Todd+Deschaine

=Todd Deschaine Wiki Page= = LESSON ONE - EXPANDING THE COMMUNITY =
 * Daily Lesson GAME Plan ||
 * Lesson Title: Expanding Our Community |||| Related Lessons: Scale Drawings, scale modeling, geometry, persuasive writing ||
 * Grade Level: 8th |||| Unit: Mathematics, Geometry ||
 * ==GOALS== ||
 * Content Standards:

Mathematics - NJ 2002 Core: 4.1 Number and Numerical Operations: All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. (Grades: 8) 4.1.4.1.8 C.2 Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate estimation. (Grades: 8) 4.1.4.1.8 C.3 Recognize the limitations of estimation and assess the amount of error resulting from estimation. (Grades: 8)
 * 4.1.4.1.8 C Estimation (Grades: 8)**

Mathematics - NJ 2002 Core: 4.2 Geometry and Measurement: All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. (Grades: 8) 4.2.4.2.8 A.3 Regular polygons (Grades: 8) 4.2.4.2.8 A.4 Using proportions to find missing measures (Grades: 8) 4.2.4.2.8 A.4 Scale drawings (Grades: 8) 4.2.4.2.8 A.5 Use logic and reasoning to make and support conjectures about geometric objects. (Grades: 8) 4.2.4.2.8 D.1 Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4'3" plus 7'10" equals 12'1"). (Grades: 8) 4.2.4.2.8 D.3 Recognize that the degree of precision needed in calculations depends on how the results will be used and the instruments used to generate the measurements. (Grades: 8) 4.2.4.2.8 D.5 Recognize that all measurements of continuous quantities are approximations. (Grades: 8) 4.2.4.2.8 D.6 Solve problems that involve compound measurement units, such as speed (miles per hour), air pressure (pounds per square inch), and population density (persons per square mile). (Grades: 8) 4.2.4.2.8 E.1 Develop and apply strategies for finding perimeter and area. (Grades: 8) 4.2.4.2.8 E.1 Estimation of area using grids of various sizes (Grades: 8)
 * 4.2.4.2.8 A Geometric Properties (Grades: 8)**
 * 4.2.4.2.8 D Units of Measurement (Grades: 8)**
 * 4.2.4.2.8 E Measuring Geometric Objects (Grades: 8)**

Mathematics - NJ 2002 Core: 4.4 Data Analysis, Probability, and Discrete Mathematics: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. (Grades: 8) 4.4.4.4.8 A.1 Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). (Grades: 8) 4.4.4.4.8 A.4 Use surveys and sampling techniques to generate data and draw conclusions about large groups. (Grades: 8)
 * 4.4.4.4.8 A Data Analysis (Grades: 8)**

Mathematics - NJ 2002 Core: 4.5 Mathematical Processes: All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. (Grades: 8) 4.5.4.5.8 A.1 Learn mathematics through problem solving, inquiry, and discovery. (Grades: 8) 4.5.4.5.8 A.2 Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). (Grades: 8) 4.5.4.5.8 A.2 Non-routine problems (Grades: 8) 4.5.4.5.8 A.2 Problems with multiple solutions (Grades: 8) 4.5.4.5.8 A.2 Problems that can be solved in several ways (Grades: 8) 4.5.4.5.8 A.3 Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems. (Grades: 8) 4.5.4.5.8 A.4 Pose problems of various types and levels of difficulty. (Grades: 8) 4.5.4.5.8 A.5 Monitor their progress and reflect on the process of their problem solving activity. (Grades: 8) 4.5.4.5.8 E.1 Create and use representations to organize, record, and communicate mathematical ideas. (Grades: 8) 4.5.4.5.8 E.1 Pictorial representations (e.g., diagrams, charts, or tables) (Grades: 8) 4.5.4.5.8 E.1 Symbolic representations (e.g., a formula) (Grades: 8) 4.5.4.5.8 E.1 Graphical representations (e.g., a line graph) (Grades: 8) 4.5.4.5.8 E.3 Use representations to model and interpret physical, social, and mathematical phenomena. (Grades: 8) 4.5.4.5.8 F.1 Use technology to gather, analyze, and communicate mathematical information. (Grades: 8) 4.5.4.5.8 F.2 Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information (cf. workplace readiness standard 8.4-D). (Grades: 8) 4.5.4.5.8 F.5 Use computer software to make and verify conjectures about geometric objects. (Grades: 8) 4.5.4.5.8 F.6 Use computer-based laboratory technology for mathematical applications in the sciences (cf. science standards). (Grades: 8) ||
 * 4.5.4.5.8 A Problem Solving (Grades: 8)**
 * 4.5.4.5.8 E Representations (Grades: 8)**
 * 4.5.4.5.8 F Technology (Grades: 8)**
 * ISTE NETS-S

