Nichole+Tarr

Nichole Tarr - email address: Nichole.Tarr@k12.sd.us

Extended experience in making and using wikis - I have used wikis in my High school geometry course to discuss and share information, in my graduate classes to collaborate with group members on reflection activities, and for professional development with my High School staff. Here are some of the wikis that I have created if you would like to see some examples: http://5thperiodgeometry.wikispaces.com, http://teamvermillion.wikispaces.com, http://vermillionhighschool.wikispaces.com,

Subject area: High School Geometry Grade level: 9-12 Time frame: 2 (50 minute) class periods Lesson title: Pythagorean Theorem || The Pythagorean Theorem could be used in what kinds of real-life situations? How could you present the Pythagorean Theorem to other students (perhaps from a far away town or city)? || (Application) 9-12.G.1.1 - Students are able to apply properties of triangles and quadrilaterals to find unknown parts.
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Nichole Tarr
 * **Brief lesson/unit Summary/Description ** ||
 * The Pythagorean Theorem is a foundational concept for the subject of Geometry. As a result of this lesson, students will not only be able to find missing side lengths in right triangles using the Pythagorean Theorem, but they will also be able to see and demonstrate its' relevance in real world settings. A "Problem of the Day" will serve as the anticipatory set to gain information about background knowledge and uncover misconceptions. Following a 6-minute video from YouTube on the history and application of the Pythagorean Theorem, students will be engaged in the content through collaborative groups, group discussion, presentation/reporting, and peer feedback. Critical thinking questions and a technology-enriched presentation assignment will serve as additional methods for students to show their mastery of the content. ||
 * **Essential Questions to guide this unit/lesson and focus teaching and learning: ** ||
 * When given 2 side lengths of a right triangle, how can the length of the third side be determined?
 * **State Content Standard/Benchmark addressed [] ** ||
 * Geometry Indicator 1: Use deductive and inductive reasoning to recognize and apply properties of geometric figures.

Algebra Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. (Comprehension) 9-12.A.2.1 - Students are able to use algebraic properties to transform multi-step, single-variable first degree equations. || (Synthesis) 9-12.NC.3.2 - Integrate technology into school, home, and community. Sample: Incorporate academic knowledge into a Technology project.
 * **State Educational Technology Standard/Benchmark addressed [] ** ||
 * Nature, Concepts and Systems Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.

Information & Communication Tools Indicator 1: Students recognize and demonstrate skills in operating technological systems. (Synthesis) 9-12.CT.1.1 - Incorporate knowledge and enhanced usage skills to create a product.

Information & Communication Tools Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity. (Application) 9-12.CT.2.3 - Utilize online information resources routinely and effeciently to meet needs for collaboration, research, publication, communication, and productivity.

Information & Communication Processes Indicator 2: Students exchange information and ideas for an identified purpose through Information Technologies. (Application) 9-12.CP.2.1 - Adapt delivery of communication based on available information technologies. || 2.CI.1: Demonstrate originality and inventiveness in work. 2.CI.2: Develop, implement and communicate new ideas to others. 2.CI.3: Be open and responsive to new and diverse perspectives. 2.CI.4: Act on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. 2.CI.5: Exercise sound reasoning in understanding.
 * **21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * Strand 2 - Learning & Innovation Skills - Creativity and Innovation Skills -

Strand 2 - Learning & Innovation Skills - Critical Thinking & Problem Solving Skills - 2.CTP.1 : Make complex choices and decisions. 2.CTP.4: Frame, analyze and synthesize information in order to solve problems and answer questions.

Strand 2 - Learning & Innovation Skills - Communication & Collaboration Skills - 2.CC.1: Articulate thoughts and ideas clearly and effectively through speaking and writing. 2.CC.2: Demonstrate ability to work effectively with diverse teams. 2.CC.3: Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. 2.CC.4: Assume shared responsibility for collaborative work.

Strand 3 - Information, Media, & Technology Skills - Information Literacy - 3.IL.1: Access information efficiently and effectively, evaluate information critically and competently and use information accurately and creatively for the issue or problem at hand.

Strand 3 - Information, Media, & Technology Skills - Media Literacy - 3.ML.1: Understand how media messages are constructed, for what purposes and using which tools, characteristics and conventions.

