Artifact 3
This task is designed for students in a secondary mathematics classroom learning about transformations. It can however be adapted for any grade level as Geometry is the only strand to appear in each grade level.
MACC.4.G.1.3: Recognize a line of symmetry for a two dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; Identify line-symmetric figures and draw lines of symmetry.
Technology Standard, from the Florida Technology Plan: Strengthen students' ITC skills- Students develop skills to utilize technology as a tool in all areas of the curriculum.
In this task students are to become producers of technology in order to help their fellow classmates review for their upcoming test. We would have just finished our unit on transformations and now the students are to work together in groups of 4 to create a technologically-based artifact to share with the class that will help everyone to review. each group is assigned a section from the unit (translations, dilations, symmetry, rotations, etc.) each group is then given time in class to work on their artifact. After students are given time to work, they will present their product to the class. The class will have the opportunity to hear many different groups presenting the different sections. Some sections more than once. this will allow for students to see and hear the information in many different ways. A PowerPoint presentation with bulleted points may be very helpful for Student A, while the video may be helpful for Student B. Therefore through differentiating by product, this lesson is both culturally responsive and appeals to many different learning styles.
Possible forms of technology student might choose include: a video, slide show of pictures with recorded verbal explanation, PowerPoint, Prezi, a blog or Wiki page, a podcast, SmartBoard presentation, etc.
Assessment: For the assessment portion of this activity, I would judge the product made, is it accurate, is it complete, does it help students to better understand the assigned section? The other portion of the grade would come from the product itself, is it technologically based, did the students do a good job putting it together or did they not finish in time, etc.
Analysis: I believe that this lesson takes the form of Active-Infusion. In this lesson students are actively using the technology to create, as producers, an artifact of their choosing. The teacher has provided guidelines state that the artifact must be on an electronic nature, but other then that students have freedom.
The teacher will want to monitor the students' progress throughout the work time. It would probably be a great idea for the teacher to meet with each group at the beginning of the day to hear what their plans are and what form of technology they plan to use to ensure that they have all the necessary materials.
Below is an example of a SmartBoard presentation a group could make on the Dilations section.
MACC.4.G.1.3: Recognize a line of symmetry for a two dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; Identify line-symmetric figures and draw lines of symmetry.
Technology Standard, from the Florida Technology Plan: Strengthen students' ITC skills- Students develop skills to utilize technology as a tool in all areas of the curriculum.
In this task students are to become producers of technology in order to help their fellow classmates review for their upcoming test. We would have just finished our unit on transformations and now the students are to work together in groups of 4 to create a technologically-based artifact to share with the class that will help everyone to review. each group is assigned a section from the unit (translations, dilations, symmetry, rotations, etc.) each group is then given time in class to work on their artifact. After students are given time to work, they will present their product to the class. The class will have the opportunity to hear many different groups presenting the different sections. Some sections more than once. this will allow for students to see and hear the information in many different ways. A PowerPoint presentation with bulleted points may be very helpful for Student A, while the video may be helpful for Student B. Therefore through differentiating by product, this lesson is both culturally responsive and appeals to many different learning styles.
Possible forms of technology student might choose include: a video, slide show of pictures with recorded verbal explanation, PowerPoint, Prezi, a blog or Wiki page, a podcast, SmartBoard presentation, etc.
Assessment: For the assessment portion of this activity, I would judge the product made, is it accurate, is it complete, does it help students to better understand the assigned section? The other portion of the grade would come from the product itself, is it technologically based, did the students do a good job putting it together or did they not finish in time, etc.
Analysis: I believe that this lesson takes the form of Active-Infusion. In this lesson students are actively using the technology to create, as producers, an artifact of their choosing. The teacher has provided guidelines state that the artifact must be on an electronic nature, but other then that students have freedom.
The teacher will want to monitor the students' progress throughout the work time. It would probably be a great idea for the teacher to meet with each group at the beginning of the day to hear what their plans are and what form of technology they plan to use to ensure that they have all the necessary materials.
Below is an example of a SmartBoard presentation a group could make on the Dilations section.
9-5_symmetry.notebook | |
File Size: | 3298 kb |
File Type: | notebook |