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= Title: Geometry in the Real World = = By: Group B = = Subject: Math = = Grade Level: 7 =

Goals:

 * Draw, construct, and describe geometrical figures; describe the relationships between them. Show how they are used in real world construction. (Lindsey & Denise)

Objectives: (Kelly)

 * 1) Students will identify various geometric shapes in their neighborhood.
 * 2) Students will construct three geometrical figures found in the neighborhood.
 * 3) Students will compare and classify function and strength of various geometric shapes found in their neighborhood.
 * 4) Students will create and present a multimedia project of geometric shapes in their neighborhood.
 * 5) Students will create a written narrative to use within the multimedia presentation. (Julie)

Materials:

 * Video Camera (Denise)
 * Digital Camera (Denise)
 * IPod (Denise)
 * iMovie (Denise)
 * Windows Media Player (Denise)
 * Voicethread (Denise)
 * Gum drops (Kelly)
 * Toothpicks (Kelly)

Activity/Process:
> * **If students are not familiar with iMovie**, take the project slowly, one step at a time, introducing new tools with modeling as they apply to the step of the project.
 * 1) Challenge students to work in small groups of three to list as many geometric figures as possible within two minutes. (Kelly)
 * 2) Next, direct students to explore various geometrical figures brainstormed noting their function and strength. Figures may include, but are not limited to octagon, hexagon, triangle, prisms, and other various polygons.
 * 3) Third, have students select three geometric shapes to draw or construct using gum drops and toothpicks and use a digital camera to take pictures of their drawing or construction. (Kelly & Denise)
 * 4) Then, students have students search for their constructed images of geometrical figures and take pictures of them in their neighborhood. (Kelly)
 * 5) After that, have students upload photographed images into iMovie, Windows Media Player, or VoiceThread to build a multimedia project using mathematical descriptions of the figure and how their construction contributes to the strength and design of the building/object. (Denise)
 * 6) Teach students how to use iMovie, Windows Media Player, or Voice Thread prior to building the project. (Julie)
 * 1) 1. Have students create a new project and give it a name.
 * 2) 2. Begin with using titles. Students should add a title slide, and then create three "centered" titles in which they type their topic sentences from the three guiding questions (minus the interesting facts) from their reports.
 * 3) 3. Then move on to images. As with the research, it might be good for time constraints to have links for public domain images or other acceptable websites with images students can use. Most school systems have image searches blocked. Have students collect 5 or more images related to their topic, writing down the websites where they got the images from. I have students control-click the images, chose "add to iPhoto library" and then they are easily imported into iMovie.
 * 4) 4. After students import images into their project, have them create a credit slide at the end where they list credits for the images.
 * 5) 5. Now, prompt them to add more title slides, or put subtitles over pictures, which give more details into their topic sentences. These should all be shortened from their reports, requiring rephrasing or paraphrasing. Remind students they are sharing the information via text and pictures.
 * 6) 6. Students may also create their own images to add into the presentation if you have access to a scanner, or if students draw in a painting program or other program with a "save as .jpg" option (such as PowerPoint).
 * 7) 7. Have students use the duration feature to adjust slide and image times to allow viewers to see and read everything without rushing.
 * 8) 8. If you have a microphone, voice over can be an effective addition to the presentation of information.
 * 9) 9. Lastly, have students choose music either from the iLife library, or from songs allowed for student use on Freeplaymusic.com (please read the sites TOS for more info on student projects for the classroom). Music not from the iLife library must be imported into iTunes before it can be used in iMovie.
 * 10) **Saving:** Using a server or flashdrive, collect student videos that have been exported as Quicktime movies or other video files, and compile on a DVD for the class. Have students present their videos to the class.
 * 11) ** Assessing: After reviewing the steps of the entire process, have students write a reflection answering these questions... **
 * 12) 1. What steps did you go through to get from knowing very little about your topic, to creating a video about it?
 * 13) 2. What did you learn about your topic?
 * 14) 3. What computer skills did you learn along the way?
 * 15) 4. The next time you are asked to do a research project, how will you plan to do it?
 * 16) (Julie--http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=4473)