Strand 3 - Information, Media, & Technology Skills - ICT Literacy - 3.ICT.1: Use digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy.

Strand 4 - Life & Career Skills - Flexibility & Adaptability 4.FA.1: Adapt to varied roles and responsibilities.

Strand 4 - Life & Career Skills - Initiative & Self Direction - 4.IS.1: Monitor one’s own understanding and learning needs. 4.IS.4: Define, prioritize and complete tasks without direct oversight. 4.IS.5: Utilize time efficiently and managing workload.

Strand 4 - Life & Career Skills - Social & Cross-Cultural Skills - 4.SCC.1: Work appropriately and productively with others.

Strand 4 - Life & Career Skills - Productivity & Accountability - 4.PA.1: Set and met high standards and goals for delivering quality work on time. 4.PA.2: Demonstrate diligence and a positive work ethic (e.g., being punctual and reliable)

Strand 4 - Life & Career Skills - Leadership & Responsibility - 4.LR.1: Use interpersonal and problem-solving skills to influence and guide others toward a goal. 4.LR.2: Leverage strengths of others to accomplish a common goal. 4.LR.4: Act responsibly with the interests of the larger community in mind. || Students will be able to explain a real-life situation that involves using the Pythagorean Theorem. Students will develop a way (using technology) to teach other students about the Pythagorean Theorem. Students will use learning and innovative skills to be creative, think critically, problem solve, communicate, and collaborate. Students will use information, media, and technology skills. Students will use life and career skills to show flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. ||
 * **Students will understand (lesson/unit objectives): ** ||
 * Students will understand how to find a missing side length in a right triangle using the Pythagorean Theorem.
 * **Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * Projection unit, projection screen (or SMART board), Internet, PowerPoint, Photo Story 3, YouTube video (media type="file" key="Right Triangle Video.mp4" width="300" height="300"), Microsoft word for Problem of the Day ([[file:Problem of the Day.docx]] ), wikispace to post student work to, PowerPoint of real-life examples ( [[file:Real-world Pythagorean Problems.pptx]] ) ||
 * **Procedure (learning activities)/ lessons of unit ** ||
 * 1. The Problem of the Day document should be projected onto a screen or SMART board when the students enter the classroom. Have students independently answer the 4 questions on a piece of paper or in their math notebooks. After 2-3 minutes, begin talking through the questions by asking for volunteers or calling on students to share their answers. The teacher should act as a facilitator during this activity. Do not give the correct answers or agree or disagree with student answers. Instead, when a student shares an answer or comment, ask the rest of the class if they agree or disagree. You can have them vote visually by showing a thumbs up or thumbs down. Clear up any misconceptions before moving on.

2. Ask the question, "If you know 2 side lengths of a right triangle, how could you find the 3rd side length?" Have students "think-pair-share" ideas. Don't tell them the answer, instead tell them they will be watching a short YouTube video to find out if their idea is the same as the one being presented in today's lesson.

3. Show the YouTube Video (approx. 6 minutes) on the Pythagorean Theorem. It presents some of the history, uses, and basic applications of the theorem.

4. After the video, have students get into groups of 3-4 students each. These are called their "Advisory Groups". The advisory groups should talk about: #1 What information stood out in the video, #2 Was their idea about finding the missing side length before the video the same as the idea presented in the video (Pythagorean Theorem)?, and #3 If you didn't know about the Pythagorean Theorem what other effective ways could you use to find missing side lengths in right triangles? Have one member of each group report a summary of what was discussed after about 5 minutes (or more if needed).

5. Next, the teacher will hand each Advisory group one real-life Pythagorean Theorem problem to solve collectively (make color copies of the PowerPoint slides to hand out). Each group will have a different problem. They will have approximately 3 to 5 minutes to solve the problem. When time is up, have one person from each group come up to the board and explain their problem. Project the PowerPoint slides as the appropriate group presents. Make sure that the person explaining is not the same person who presented before. Again, the teacher should not give the correct answers or agree or disagree with the students. Instead, ask the rest of the class if they agree or disagree. They can ask questions of the presenter or suggest alternative methods for solving. Encourage discussion of this type after each group presents. Clear up any misconceptions before moving on.