**Standard:** 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **Standard:** 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

Instructional Objectives: The students will prepare a proposal to use previously protected open space in their community for various purposes. The proposal will include a graphic representation of their proposal, along with persuasive letters to the involved parties.

The community has an existing statute that prohibits further land development. The township is located in the pinelands region of New Jersey, and because of the statute, suffers from a low tax base. There are no commercial or industrial firms, and retail businesses are few. For this lesson, the students will pretend that the stature has been lifted, and will create a proposal to bring business to their community. || (approximately 80 minutes) |||| Students will use computers to locate open areas to place their proposed businesses. Students will be allowed to work in pairs, but the pairings should not be two students with the same proposal. || Computer lab, appropriate resources || 1. The students will submit their business, the location, and a sketch to show the feasibility of their work. This assessment does not require a rubric, and will be treated more like an exit slip for their initial work.
 * == ACTION == ||
 * Before-Class Preparation: Students are already skilled in the use of satellite images, such as those from Google Earth or Yahoo Maps. The students are currently in the midst of writing persuasive essays in Language Arts. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1 block
 * 1 block |||| Students will research the required areas that their business already uses by observing existing locations. The students will also visit the main websites of their businesses to determine if the business would actually put a new location at their proposed site. || Computer lab, notebook, calculator, printer ||
 * 1 blocks |||| Students will virtually overlay their new business onto their new location. This can be done by using various presentation software tools || Computer lab, software ||
 * 2 block |||| Students will complete a chart showing the benefits and downsides of locating their business in their chosen location. Students will present their idea to smaller groups of students in order to brainstorm the results of the plan. The other students will share their ideas while the presenter records || Chart paper, Smartboard ||
 * 2 blocks |||| Students will revise their proposals, and write a two persuasive letters: one to the township and one to the business. After review of the drafts, the students will type their letters. Any changes to the location of their business will be included, and attached to the letters. || Language Arts partner teacher, computers ||
 * == MONITOR == ||
 * Ongoing Assessment(s): There will be several assessments during this lesson.
 * Ongoing Assessment(s): There will be several assessments during this lesson.

2. A printout of the picture of the business overlaid onto existing land. There will be a rubric for this printout, and it must include a scale, the business labeled, and any other physical considerations that will be required.

3. A participation grade will be given to the students for their input and critique of the presentations.

4. The drafts of the letters will receive a class work grade from the Language Arts teacher. The students already have done similar work, and know expectations. This is included because the Language Arts teacher can utilize this work as additional practice for the upcoming standardized testing.

5. The final grade will include a rubric, detailing the requirements for each of the three portions of the final product. The students will write a background document to explain their choice of business and its location. The overlay of the business onto the existing land will be the second portion, with the persuasive letters being the final portion.

The students will be required to judge their own work using the rubric as part of their work submission. ||
 * == EVALUATE AND EXTEND == ||
 * There will be a need to continuously monitor the activity of this lesson. I have included extended time for instruction of the software in order to accommodate those students who still require help with image manipulation tools such as cutting, cropping, pasting, and ordering. The project could be compacted if the students adapt these skills more quickly than anticipated.

Since there are a few aassessments as the lesson proceeds, the final rubric will be used by the students as more of a checklist. Another consideration will be the modeling of the final product. This cross-curriculum effort has been done previously in a very informal manner, so the rubric will be a combination of the curricula.

