lesson was very successful. However, I should have explained how to make a bar graph online step by step instead of just summarizing how to do so. I should have also made sure that everyone was on the right part of the website to make their bar graph, so that the steps would have all matched the sample I did when explaining how to make a bar graph online. Even though the part of the lesson where the students made a bar graph online was a little confusing at first, everyone eventually grasped how to do it and made perfect bar graphs utilizing the online website.   
• How do the comments from your classmates support this?
• The comments from my classmates support this because they gave me all 5s on my survey. The only comment left by one classmate was that at first the Kids’ Zone website was a little confusing when trying to make a bar graph online. However, this person did comment that once I explained how to make the bar graph online for a second time that they really liked the activity and learned a lot from it.
1. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
• I learned that when creating future lessons and learning activities I need to make sure and provide extension activities for those students who finish early. I also learned that when using technology that the students have not used before that you need to explain how to use it in a step-by-step manner. For my next micro lesson I will make sure to incorporate higher level thinking activities to ensure that I take all of the allotted time. I also hope to incorporate technology into my next micro lesson that I have not used before.  

Micro Lesson #2: Creating Bar Graphs

Lesson Plan Link

Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions:

·      What do the students need to know prior to the lesson?

o   In order to succeed with this lesson students will need to know what a graph is and what they are used for. This knowledge is necessary because this lesson will teach about one type of graph and not about graphs in general. Students also need to have background information on how to use the computer and type in a URL. 

·      How will prior knowledge and experience be assessed?

o   Prior knowledge and experience will be addressed at the very beginning of the lesson by asking students to raise their hand if they know what a graph is used for? This will be an informal assessment.

·      How will you use this information in the planning process?

o   This information will be used in the planning process by determining whether or not the teacher needs to explain what a graph is used for before teaching about a specific type of graph, a bar graph. Some students may need a brief description of graphs before getting into the lesson on bar graphs.

·      Why should the content of this lesson be taught at this grade level?

o   This is a great lesson to be taught at this grade level because it is a part of the math standards for 2^nd grade. This content is also very engaging and interesting for students in 2^nd grade level because they get to actually create something.

·      How do the objectives that you have for the lesson align with the standards?

o   My objectives for this lesson align perfectly with the standard that I used. They align so well because the standard requires the students to be able to construct a bar graph and then be able to answer questions about the bar graph they created, which is exactly what the objectives of the lesson are. The only part of the standard that will not be taught in the lesson is picture graphs, so this standard would definitely have a second lesson to go with it. 

·      When will the lesson be taught in the course of the school year? Why?

o   This lesson can be taught at any time throughout the school year as long as graphs in general have already been taught. However, it would make most sense to teach this lesson towards the end of the school year because then the students would have all of the basic computer and math skills needed to efficiently complete the activities found within the lesson.  

Lesson Plan: III. Implementation Reflection: Designing Instructions:

·      Why are you using the instructional methods you have described?

o   In this lesson the teacher will use a lot of visuals, class discussions and practice to learn how to make a bar graph and answer questions using a bar graph. The reason I am using these instructional methods is because I feel like they allow the students to access the information no matter what there learning style may be. Also, frequently checking for understanding throughout the lesson will allow the teacher to manage the pace of the lesson based upon the performance of each individual student.

·      How do the instructional methods align with what you know about best practices (think about your methods classes)?

o   These instructional methods allow the students to participate throughout the entire lesson. By allowing the students to participate the students become more engaged and the content becomes more memorable. These instructional methods also allow for lots of repetition of the content, which in return will help the students remember the important information. 

·      How are you engaging students in creative and higher order thinking?

o   I am engaging students in creative and higher order thinking throughout this lesson by asking them to create their own bar graphs with data they collect. They are then asked to answer questions about their graph that will only be correct if they created the bar graph correctly. The students have to be creative by making a bar graph on the computer. This requires the students to think deeper about the content instead of just copying down information given to them. They have to actually put the skill to work. 

Lesson Plan: IV. Assessment Reflection: Planning Assessment:

·      How does the assessment align with the standards and objectives of this lesson?

o   The assessment for this lesson aligns very nicely with the standard and objectives. The assessment requires the students to collect data, create their own bar graph, and answer questions pertaining specifically to their bar graph. The objectives of this lesson were to collect data, create a bar graph, and use a bar graph to answer questions, which is exactly what the assessment asks the students to do.

·      How does the assessment demonstrate that the students have been successful in learning the content?

o   The assessment when evaluated tells the teacher which students know how to create a bar graph and answer questions and which students do not know how to create a bar graph and answer questions. In other words the assessment tells the teacher which students did or did not learn the content of the lesson.

·      How does the assessment demonstrate student engagement in higher order thinking?

o   The assessment shows higher level thinking by having the students actually create a bar graph. It also requires higher level thinking because it requires the students to collect their own data to create the bar graph.

·      How does the assessment demonstrate that the individual student needs were met?

o   Since the assessment is almost completely an individual assignment the teacher will be able to assess what each individual student knows. Based upon the students grade on the assessment the teacher will be able to tell which students need to be retaught the lesson.

Lesson Plan: V. Materials & Resources Reflection:

·      How does your lesson meet each of the ISTE NET’s Standards?

o   My lesson meets all of the ISTE NET’s Standards because it allows for students to be creative, use technology, and it requires the students to practice digital age citizenship and responsibility.

·      How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

o   My students are asked to be creative by creating a bar graph completely online. This gives the students a great resource of how to make a bar graph online.  

·      How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?

o   Students create a bar graph online, which teaches them how to make a bar graph with all of its components. They will also learn how to navigate the Internet and use the website where they have to create the graph. A rubric is used to grade the assessment at the end of the lesson.

·      How does your lesson meet Standard 3: Model Digital Age Work & Learning?

o   Students watch the teacher navigate the Internet when showing the video to the class. Proper Internet skills will be modeled at this time.

·      How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by:

o   Advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

§  The video and picture shown in class are cited. Students are given a specific URL to link them to the website where they will create their bar graphs. The students will be aware that the teacher did not create the website and that Kids’ Zone Learning did.  If students look anything up online they will be expected to cite their information.

o   Addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

§  The assessment where the students have to create a bar graph online will be completed in class. This will give all students access to a computer.

o   Promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

§  The student’s will not be communicating or typing anything online. However, they will be made aware of how to act when using technology.

o   Developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

§  My lesson does not have students talking to other students using digital communication. However, I will make sure that the website where the bar graph is being created is appropriate for all cultures in my classroom.