Technology integration unit outline

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Technology integration unit outline

  1. 1. Technology Integration Unit Outline<br />Type only in the gray areas<br />Name:Mahmood SedaghatianProject Title:GeometryProject Subject:Dilations, Reflections, Rotation, and TransformationsGrade Level(s):7th – 8th GradeEmail address:msedaghatian@msn.com<br />Essential Question:What are transformations? What roles do they play in our life?Scaffolding Questions:What are the definitions of each transformation?What are the properties of each transformation?What are the rules of each transformation in coordinate geometry?What parameters are involved in each transformation and how are they used to construct the image of a geometric figure?What are the composite transformations?Approximate Length of Unit (days, weeks)Sis DaysGoals:Determine what Dilations, Reflections, Rotations, and Translations are.Demonstrate the ability to perform different transformations.Objectives:Students will be able to demonstrate the ability to perform different transformations on geometric figures in coordinate planeStudent will be able to learn on their own using technology Students will be able to practice different math concepts in transformational geometryStudents will be able to present their activity in Power Point Presentation to the class.Unit Summary and Sequence of Events – give details:Day 1 (40 minutes) Students will be instructed to go to the computer lab. The computer lab needs to be equipped with either a blackboard or a Smartboard The instructor will begin the lesson by talking about what transformational geometry is (brief background) and introduce the first transformation: Dilatation Students will be then given a worksheet to complete HW – back of the worksheet has the HW assignment The worksheet will instruct them to do the following: Go to the following website: http://nlvm.usu.edu/en/nav/category_g_3_t_3.html and click on “ Transformations – Dilation ” On the website, there is an activity the students will complete Students will answer the activity questions, come up with a definition, properties, general rules, and a symbol for what a dilation is Students will complete the back of the worksheet for HW Day 2 The lesson will start off with collecting the worksheet from the previous day and introduce the new transformations: Reflection and Rotation Students will be then given a worksheet & HW to complete (similar to day 1) to complete Day 3 The lesson will start off with collecting the worksheet from the previous day and introduce the new transformations: Translation Students will be then given a worksheet & HW to complete (similar to day 1) to complete Once finished with translation worksheet, students will either finish any worksheets they have not finished, or the Composition Activity (bonus points) Days 4 & 5 Divide the class up into 4 groups. Each group (assigned or not) will create a poster on 1 of the 4 (assigned) transformations featuring: The rules for the transformation Properties of the transformation Symbol of the transformation Examples of the transformation Each group will get the worksheet for their transformation back graded They will use the following website: http://www.glogster.com/ (The teacher will sign up for an account and the students will all use the same user) These posters should be very detailed and precise. They should feature organization, color, precision, and uniqueness. Day 6 Students will get back all the worksheets graded Presentations of the posters on the Smartboard Students will take/edit notes on all the transformations Teacher will grade the posters & the presentations Timeline Day 1 Introduction Dilations Day 2 Reflections Rotations Day 3 Translation Online Activity Day 4 Create a Poster featuring one of the transformations (assigned)Day 5 Finish posters Day 6 Presentations Software and Hardware needed:NVLM, Smartboard, Poster Website, Microsoft Office 2003 or higher, Internet and Worldwide Web, http://www.glogster.com, Geometry Textbook<br />Accommodations for Differentiated InstructionResource Student:To be paired with the gifted student to do the computer lab and worksheets. To skip poster making (days 4 & 5) and practice on the concepts under the peer and teacher supervision.To be provided with clear and easy instructions to follow.Gifted Student:To assign a section to the poster showing the applications of transformations in medicine, science, architecture, and telecommunication.<br />IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this documentSpecific Teacher Performance Expectations (TPEs):TPE 1b:  Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments Teaching Mathematics in a Single Subject Assignment Candidates for a Single Subject Teaching Credential in Mathematics demonstrate the ability to teach the state-adopted academic content standards for students in mathematics (Grades 7-12). They enable students to understand basic mathematical computations, concepts, and symbols, to use them to solve common problems, and to apply them to novel problems. They help students understand different mathematical topics and make connections among them. Candidates help students solve real-world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations. They provide a secure environment for taking intellectual risks and approaching problems in multiple ways. Candidates model and encourage students to use multiple ways of approaching mathematical problems, and they encourage discussion of different solution strategies. They foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problems. Additionally, Single Subject Candidates help students in Grades 7-12 to understand mathematics as a logical system that includes definitions, axioms, and theorems, and to understand and use mathematical notation and advanced symbols. They assign and assess work through progress-monitoring and summative assessments that include illustrations of student thinking such as open-ended questions, investigations, and projects. TPE2:  Monitoring Student Learning During LearningUse progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state-adopted academic content standards for students. TPE4:  Making Content Accessible Incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum.Specific CA Content Standards:22.0 Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections. 16.0 Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line. Specific ISTE Tech Standards for Teachers:Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:a.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.b.develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.c.customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.d.provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:a.participate in local and global learning communities to explore creative applications of technology to improve student learning.b.exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.c.evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.d.contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their Specific ISTE Tech Standards for Students: Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:a.apply existing knowledge to generate new ideas, products, or processes.b.create original works as a means of personal or group expression.c.use models and simulations to explore complex systems and issues.d.identify trends and forecast possibilities.Critical Thinking, Problem Solving, and Decision Making   Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:a.identify and define authentic problems and significant questions for investigation.b.plan and manage activities to develop a solution or complete a project.c.collect and analyze data to identify solutions and/or make informed decisions.d.use multiple processes and diverse perspectives to explore alternative solutions.<br />REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unitwww.lessonplanet.comhttp://nlvm.usu.edu/en/nav/category_g_3_t_3.htmlhttp://www.slideshare.net http://www.glogster.comGeometry textbook by Glencoe, McGraw-Hill, <br />

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