21^{st} Century Technology Teams Unit/Project Plan
(Based upon ISTE & UbD models – Used with permission)
NOTE: Completed Unit/Project Plan and related materials must be submitted electronically by 11/17/10.
NOTE2: SBSD teachers are encouraged to use Rubicon Atlas, but they must be sure they include all the items identified below.
Teachers’ Names: Tom Kessler

Grade Level(s): 912

Content Area(s): Mathematics

Unit/Project Title: Conditional Statements and Two Column Proofs

Stage 1: Desired Results
Essential Question(s) – What essential question(s) are you addressing?
1. What do I base a decision upon?
2. What are the needed steps to correctly write a proof?

Standards, GEs, and 21^{st} Century Skills – What do you want students to know and be able to do? You must have at least one of each of the following. (Please include the descriptions for each standard, GE, and 21^{st} Century Skill)
Content Standards:

IT Standards from SBSD Information Technology Power GE’s
 “Basic Operation and Hardware”, tools to capture images
 “Social, Ethical, and Human Issues”, acceptable use demonstrating safe,legal, ethical behavior on the Internet
VT Mathematics GE MHS13
applies knowledge of similarity, congruency
NETS*S Communication and Collaboration
interact, collaborate, and publish with peers
contribute to project teams

21^{st} Century Skills:
1. Information, Media, and Technology Skills
 use and manage information
2. Learning and Innovation Skills
 critical thinking
 communication and collaboration


Stage 2: Assessment Evidence and Assessment Tools
Assessment Evidence – What will students do or produce to demonstrate their mastery of each standard, GE, or skill? (Note: All standards, GEs, and skills listed above must be addressed).
Performance Task(s): Students will receive an envelope that has every written statement and reason needed (including extras that are valid but not needed) for a specific 2column proof regarding triangle congruency and the use of CPCTC (Corresponding Parts of Congruent Triangles are Congruent). Collaborating in small groups, each student will participate in the decisionmaking process of putting the scrambled statements and reasons in an appropriate order to complete the proof. Students will be encouraged to find more than one way to successfully complete the proof. Completed proofs will have the individual strips of statements and reasons in appropriate order. The groups will then share their completed work by displaying it on the document camera for the other groups to compare/contrast to their answers.

Other Evidence: One on one conversations with the students, group discussions within the classroom atmosphere.

Assessment Tools – How will you assess what students do or produce? How will students know if what they’ve done is “good enough”? (Note: All standards, GEs, and skills listed above must be addressed).
Rubric: RubricGeom.Triang.Congr..doc

Other Tools: 1. Reviewing their personal reflection of the unit on Blog site.
2. Informal assessment during class time, group discussions.

Stage 3: Learning Plan
Overview – This is a short summary of the lesson or unit including assignments or possible products.
The noted “performance task” above is the main activity. However, there will be a preliminary skills worksheet(s) and brief review involving conditional statements and two column proofs. After the main activity above, there will be demonstration of their understanding by group discussion and their replies on the class Blog site.

Resources – What resources will you use in your project (e.g., digital tools, web pages, print resources, etc.)?
Preparation – What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?
 Students need to base their decision of two triangles congruent or not upon the congruency postulates (i.e. ASA,SAS,SSS,AAS). To assess this, use the Congruency worksheet from the KutaSoftware web site listed in Resources above. This will identify students with difficulties deciding which congruency postulate to use. To help them, encourage them to mark the congruent angles and lengths in a different bright colored pen that is provided for them.
 Students need a basic foundation to the organization of a two column proof. Simpler proofs (beginning with the solving of algebraic equations) will first be introduced, demonstrated, and practiced. Selecting appropriate reasons is often the challenge. To alleviate this, a “Bank Of Reasons” will be posted on a wall in the room for the students to refer to.

Management – What strategies will you use to manage the project (e.g., benchmarks for tracking student progress, plans for grouping students, a scheme for allocating and sharing technology, etc.)? How and where will your students work (e.g., classroom or lab, individually or in groups, etc.)?
 Students will submit worksheet(s) demonstrating their ability to declare which triangle congruency is shown (if any) between two triangles.
 Students will reflect upon their learning on a Blog site.
 Students will work in small groups in class and independently on the computer at school or an off site location.

Timeline for Instruction and Activities – List the learning activities you will use and provide a timeline that indicates what students must complete and by when.
Approximate Timeline: 4 Class periods (80 min. each)
Initial review of conditional (Ifthen) statements tied to triangle congruency (Day1).
Review of triangle congruency methods required for completion of group work (Day 1), utilizing worksheets in groups.
Introduce proving triangles using worksheets, discussion, and groupwork (Day 2).
Groups will correctly organize the statements and reasons of a two column proof of triangle congruency (Day 23).
Students utilize the document camera to display their completed proofs (Day 3).
Students will reflect upon these activities on the Geometry Blog site that has been created (Day 34).

Instructional Strategies – Describe how you will use any of the strategies listed below in your unit/project. NOTE: You don’t have to use them all!
ProjectBased Learning: The group work of correctly putting the mixed up statements and reasons in proper order requires logical thinking and deductive reasoning skills to complete a task.

Differentiated Instruction: Students will complete various tasks that display their understanding of triangle congruency. They will verbally participate in class, complete worksheet(s) of basic triangle congruency, participate in group discussions to complete two column proofs, and will use technology (document camera, internet) when sharing their knowledge.

InquiryBased Learning:

Constructivism: Constructivism usually involves the learner discussing and reflecting upon what has been learned. This is to occur when they enter their reflections on the Blog and in small group discussions along the way.

Learning Centers: Students may initiate to use different methods of sharing their information/tasks by volunteering to utilize the document camera, replying to others’ posted Blog reflections, transitioning from group member to group leader to share a group’s answers.

Collaborative Groups:

Other:

Closure and Reflection – How will you wrap up the unit (e.g., a culminating activity)? How will students reflect upon their work?
Students will…
 Submit completed worksheet(s) from class group work.
 Students will receive teacher scored rubric after all activities (including student Blog posting).
 Students will be required to post a comment to the geometry blog site, reflecting upon their understanding of the Essential Questions.

Adapted from: National Educational Technology Standards for Students, Second Edition, © 2007, ISTE ® (International Society for Technology in Education), www.iste.org. All rights reserved.
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