6. In their advisory groups, have them discuss the question "Why is it important/required to learn about the Pythagorean Theorem?" After about 3 minutes, have a new member from each advisory group present what each group discussed.

7. Present the class with their collaborative project. Suppose you need to find a way to teach the Pythagorean Theorem to a group of students from a far away town or city. How could you do that? What kind of tools do you think were used to make the YouTube video that we watched earlier today? Have students discuss options within their advisory groups and then one person reports out.

8. Using the Internet and PowerPoint (or other technology tools as approved), students in each advisory group will gather information and collect digital images to make a technology-enriched presentation about the Pythagorean Theorem. Once the slides are ready, students will import the slides into Photo Story 3 where audio and sound can be added. Each group will work collectively on one project. They will be given a rubric to explain the expectations for the assignment.

9. At a predetermined time, each group will post their videos to the class wikispace. Each group project will be assigned to a different advisory group for peer review. Each group member will type feedback for the project they are viewing on the wiki. Groups will then have time to read the feedback for their project and make changes as needed.

10. At a predetermined time, each group will present their final project the class. The project should be able to speak for itself since it was designed to be used by students that are a long distance away. The final projects will also be reposted to the class wikispace for other classes, parents, etc to view. Students will do a self-reflection on the project that can be hand-written and turned in or typed up and emailed to the instructor. ||
 * **Strategies that can teach any student ** ||
 * Please indicate the strategies used: (Discussion, Drawing, Field Trip, Games, Graphic Organizers, Humor, Manipulatives, Metaphor & Simile, Mnemonic Device, Movement, Music, Project-Based Instruction, Reciprocal Teaching, Role Play, Storytelling, Technology, Visual Aids, Visualization, Work Study, Writing, Other: ___)__

discussion, project-based instruction, reciprocal teaching, storytelling, technolgy, visual aids, writing, drawing, group work, questioning (critical thinking) || The students will work within their advisory groups to create a technology-enriched lesson on the Pythagorean Theorem for other students. The students will use group problem solving to figure out the answer to a given problem and determine how to present their material to the class. The students will present their content to the class which will help them to verbalize the material. The students will use the suggested technology (or other approved technology) to make visual and auditory lesson on the Pythagorean Theorem. The students will write their own unique problems and scripts for their lesson. The students will draw (by hand or using technology) visuals for their Pythagorean Theorem lesson. The students will think critically about the Pythagorean Theorem (see questions below).
 * **Describe application of above strategy or strategies below ** ||
 * The students will participate in various discuss activities with a partner, within their Advisory groups, and with the whole class.

Critical thinking questions: 1. Why is it important/required to learn about the Pythagorean Theorem? 2. If you didn't learn the Pythagorean Theorem what other effective ways could you use to find missing side lengths in right triangles? || Students will post feedback on the wiki for a different group's project. Students will use the project rubric/checklist to develop their presentation projects. Students will be informally assessed using critical thinking questions, class participation, and group work/collaboration. Teacher can give verbal or written feedback and points on the group presentation of the real-world problem done in step #5. Students will give each other feedback during think-pair-share activity and Advisory group activities. Teacher and peers will give feedback during the Problem of the Day activity.
 * **Assessment Method/s and description ** ||
 * Formative assessment -

Summative assessment - Students will do a self reflection journal after the project is complete. They will hand it in or email it to the teacher by a designated time. Projects will be graded based on the project rubric/checklist. Traditional quiz and/or test will/can be given at the end of the unit that will include problems involving right triangles and the Pythagorean Theorem.


 * If a student is absent or cannot meet the requirements of the project, an alternative textbook assignment or worksheet can be used with the inclusion of having them write about a real-life problem that involves the Pythagorean Theorem.

(Note: For more specific details on informal assessment strategies, see Proceedures section above.) ||
 * **Resource List ** ||
 * textbook (I use McDougall-Litell Geometry (2007 edition)), project rubric ( [[file:Pythagorean Theorem Rubric.docx]]), see Technology and Web 2.0 resources list above ||
 * **Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Peer Reviewer: ** ||
 * Melissa Knox ||
 * Melissa Knox ||