Sample Lesson Plan - CTE
Sample Lesson Plan - CTE
Sample Lesson Plan - CTE
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Name: David Eshelman<br />
<strong>CTE</strong> Marzano Strategy / Integrated Activity <strong>Lesson</strong> <strong>Plan</strong> Template<br />
Disciplinary <strong>Lesson</strong> <strong>Plan</strong> Interdisciplinary Integrated Activity (check one)<br />
<strong>CTE</strong> Subject Area: Technology<br />
<strong>CTE</strong> Course Name: Technology Foundations<br />
Education<br />
Integrated Subject Area(s): Math Integrated Course Name(s): Geometry<br />
<strong>Lesson</strong>/Activity Title: Block Buster<br />
Objective/Expectations: This is an integrated activity between Techology Foundations and Geometry. The activity challenges students to work in<br />
teams to develop a 1" cube that withstands the most pressure when tested for load vs deflection. Students are asked to design a cube that removes as<br />
much volume from the cube as possible while still scoring high in a compression test. The design must also be asthetically pleasing. Students will be<br />
responsible to determine the amount of volume removed from the cube.<br />
Bloom’s Taxonomy Level:<br />
Knowledge<br />
Comprehension<br />
Application<br />
Analysis<br />
Synthesis<br />
Evaluation<br />
<strong>CTE</strong> Competencies Addressed:<br />
(008) - Convey three-dimensional objects on a two-dimensional surface, using<br />
conventional and computer technology.<br />
(009) - Use various techologies to prepare and present information regarding<br />
technological solutions.<br />
(013) - Use tools, machines, and processes to change materials.<br />
(016) - Apply safety procedures and practices.<br />
(043) - Create ideas, sketches, notes, and graphics of alternative solutions.<br />
(044) - Select the best solution by applying knowledge of mathematics, science,<br />
technology, and other subjects.<br />
(045) - Build a prototype of the best solution.<br />
(046) - Evaluate the solution by comparing it with the problem statement.<br />
Integrated Course Competencies/SOLs Addressed:<br />
G.2 - The student will use pictorial representations, including computer<br />
software, constructions, and coordinate methods, to solve problems involving<br />
symmetry and transformation. This will include: (a) investigating and using<br />
formulas; (b) investigating symmetry and determining whether a figure is<br />
symmetric with respect to a line; (c) determining whether a figure has been<br />
traslated, reflected, or rotated.<br />
G.12 - The student will make a model of a three-dimensional figure from a twodimensional<br />
drawing and make a two-dimensional representation of a threedimensional<br />
object. Models and representations will include scale drawings,<br />
perspective drawings, blueprints, or computer simulations.<br />
G.14 - The student will: (a) use proportional reasoing to solve practical<br />
problems, given similar geometric objects; and (b) determine how changes in<br />
one dimension of an object affect area and/or volume of the object.
NETS-S Technology Standard Addressed: (check all that<br />
apply)<br />
1. Creativity and Innovation - demonstrate creative thinking,<br />
construct knowledge, and develop innovative products and<br />
processes using technology<br />
2. Communication and Collaboration - use digital media and<br />
environments to communicate and work collaboratively,<br />
including at a distance, to support individual learning and<br />
contribute to the learning of others.<br />
3. Research and Information Fluency - apply digital tools to<br />
gather, evaluate, and use information.<br />
4. Critical Thinking, Problem-Solving & Decision-Making -<br />
use critical thinking skills to plan and conduct research, manage<br />
projects, solve problems and make informed decisions using<br />
appropriate digital tools and resources.<br />
5. Digital Citizenship - understand human, cultural, and<br />
societal issues related to technology and practice legal and ethical<br />
behavior.<br />
6. Technology Operations and Concepts - demonstrate a sound<br />
understanding of technology concepts, systems and operations<br />
Materials Needed:<br />
- Handout on formulas for<br />
determining volume<br />
- Decision making grid<br />
- Graph paper<br />
- (40) 1" cubes of wood and plastic<br />
Warm-up/Opener:Have students<br />
detrermine the amount of volume<br />
for a item requiring the students to<br />
break up the item into several<br />
known shapes.<br />
Review:Review the formulas for<br />
Varied Instructional<br />
Strategies:Several of Marzano's<br />
instructional strategies will be<br />
utilized to help with prototype<br />
ideation and consensus building.<br />
Transistional activities will be used<br />
as a review of prior activities. Four<br />
corners will be used illustrating<br />
cause and effect patterns in<br />
applying a load using software<br />
simulations.<br />
Marzano Strategy(ies) Addressed (check all that apply)<br />
Similarities and Differences<br />
Summarizing and Note-taking<br />
Reinforcing Effort and Providing Recognition<br />
Homework and Practice<br />
Nonlinguistic Representation<br />
Cooperative Learning<br />
Setting Objectives and Providing Feedback<br />
Generating and Testing Hypothesis<br />
Cues, Questions and Advance Organizers<br />
Activities: Begin with a project<br />
demonstration to illustrate the<br />
various components of the design<br />
brief. Students will work in groups<br />
to develop project ideas utilizing<br />
the decision making grid. Students<br />
develop thumbnail sketches of<br />
prototype design. Studnts transfer<br />
designs to the computer using<br />
AutoCAD. Students work in<br />
groups to produce prototypes.<br />
Marzano Strategies<br />
Implementation:<br />
* Nonlinguistic Representations -<br />
The use of procss/cause-effect<br />
patterns identifying a sequence of<br />
steps leading to a specific solution<br />
Guided/Independent<br />
Practice:Guided practice will be<br />
necessary for the following: (1)<br />
consensus building on project<br />
development/analysis; (2) Drawing<br />
prototype using AutoCAD.<br />
Independent practice will be given<br />
on project ideation and analysis<br />
using the decision making grid<br />
Closure:Bring closure to each day<br />
reviewing prototype designs<br />
reviewing process/cause-effect<br />
patterns. Review common<br />
questions and solutions.<br />
to the problem. Assessment:A rubric will be
various shapes * Cues, Questions, and Advanced<br />
Organizers - Inspiration would be<br />
used as a concept map to organize<br />
information illustrating the process<br />
involved for product development.<br />
* Generating and Testing<br />
Hypothesis - A variety of<br />
structured tasks will be used to<br />
guide students through generating<br />
and testing hypotheses in all<br />
phases/steps to the activity. A<br />
decision making grid will be used<br />
to analyze strategies.<br />
utilized to determine a team score<br />
for the following tasks: (1)<br />
decision making grid; (2)<br />
thumbnail sketches of generated<br />
ideas; (3) DXF file; (4) volume<br />
calculations; (5) model prototype<br />
Homework:None<br />
Co-Curricular Integration (or possibilities) This is an integrated activity between Techology Foundations and Geometry. The activity challenges<br />
students to work in teams to develop a 1" cube that withstands the most pressure when tested for load vs deflection. Students are asked to design a<br />
cube that removes as much volume from the cube as possible while still scoring high in a compression test. The design must also be asthetically<br />
pleasing. Students will be responsible to determine the amount of volume removed from the cube