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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

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