Recent Changes

Unit 4 and assessment criteria
Stan, I think I have addressed your comments. I welcome your feedback.

List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard.
What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric.
1Homework1Student needs to be able to find area, perimeter, volume and surface area, relate them to common concepts relating to purchasing and laying out a space. Student needs to demonstrate a knowledge of scale, ratio and proportion, and demonstrate that by being to make accurate drawings of spaces, or scale models of the same.
Homework Problems in the unit.
Completion Completion of all
Homework should be 65 % accurate for 10% of unit grade
2 GeometersStudent needs to show familiarity with software that is used in design and in geometric drawing
.Geometers Sketchpad Exercises. perimeter and Area.
WritingArea.Writing assignments on unit grade.
3 Quizzes in chapter used in a formative way to indicate areas requiring further intervention.
Log of sites visited from selection by teacher, and brief summary on line of each site visited. Completion of required "remedial" work, or passing grade in initial quizzes is 20% of grade for unit
4Summative Exam which focuses on Facts3. Student needs to be able to show ability to apply skills learned to problems, and skill set necessary to analyze and critically evaluate existing building plans.
Project. presented with a situation, solve problems
20%it. Situation solution relates to comprehending material in chapter.20% of unit for unit.
5 Project. presented with Also, analysis of different house plans on websites to indicate how improvements could be made
4 The student needs to be able to apply the concepts of area, perimeter and volume to explain how to design a situation, solve it. Situation solution relatesspace for a specific purpose, to comprehending materialimprove that design in chapter.light of certain criteria such as cost, fire safety, different use, etc.
Solution should have show evidence that chapter material was used, a path to solution followed, record of activity kept, and written discussion with other students and teacher. A variety of presentations is permitted - Paper, diagram, presentation, etc. 30% of unit grade.
Inset more rows if necessary.

Your Lesson Plan
Jessica, I really like your lesson plan. I think it's well done. One thing I am curious about is the assessment piece. Do you have an idea of the weight you will give to each of the assessment tools? I am really looking at giving a lot of weight to the overall project for the unit. Are yo thinking that also?

Your Lesson Plan
Jessica, I really like your lesson plan. I think it's well done. One thing I am curious about is the assessment piece. Do you have an idea of the weight you will give to each of the assessment tools? I am really looking at giving a lot of weight to the overall project for the unit. Are yo thinking that also?

Describe the tool you would have them use for collaboration. I would either use wiki or edmoto.
Provide the link to the online multimedia resource. www.edmoto.com;
of your unit?
It's not easy finding a site that gives the thunderstorm information I'm requiring. I would expect collaboration for them to find the required informationunit?
How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve.
It's not easy finding a site that gives the thunderstorm information I'm requiring. I would expect collaboration for them to find the required information. Students would collaborate through wiki or edmoto to figure out the key question about the thunderstorm. Once this is done, it is possible for them to begin and apply volume formulas, scientific notation, and unit conversions. These projects take a lot of time to develop. As the teacher, I'd continue searching for sites that would enhance the learning, and I'd especially search climate data sites students could explore to figure out what goes in with large scale, significant precipitation events, and how mathematics can be used to model and predict meteorological events, in a general way (at this level).
Once they have the thunderstorm modeled, all other aspects of the come together. The unit conversions, volume, and scientific notation all come into play to arrive at a single figure or approximation for the volume of water from a hurricane and thunderstorm.
Inset more rows if necessary.

Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria.
Describe the tool you would have them use for collaboration. I would either use wiki or edmoto.
online multimedia resourceresource. www.edmoto.com;
How would your students use this tool for collaboration? What would you have them do to learn the content of your unit?
It's not easy finding a site that gives the thunderstorm information I'm requiring. I would expect collaboration for them to find the required information
How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve.
Inset more rows if necessary.

On what cognitive level of Bloom’s Taxonomy would you place this discussion starter question? If the discussion starter frame consists of more than one, identify all of them. Analyzing, evaluating, creating
To what assessment criteria does this discussion question connect? Tie the learning students will get through this discussion to the assessment criteria/standard you want them to achieve.
4Interprets and computes in scientific notation with and without a calculator
Students will need to demonstrate the concept of modeling. The model will need to be of a rectangular prism for which they will use scientific notation to figure out a volume of water. Once they achieve a volume in terms of cubic units, students will demonstrate the ability to convert the units into gallons and liters, again using scientific notation and conversion factors.
Solves problems involving surface area or volume of three-dimensional figures within mathematics or across disciplines or contexts
Write the Discussion Starter question or set of questions below. Include all framing language necessary.
How can one quantify the amount of water, in gallons, that is produced by a typical thunderstorm in New Hampshire in the summer? How would you apply the knowledge gained in answering the first question to estimate the amount of water, in gallons, produced by a hurricane over a given geographical region?
From You Tube: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based.
To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve.
ProvideUnderstand that the basic idea of mathematical
modeling is to find a mathematical relationship that behaves in
the same way as the objects or processes under investigation; a
mathematical model may give insight about how something
really works or may fit observations very well without any
intuitive meaning.
Performing unit conversions with data
Provide the link Tube multimedia resource.resource.Students would be directed to view :videos.howstuffworks.com and http://www.youtube.com/watch?v=trdbaV4TaAoTh videos goes over the basics of scientific notation
Inset more rows if you would like to include more resources in your project.
Unit 7: Instructional Design: Using Web 2.0 Tools
Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria.
for collaboration. I would either use wiki or edmoto.
Provide the link to the online multimedia resource
How would your students use this tool for collaboration? What would you have them do to learn the content of your unit?

Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria.
Describe the tool you would have them use for collaboration.
I would like to use either wiki or edmodo for student/teacher collaboration.
Provide the link to the online multimedia resource
How would your students use this tool for collaboration? What would you have them do to learn the content of your unit?
How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve.
I would like the students to use the interactive lessons and watch the videos I have posted and then work on the unit project together through the wiki or edmodo. We could post the survey results on the site and then use a graphing tool to create the data display for the project.
This part of the unit ties everything together. It will allow the students to work together to help meet all of the standards. I can post sites on edmodo for them to learn all about representing data and when to use each data display.
Inset more rows if necessary.

From You Tube: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based.
To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve.
I finally made it onto You tube and I found this video that shows how you make a histogram. There is a teacher who created the video and I did find a few more like it. It starts by setting up a frequency table which will show the students that you can't just jump into making a histogram without the frequency table. Then the teacher shows how to set up the histogram.
This video mostly aligns to the fifth standard that I have listed on the unit standards, because it shows how to create a frequency table and a histogram.
Provide the link to the You Tube multimedia resource.
http://www.youtube.com/watch?v=DmM2EsaDfJw
Inset more rows if you would like to include more resources in your project.
Unit 7: Instructional Design: Using Web 2.0 Tools

assessment criteria
Tony, your assessment criteria are not criteria, but methods for assessing. What we need to explore is the criteria you'll use. What do you need to see from students in order to be convinced that they understand the standard? Base them on your brainstormed criteria.