LESSON REFLECTIONS AND NOTES: Frankly, I am really looking forward to this lesson. The opportunity to work with a teacher from another subject, especially a non-traditional mathematics partner like Language Arts, is exciting. The Language Arts teacher and I have collaborated previously; however, the work was not part of our subject areas. This is our first opportunity to combine Language Arts and Mathematics together. One area of concern was which teacher would be the lead teacher for the project, and since the Language Arts teacher knows that this is part of my master's degree, she has allowed me to be lead teacher. ||

= LESSON TWO - CIRCLE GRAPHS =
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Circle Graphs |||| Related Lessons: Percentages, Proportions, Characteristics of Circle ||
 * Grade Level: Seventh |||| Unit: Geometry ||
 * ==GOALS== ||
 * The students will be able to create circle graphs based on given data, using two construction methods. The students will recognize the strengths of each construction method while collaborating electronically with a student partner using email.

Content Standards: New Jersey Core Curriculum Content Standards for Mathematics B. Numerical Operations
 * 4.1. Number and Numerical Operations **

A. Geometric Properties E. Measuring Geometric Objects
 * 4.2. Geometry and Measurement **

A. Problem Solving B. Communication C. Connections E. Representations F. Technology ||
 * 4.5. Mathematical Processes **
 * **ISTE NETS-S**


 * Instructional Objectives:**

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes

2. Communication and Collaboration 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. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media d. Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions ||
 * ==ACTION== ||
 * Before-Class Preparation: The students have previously completed a unit on proportions with an emphasis on finding percentages. The students will use this knowledge to construct two circle graphs. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 minutes |||| First Day

The students will create a survey question with 5 possible responses. The question will be written on paper in table form so that it will be passed from student to student. || Paper and Pencils ||
 * 5 minutes |||| The survey papers will be passed among the students so that every other member of the class will answer the survey, recording the results. ||  ||
 * 25 minutes |||| The students will compute the percentages, and degrees of the circle's central angle in order to construct a circle graph by hand. Students will be encouraged to assist each other if necessary. Students will construct the circle graphs, with a rubric of the required items, such as a key, labeled sectors and percentages, a title, their name, accuracy, and aesthetics. If the graphs are not fully completed, the students will finish the work for the next class day as homework. || Calculator, protractors, paper, pencils, colored pencils, rubric ||
 * 15 minutes |||| Students will do a search on the Internet to find another survey, noting the appropriate web page where they got the information. The students will then use Excel to enter their data into the spreadsheet, along with the web address. The students will email their spreadsheet to a student in the other section of mathematics for their use. The distribution, start-up, and login for the laptops is included in the 15 minutes. || Laptops ||
 * 15 minutes |||| The students will then open the spreadsheet that had been sent to them by another student. The student will use that data to create a circle graph within Excel, using the rubric, the given data, and the web address. The students will include the web address as an ongoing process for correct citing of digital sources. || Laptops, rubric ||
 * 10 minutes |||| Once the chart is completed, the student will save the spreadsheet and email it back to the originating student. As part of this email, there will be a reflection on the two creation methods for circle charts. The student will share their thoughts on both methods, with emphasis on which method might be used in various situations. || Laptops ||
 * 5 minutes |||| The laptops will be returned to the station and the materials within the room will be cleaned up. ||  ||
 * Students will be encouraged to collaborate with each other to resolve issues. The teacher can facilitate if a student begins to fall too far behind. The students will send a copy of their email to the teacher as well. ||
 * 15 minutes |||| Second Day

The students will use the data from the Internet to create their own chart within Excel. Once they have completed their charts, they will open their email and compare their chart to the chart from their partner student. They will also use the chart rubric to evaluate the chart from their partner. || Laptops, rubrics ||
 * 10 minutes |||| The students will make notes to highlight the differences and similarities between the two charts. || Paper, laptops ||
 * 20 minutes |||| The students will share their notes, discoveries, and reflections with the class in a philosophical chairs format in order to determine and justify which construction technique is better suited for the situation. ||  ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The students will monitor each others' work to ensure the correct angles are computed. The hand-made circle graph will be checked for accuracy using the rubric. This rubric will also be used to grade the computer-generated circle graphs as well.

Accommodations and Extensions: If students require additional time on the computers, they will be allowed to stay in class or to finish in the school library.

Back-Up Plan: For the hand-made circle charts, there may need to be some instruction on the actual construction ||
 * ==EVALUATE AND EXTEND== ||
 * The students will be graded on four areas: the hand-made chart, the first spreadsheet chart, the second spreadsheet chart, and on the written reflections. A copy of the rubric is included.


