Intel® Teach Program Essentials Course “Angles In Your World” Unit Plan Unit Author First and Last Name Alana Garrett School District Huntsville City Schools School Name School City, State Huntsville, Alabama Unit Overview Unit Title “Angles In Your World” Unit Summary In this unit, students will learn how to identify angles as obtuse, acute, right, and straight, and apply the steps to measuring angles by using a protractor. As they construct a protractor, draw their angles, measure the angles, and locate real-world objects that contain several angles, they will analyze the characteristics of angles and successfully, accurately measure them. Subject Area Math (Measuring Angles, Graphical Org-Timeline) Technology Language (Writing and Composition in Prezi) Grade Level 6th Approximate Time Needed 1 Week, 5 50-minute class periods, Daily Unit Foundation Targeted Content Standards and Benchmarks Classify angles as acute, obtuse, right, or straight. Measuring angles to the nearest degree using a protractor Student Objectives/Learning Outcomes The learner will be able to identify angles as obtuse, acute, right, straight, and a full rotation ; construct angles; construct a protractor; measure angles to the nearest degree using a protractor; draw angles using a protractor, and identify angles in everyday shapes and objects. Curriculum-Framing Questions Essential Question Unit Questions Content Questions How does math help solve real life problems? How could I benefit in life from being able to measure objects? How does a protractor make it easier to measure angles? What are the steps we can use to measure the angle(s) of an object? Assessment Plan Assessment Timeline © 2008 Intel Corporation. All Rights Reserved. Page 1 of 5 Intel® Teach Program Essentials Course Before project work begins Questioning Journals Students work on projects and complete tasks Questioning Anecdotal Notes Peer Feedback Form Blog (w/ rubric) Prezi (w/ rubric) Presentation/Pr ezi Rubric Wiki Checklist Journals Blog (w/ rubric) Prezi (w/ rubric) After project work is completed Questioning Blog (w/rubric) Prezi (w/ rubric) Presentation/ Prezi Rubric Journals Blog (w/ rubric) Assessment Summary A Prezi presentation with a rubric for a guide and teacher evaluation will be used at the end of the week to assess students’ abilities to identify, measure, and locate angles. Anecdotal notes will be taken throughout the week to document individual students’ strengths, weaknesses, prior knowledge, and correct answers given to questions asked in class. Students will enter reflection on their learning in their journals as well as any questions they might have. Also, students will take time to enter thoughts and reflection as well as feedback obtained in class discussion in their class Blog with a rubric for guidance. During their Prezi presentation, the teacher will apply a rubric to score students on their work. All the rubrics will explain expectations and criteria for students’ use as well as teacher. The students will also be able to discuss their work in class and use these responses from peers to refine their final products. Students will response to the Essential Question in their journals, and explain how they connected concepts learned in the activities with broader concepts addressed in the Unit and Essential Questions. Unit Details Prerequisite Skills Coordination and drawing skills Writing skills Addition knowledge of a straight angle (180 degrees) Prior knowledge of what an angle is Instructional Procedures Prior to Instruction Present collection of different angles, and everyday objects or structures that contain one or multiple angles to test students’ prior knowledge about identifying angles and their types. Using questioning to guide the introduction process, the teacher will make sure each student depending on class size can identify WHAT an angle and know that there are different TYPES of angles and what they might be. Teacher can introduce and review verbally the types of angles. © 2008 Intel Corporation. All Rights Reserved. Page 2 of 5 Intel® Teach Program Essentials Course Day One At the beginning of each class students will be able to participate in a class discussion to share key concepts and get feedback from peers and the teacher. Teacher will present Essential Questions and supporting questions. Teacher will use “ARM GAME” to introduce the types of angles- Teacher uses both arms to form angle shapes such as straight angle with both arms closed together on left side (0˚-Ray) with fingertips extended; then form an acute angle with arms forming about a 35˚ angle again with fingertips extended; then arms perpendicular to each other to form a right angle; then the same thing moving arm to the right slightly to form an obtuse angle (can be about 125˚); then on to arms straight out to the sides on both sides for a “straight angle”; and finally, a 360˚ angle can be formed by holding one arm out to the side for reference, and rotating the other arm (right) in a circular motion “like playing an air-guitar” so that it forms a circle. Students should be forming a “Rotation”, which is a 360˚ angle. Teacher will then use questioning asking one student in the class to describe and angle. Then the teacher can also ask all students to stand up beside their desks, and go through the “Arm Game” angle motions together with the teacher to ensure students knowledge and understanding of the different types of angles. Finally, students will journal about their thoughts and opinions of the game, the different types of angles, and first thoughts about how to answer the Essential Question, “How could I benefit in life from being able to measure?” After activity, the teacher will review with students the activities they will be participating in to support learning. Students will keep journals, and teacher may keep anecdotal notes as well, tracking