Sample Lesson Plan - CTE

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NETS-S Technology Standard Addressed: (check all that apply) 1. Creativity and Innovation - demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology 2. Communication and Collaboration - 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. Research and Information Fluency - apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem-Solving & Decision-Making - use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship - understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts - demonstrate a sound understanding of technology concepts, systems and operations Materials Needed: - Handout on formulas for determining volume - Decision making grid - Graph paper - (40) 1" cubes of wood and plastic Warm-up/Opener:Have students detrermine the amount of volume for a item requiring the students to break up the item into several known shapes. Review:Review the formulas for Varied Instructional Strategies:Several of Marzano's instructional strategies will be utilized to help with prototype ideation and consensus building. Transistional activities will be used as a review of prior activities. Four corners will be used illustrating cause and effect patterns in applying a load using software simulations. Marzano Strategy(ies) Addressed (check all that apply) Similarities and Differences Summarizing and Note-taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representation Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypothesis Cues, Questions and Advance Organizers Activities: Begin with a project demonstration to illustrate the various components of the design brief. Students will work in groups to develop project ideas utilizing the decision making grid. Students develop thumbnail sketches of prototype design. Studnts transfer designs to the computer using AutoCAD. Students work in groups to produce prototypes. Marzano Strategies Implementation: * Nonlinguistic Representations - The use of procss/cause-effect patterns identifying a sequence of steps leading to a specific solution Guided/Independent Practice:Guided practice will be necessary for the following: (1) consensus building on project development/analysis; (2) Drawing prototype using AutoCAD. Independent practice will be given on project ideation and analysis using the decision making grid Closure:Bring closure to each day reviewing prototype designs reviewing process/cause-effect patterns. Review common questions and solutions. to the problem. Assessment:A rubric will be
various shapes * Cues, Questions, and Advanced Organizers - Inspiration would be used as a concept map to organize information illustrating the process involved for product development. * Generating and Testing Hypothesis - A variety of structured tasks will be used to guide students through generating and testing hypotheses in all phases/steps to the activity. A decision making grid will be used to analyze strategies. utilized to determine a team score for the following tasks: (1) decision making grid; (2) thumbnail sketches of generated ideas; (3) DXF file; (4) volume calculations; (5) model prototype Homework:None Co-Curricular Integration (or possibilities) This is an integrated activity between Techology Foundations and Geometry. The activity challenges 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 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 pleasing. Students will be responsible to determine the amount of volume removed from the cube
Page 1: Name: David Eshelman CTE Marzano St

Sample Lesson Plan - CTE

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