 * Circle Graph Rubric Name _ **
 * Period __ ** ||
 * Circle Graph #1 - Hand Drawn ||  ||   ||
 * || 3 points  ||  2 points  ||  1 point  ||
 * Title || Title is appropriate to the topic of the graph. It is centered and at the top of the graph || Title is somewhat appropriate to the topic of the graph. The title is not located in the proper place || Title is missing or inappropriate. Little or no labeling. ||
 * Labels and Title || All areas of the graph are labeled and well defined including each sector in the circle. Each sector has the amount and percentage of the data included, and the information for each sector is not confused with the other sectors. || Most areas of the graph are labeled and well defined including most sectors in the circle. There are missing items for each sector, or the data may be confusing to the sector || Little or no labeling. There is no data or percentages for each sector. ||
 * Accuracy || The circle graph is drawn correctly. The angle measurement of each sector is appropriate to the percent of the circle that it represents. || The circle graph is drawn correctly. The angle measurement of most sectors is appropriate to the percent of the circle that they represent. || The circle graph is not drawn correctly. The angle measurement of most sectors is not appropriate to the percent of the circle that they represent. ||
 * Visual Appearance || Color is used in a meaningful way. The graph, title and labels are arranged appropriately. Text is easy to read. || Color is used. The graph, title and labels are arranged appropriately. Text is readable. || Little or no color used. The graph, title and/or labels are not arranged appropriately. Text is missing or difficult to read. ||
 * Total Points for hand-drawn graph ||  ||   ||   ||


 * Circle Graph 2 - Spreadsheet Graph #1 ||
 * || 3 points  ||  2 points  ||  1 point  ||
 * Title || Title is appropriate to the topic of the graph. It is centered and at the top of the graph || Title is somewhat appropriate to the topic of the graph. The title is not located in the proper place || Title is missing or inappropriate. Little or no labeling. ||
 * Labels and Title || All areas of the graph are labeled and well defined including each sector in the circle. Each sector has the amount and percentage of the data included, and the information for each sector is not confused with the other sectors. || Most areas of the graph are labeled and well defined including most sectors in the circle. There are missing items for each sector, or the data may be confusing to the sector || Little or no labeling. There is no data or percentages for each sector. ||
 * Visual Appearance || Color is used in a meaningful way. The graph, title and labels are arranged appropriately. Text is easy to read. || Color is used. The graph, title and labels are arranged appropriately. Text is readable. || Little or no color used. The graph, title and/or labels are not arranged appropriately. Text is missing or difficult to read. ||
 * Total Points for Spreadsheet Graph #1 ||  ||   ||   ||


 * Circle Graph 3 - Spreadsheet Graph #2 ||
 * || 3 points  ||  2 points  ||  1 point  ||
 * Title || Title is appropriate to the topic of the graph. It is centered and at the top of the graph || Title is somewhat appropriate to the topic of the graph. The title is not located in the proper place || Title is missing or inappropriate. Little or no labeling. ||
 * Labels and Title || All areas of the graph are labeled and well defined including each sector in the circle. Each sector has the amount and percentage of the data included, and the information for each sector is not confused with the other sectors. || Most areas of the graph are labeled and well defined including most sectors in the circle. There are missing items for each sector, or the data may be confusing to the sector || Little or no labeling. There is no data or percentages for each sector. ||
 * Visual Appearance || Color is used in a meaningful way. The graph, title and labels are arranged appropriately. Text is easy to read. || Color is used. The graph, title and labels are arranged appropriately. Text is readable. || Little or no color used. The graph, title and/or labels are not arranged appropriately. Text is missing or difficult to read. ||
 * Total Points for Spreadsheet Graph #2 ||  ||   ||   ||


 * Participation & Total Overall Grade ||
 * || 3 points  ||  2 points  ||  1 point  ||
 * || The student participated in the discussion of the graphs, contributing opinions and information in a constructive manner. The commentary was mature and polite, keeping within the framework of the philosophical chairs guidelines || The student participated in the discussion of the graphs, but did not add information in a constructive manner. The commentary was somewhat within the framework of the philosophical chairs guidelines || The student did not participate in the discussion of the graphs. ||
 * Total Points for Participation ||  ||   ||   ||
 * Total Points / Grade ||  ||

LESSON REFLECTIONS AND NOTES: Given the time constraints and the present content of our class, I felt as if the distance collaboration could be simulated. There was not time to reach out to a class in another part of the country, so I used the two sections of my class. For demonstrating distance collaboration, this suited the purpose of showing the students one method of working together across distances quite well. The interaction was through the email, and the collaborating pair of students could have been across the country and the result would have been the same.

