Introduction:
As educators, it is our responsibility to equip students with the skills necessary to be productive citizens. Because knowledge is always changing, we must equip them not with the skills they need today, but with the skills they will need in the future. How students acquire knowledge should place more emphasis on applying the knowledge instead of merely content (Bates, 2015).
Over the past year, I have designed an innovation plan to help create a significant learning environment for students. I used Fink's Learning Outcomes Three-Column table and Understanding by Design template developed by Wiggins and McTighe to create a 7th grade geometry unit that allows students to connect new knowledge to prior knowledge and the classroom to real-life.
Over the past year, I have designed an innovation plan to help create a significant learning environment for students. I used Fink's Learning Outcomes Three-Column table and Understanding by Design template developed by Wiggins and McTighe to create a 7th grade geometry unit that allows students to connect new knowledge to prior knowledge and the classroom to real-life.
Learning Goals:
Foundational
Learners will identify and describe the attributes of two-dimensional shapes.
Learners will identify and describe the attributes of three-dimensional shapes.
Application
Learners will locate and apply formulas to calculate the area of two-dimensional shapes
Integration
Learners will solve for the total surface area of three-dimensional figures by combining all two-dimensional sides.
Learners will use formulas to solve for the volume of three-dimensional shapes.
Learners will extend their knowledge to other examples of 3D Geometry in real life
Human Dimension
Learners will analyze how well they were able to collaborate with others.
Caring
Learners will review others work and provide feedback
Learning How to Learn
Learners will examine their work and discuss their process and changes they would make.
Learners will use a 3D online builder to design a 3D diagram of their assignment.
Learners will identify and describe the attributes of two-dimensional shapes.
Learners will identify and describe the attributes of three-dimensional shapes.
Application
Learners will locate and apply formulas to calculate the area of two-dimensional shapes
Integration
Learners will solve for the total surface area of three-dimensional figures by combining all two-dimensional sides.
Learners will use formulas to solve for the volume of three-dimensional shapes.
Learners will extend their knowledge to other examples of 3D Geometry in real life
Human Dimension
Learners will analyze how well they were able to collaborate with others.
Caring
Learners will review others work and provide feedback
Learning How to Learn
Learners will examine their work and discuss their process and changes they would make.
Learners will use a 3D online builder to design a 3D diagram of their assignment.
Desired Results:
The final outcome is for students to have an understanding of two and three-dimensional geometry in real life situations. Students will use geometric concepts to plan, design, and find the surface area and volume of their real life in-ground swimming pool. Students will need to use previous knowledge, research and peer communication to complete the assignment. Students will need to use critical thinking to create a three dimensional figure from two-dimensional shapes. Students should understand that working with peers and researching information can help develop solutions to problems.
Audience:
This course is a required 7th grade math class for students and a Texas Middle School near Houston. The school is in an affluent area with a scattered population of economically disadvantaged students. Students are between the ages of 12-15. The district has high state test scores and low drop out rate.
Outline & Materials
Chapter: 2D & 3D Geometry
Unit 1: Two-dimensional shape review
Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Fink, L.D. (2003) A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.
Wiggins, G.P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for supervision and curriculum development.
Unit 1: Two-dimensional shape review
- Video on using formulas to find area
- Triangles, rectangles, parallelograms, trapezoids, circles
- Practice finding using formula to find area website
- Discussion (post or online conference)
- Assessment on using formulas to find area
- Video or website on two dimensional pool views
- Assignment directions for drawing a two dimensional view of a swimming pool on graph paper (must include measurements)
- Assignment directions for using software to sketch a two dimensional pool
- Discussion post
- Video on nets
- Assignment directions for creating a net of student’s swimming pool with graph paper and poster board (must include measurements)
- Assignment directions for creating a net of student’s swimming pool using online software.
- Discussion post
- Video on finding area of nets
- Assignment directions for finding area of swimming pool net
- Discussion Post
- Video on volume
- Assignment directions for finding the volume of swimming pool
- Discussion post
- Discussion post
- Assignment directions -students will create a final product
- All process steps
- Challenges and setbacks
- What would be done different
Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Fink, L.D. (2003) A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.
Wiggins, G.P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for supervision and curriculum development.