 * 1) ** How to make a movie using Windows Media Player :** (julie)
 * 2) Follow this link to teach students how to use Windows Media Player:
 * 3) == Windows Media Player tutorial ==
 * 4) ** How to use VoiceThread: ** (julie)
 * 5) Follow this link to teach students how to use VoiceThread:
 * 6) == voicethread tutorial ==
 * 7) Students write a narrative paper of five paragraphs in length, using the accompanying rubric, describing their media project.(Julie)
 * 8) Finally, students share projects with class members. (Denise)

Example of a picture found from students' walks. (Lindsey)

Differentiated Instruction: (Lindsey)

 * Below Level- Students from the on-level and below level students will be partnered up before the activity according to the teacher in order to better complete the activity.
 * On Level- see above.
 * Advanced Level- Students will be asked to describe how four of the formulas we have discussed in class can be found in the real world (on their walk). For example, the angle sum formula: (n-2) x 180. (n being the number of sides)

Assessment/Evaluation:
Creation Rubric: (Denise)
 * **Component** || **Exemplary** || **Proficient** || **Developing** ||
 * **Number of images** || Project contains at least 5 images || Project contains between 3-4 images || Project contains less than 3 images ||
 * **Images of math correlation** || All images are of geometric shapes in real world construction || 90% of the images are of geometric shapes in real world construction || 50% of the images are of geometric shapes in real world construction ||
 * **Strength and Function description** || Each image represents a particular geometric figure show strength and function. || 90% images represents a particular geometric figure show strength and function. || 50% of the images represents a particular geometric figure show strength and function. ||
 * **Narration** || Narration accompanies each image describing the strengths and how the design contributes to the construction || Narration accompanies 90% of the images describing the strengths and how the design contributes to the construction || Narration accompanies less than 50% of the images with minimal description of the strengths and how the design contributes to the construction ||
 * **Narrative Paper**
 * (JULIE)** || Paper contains five paragraphs. Each paragraph scores an average of 85% or higher, according to the writing rubric.(JULIE) || Paper contains five paragraphs. Each paragraph scores an average of 66-85% proficient.(JULIE) || Paper contains less than five paragraphs. Each paragraph scores an average less than 66%.(JULIE) ||

Writing Rubric:(Julie)
End with punctuation, Have a subject and a verb, And make sense in 5/6 sentences || Sentences begin with a capital letter, End with punctuation, Have a subject and a verb, And make sense in 4/6 sentences || Sentences begin with a capital letter, End with punctuation, Have a subject and a verb, And make sense in 3/6 sentences || Compound, Complex, Compound/complex || Simple and compound or complex || Simple and fragments || Few details || (Julie)
 * **EEFP Suggested Rubric (DRAFT) for Basic Written Language Goals** ||
 * || **3 Points**  ||  **2 Points**  ||  **1 Point**  ||
 * **Capitalization** || No more than one capitalization error in six sentences || No more than two capitalization errors in six sentences || Three or more capitalization errors in sic sentences ||
 * **Punctuation** || Correct use of punctuation in at least four out of six sentences || Correct use of punctuation in three out of six sentences || Correct use of punctuation in two out of six sentences ||
 * **Grammar** || Two or fewer grammatical errors in six sentences || Three to five grammatical errors in six sentences || More than five grammatical errors in six sentences ||
 * **Main Idea** || Clear and easily understood || Clear, though it may not be explicitly stated || Unclear or confusing ||
 * **Sentence Structure** || Sentences begin with a capital letter,
 * **Types of Sentences** || Varied: including
 * **Paragraph Structure** || Clear main idea with supporting details || Clear main idea with some supporting details || Unclear main idea,
 * **Spelling** || No more than two spelling errors in six sentences || Three to five spelling errors in six sentences || Five or more spelling errors in six sentences ||

NETS Standards: (Kelly)

 * 1) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * 2) Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * 3) Students apply digital tools to gather, evaluate, and use information.
 * 4) Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
 * 5) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior
 * 6) Students demonstrate a sound understanding of technology concepts, systems, and operations.