The lesson went very well, and the students could appreciate the differences between the construction methods. There was a consensus that if a person had a computer with Excel, there should be no reason to ever have to use a protractor.

= LESSON THREE - SIMILAR FIGURES DIGITAL STORYTELLING =
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Similar Figures |||| Related Lessons: Scale Models, Similar Figures, Proportions ||
 * Grade Level: Seventh Grade Geometry |||| Unit: Geometry ||
 * ==GOALS== ||
 * The students will use a digital camera and known measurements in order to compute an accurate length or distance of an immeasurable object. The students will then use a presentation program such as PowerPoint or VoiceThread to present their findings to the class.

Content Standards: New Jersey Core Curriculum Content Standards for Mathematics

4.1. Number and Numerical Operations C. Estimation

4.2. Geometry and Measurement A. Geometric Properties B. Transforming Shapes D. Units of Measurement E. Measuring Geometric Objects

4.5. Mathematical Processes A. Problem Solving B. Communication C. Connections E. Representations F. Technology ||
 * Instructional Objectives:

ISTE NETS-S

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively d. Transfer current knowledge to learning of new technologies ||
 * ==ACTION== ||
 * Before-Class Preparation: The students will be shown the method for using proportions to find a missing measurement on a geometric shape. The students will then be reminded of the rules for going out of the classroom. The students will use a meter stick, paper, a calculator, and will have the use of a digital camera when they determine the picture that they wish to find the immeasurable distance. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 minutes |||| Teacher will recall the lesson and behavior expectations while outside the classroom. The students will gather their materials and move to the outside area. Students will be assigned to a pairing by the use of buddy sticks, which ensure a random pairing. || Meter Stick, paper, pencil for students. teacher will have a digital camera ||
 * 15 minutes |||| Students will examine their environment to identify, measure, and photograph similar figures. The environment includes the football stadium, the running track, and several electrical towers. There are numerous similar figures that can be chosen by the students. ||  ||
 * 45 minutes |||| The students will return to the classroom, and will calculate the missing measurements from their outside findings and pictures. The teacher will distribute the pictures electronically to the pairings. The students will use a paneled paper (like a cartoon strip) to plan a storyboard to their findings. The pictures, sketches, and calculations should be input into the panels in order to script the story. || Computer lab, calculators, paneled cartoon sheets ||
 * 60 minutes |||| Modeling of a good digital story will be shown, along with an unacceptable story. This modeling will be shown in accordance with a rubric for the project. The students will input their story, with the appropriate graphic, into the PowerPoint presentation. Once the story is developed, the students will then take their work and export the slides into pictures of the .jpg format. || Computer lab ||
 * 60-75 minutes |||| The students will upload their pictures into a VoiceThread account, and will include their audio narration. The students will take turns, with each student narrating alternate slides. || Computer lab ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The students will monitor each others' work to ensure the correct angles and measurements are computed. The measurements and pictures will be checked for accuracy using the rubric. This rubric will be used to grade the VoiceThread presentation.
 * Ongoing Assessment(s): The students will monitor each others' work to ensure the correct angles and measurements are computed. The measurements and pictures will be checked for accuracy using the rubric. This rubric will be used to grade the VoiceThread presentation.

Accommodations and Extensions: If students require additional time on the computers, they will be allowed to stay in class or to finish in the school library.

Back-Up Plan: In case of a network or computer outage, the lesson may be delayed until the computer lab is functioning properly. ||
 * ==EVALUATE AND EXTEND== ||
 * The students will be graded on four areas: their gathering of the pictures and measurements, the calculations and storyboard, the PowerPoint presentation, and the VoiceThread presentation. A copy of the rubric is included.