student progress. Students can enter thoughts and questions in journals, and teachers can enter the same thing in their anecdotal notes. The students will also be responsible for creating and making entries in an online blog in which they will be able to update using a rubric to ensure that they can get a good grade. Day 2 - Day 5 At the beginning of each class students will be able to participate in a class discussion to share key concepts and get feedback from peers and the teacher. Teacher will also go over Essential Questions and supporting questions. Teacher will review “ARM GAME” to introduce the types of angles- Teacher uses both arms to form angle shapes such as straight angle with both arms closed together on left side (0˚-Ray) with fingertips extended; then form an acute angle with arms forming about a 35˚ angle again with fingertips extended; then arms perpendicular to each other to form a right angle; then the same thing moving arm to the right slightly to form an obtuse angle (can be about 125˚); then on to arms straight out to the sides on both sides for a “straight angle”; and finally, a 360˚ angle can be formed by holding one arm out to the side for reference, and rotating the other arm (right) in a circular motion “like playing an air-guitar” so that it forms a circle. Students should be forming a “Rotation”, which is a 360˚ angle. Teacher will then use questioning asking one student in the class to describe and angle. Then the teacher can also ask all students to stand up beside their desks, and go through the “Arm Game” angle motions together with the teacher to ensure students knowledge and understanding of the different types of angles. Finally, students will journal about their thoughts and opinions of the game, the different types of angles, and first thoughts about how to answer the Essential Question, “How could I benefit in life from being able to measure?” After activity, the teacher will review with students the activities they will be participating in to support learning, and ask for questions, and give feedback. Students will keep journals, and teacher may keep anecdotal notes as well, tracking student progress. Students can enter thoughts and questions in journals, and teachers can enter the same thing in their anecdotal notes. The © 2008 Intel Corporation. All Rights Reserved. Page 3 of 5 Intel® Teach Program Essentials Course students will also be responsible for creating and making entries in an online blog in which they will be able to update using a rubric to ensure that they can get a good grade. Students will also be taking pictures for Prezi Presentation to be presented on Friday. After other activities are complete, teacher will introduce project and explain expectation for completion of the project to the students, and then review Prezi Project checklist and rubric, and that student progress will be monitored throughout the week. Presentation will be a Journal entry that logs the learning process and what they learned throughout the week and should include pictures they took of each other in class (or a student photographer can be assigned) and pictures will be downloaded into the presentation corresponding to the steps within the procedures. Students will be guided in their presentation of the Prezi and can refer to their checklist and rubric for the presentation. Students will also work on a poster with clipped pics of objects in real life from magazines that contain angles. Day 5- Present Prezi Projects and Review Blogs Student Sample of Prezi Presentation: Accommodations for Differentiated Instruction Special Needs Students Nonnative Speakers Gifted/Talented Students SPE Modifications: The following accommodations are provided for students who are under the Learning Acc.Umbrella: 1. Preferential seating according to need. 2. More time given for assignments, 3. More time given for tests, 4. Modified tests 5. Calculator accommodations, 6. Extra practice in class, 7.Shorter work assignments, 8.Questions and directions read out loud to them, 9. Multiplication fact chart. Students to be accommodated: Discovery Education math and social studies review and vocabulary videos according to standards being covered, Vocabulary Word Wall, Word labels on maps and classroom resources, Pictures/ Visual Aides, Assistance with reading material and test/assignment questions, Peer teaching,Simplify language used in instruction, Alternate seating for proximity to peers and teacher and Active/White boards, Comprehension checks, HW assignment written on White board, Discovery Education videos (weekly and daily basis), Read directions/instructions out loud for students. Students to be accomodated : The following accommodations are provided for students who are under the Learning Acc.Umbrella: 1. Preferential seating according to need. 2. More time given for assignments, 3. More time given for tests. 4. Calculator accommodations, 5. Extra practice in class, 6.Shorter work assignments, 7.Questions and directions read out loud to them, 8. Multiplication fact chart. Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Internet Connection Television Technology – Software (Click boxes of all software needed.) © 2008 Intel Corporation. All Rights Reserved. Page 4 of 5 Intel® Teach Program Essentials Course Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Encyclopedia on CD-ROM Printed Materials Supplies Internet Resources Other – PowerPoint, Word, Protractor internet program Math textbook Protractor Computer Stick glue Paper Pencil Computer http://moodle.hsv.k12.al.us/mod/wiki/view.php?id=1511 http://www.blogger.com/home OR garrett.blogspot.com/ Moodle website Promethean Board Magazines to clip out of, Scissors Poster- Student Resources http://alana- Other Resources Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. © 2000-2007 Intel Corporation. All Rights Reserved. Page 5 of 5