 * Similar Figures Rubric Name ____________________ **
 * Period ____________________ **|||||||| Gathering the Pictures and Measurements ||
 * || 3 points   ||  2 points   ||  1 point   ||
 * Picture || The picture shows similar figures clearly || The image shows similar figures, but they are not clear or cannot be compared. || There are no clear similar figures ||
 * Measurements || The measurements are accurate and neat, using correct units, allowing for the students to use for calculations once they return to the classroom. There are no measurements missing. || Most of the measurements are taken, and are accurate with units. There may be one missing measurement, but this does not prohibit the students from completing their work. || There are significant omissions to the measurements, which do not allow the student to calculate any unknown distances ||
 * Calculations || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The calculations are correct and complete. The numbers include the correct units and are labeled accurately. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The calculations are missing units, or are not correctly rounded. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There are no units and the calculations are incorrect. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Participation || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The student worked with their partner to gather the information. There were no behavior or redirection issues. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The student did not assist their partner unless redirected by either the teacher or the partner. There were no major behavior issues. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The student did not assist their partner unless redirected repeatedly by the teacher. Behavior needed to be addressed. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Total Points for gathering pictures ||  ||   ||   ||


 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Storyboard ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">3 points   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">2 points   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">1 point   ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Panels || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There are at least 6 panels, each with a script and pictures or sketches || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There are less than six panels, but each has a picture || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Scripts, pictures, or calculations are missing. There are fewer than six panels ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Figures || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The figures are placed and labeled correctly in a manner that can be seen and understood || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The figures are present, but are not labeled || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There are missing figures ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Script || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The writing is clear and easy to read while working with VoiceThread. There are no grammatical errors. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There are notes or some words to use as a guideline || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There is little to no script for the presenter to use. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Direction / Miscellaneous || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The storyboard tells the sequence of the figures and the calculations || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The story can be told, but the sequence is confusing. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The pictures and calculations are not in sequence. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Total Points for Storyboard ||  ||   ||   ||


 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">PowerPoint Presentation ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">3 points   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">2 points   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">1 point   ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Slides || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The slides are in order in accordance with the storyboard. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The slides follow the storyboard, but they are not in order. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The slides are different from the storyboard. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Pictures / Graphics || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The pictures are accurate and cropped. The subject figures are labeled. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The pictures are not cropped, or the labeling is not correct. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The pictures are not cropped and the labeling is not correct. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Calculations || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The missing measurement is labeled with a different color. The measurement is correct, and have the appropriate units. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The missing measurement is labeled but it is not clear and may be missing the units. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There is no missing measurement. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Picture Transformation || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">All the slides are transformed into pictures using the .jpg format. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The slides are transformed, but may not be in the correct format. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Not all the slides are transformed into picture format. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Total Points for PowerPoint ||  ||   ||   ||


 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">VoiceThread Presentation ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">3 points   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">2 points   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">1 point   ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;"> Participation || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The students shared equally in the narration of the VoiceThread. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">One student had fewer slide narrations than the other student. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">One student did all the narration. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Narration || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The student spoke clearly without excess speech insertions like "uh" or "um". The narration followed the script of the storyboard. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The student spoke clearly, but did not convey the script accurately. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The student either spoke unclearly, did not follow the storyboard, or used excessive speech insertions ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Creativity || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The students incorporated creativity into their presentation. Music, comedy, or some other sort of creativity was shown || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The students showed some creativity, but did not stray from their script. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">There was no creativity shown. ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Timing || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The VoiceThread was completed on time. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The VoiceThread was posted within 24 hours of the time it was due. || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">The VoiceThread was posted more than 24 hours late ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Total Points for VoiceThread ||  ||   ||   ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 12px;">Total Points / Grade ||  ||

LESSON REFLECTIONS AND NOTES: This lesson wraps together many of the concepts and ideas we have used as a class over the course of the year. Using the VoiceThread has become easier to the students, and they look to incorporate some silliness and creativity into their presentation. Frankly, it is a fun experience to watch their creations and how they have progressed.

This lesson helped to show that a simple concept can be made interesting, creative, and fun. The content was learned and retained as part of the project, making a topic that traditionally was boring into a memorable experience. Some of the students commented that geometry was really all around us, admitting that they actually enjoyed the lesson. Several others commented that they would learn more about any subject if they could just go outside to learn it. The connections made by the students will help them to retain the knowledge much more readily than if we simply sat inside and did word problems.