Beruflich Dokumente
Kultur Dokumente
EDUC 2232
CONTENT/CONCEPTS:
Common Core Content State Standards/2 CCSS:
1. W.8.8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
2. 7.SP.C.8.A Understand that, just as with simple events, the
probability of a compound event is the fraction of outcomes in
the sample space for which the compound event occurs.
Content Concepts/2 Generalizations:
Strand III: Thinking Skills
The student will use thinking skills to as to how a great mathematician
has made some contribution to society.
1. Understanding/ comprehension of text,
2. More clear/concise conclusions
3. More accurate understanding citing sources
4. Critical reading, metacognition, thinking about what is read
5. Critical listening, listening to other students presentations
6. Critical writing, analyzing where contributions where made to
society
Generalizations
To make yourself a better thinker, thinking and incubating thought for
Environment:
MILEAU (physical, cultural, social, familial, etc.)
Computer Lab (22 computers), Diverse population, Ages 11-13
PERSONS (parents, teachers, peers, mentors, etc.)
Teacher and students/peers
PROVISIONS (programs, activities, services, etc.)
Gifted services, in English Language Arts, Mathematics and Science
EVENTS (encounters, awards, accidents, etc.)
Visiting Scientist from the University
Product/4 Assessments:
2 Formative: [type/when?] : Students will complete the
G.R.A.S.P.S assessment at the end of the first week. Strategy
2 will be employed and assessed through the two weeks.
Strategy 1: Performance Tasks:
G: Real-world Goal: to write a comprehensive research paper
R: Real-world Role: famous mathematician
A: Real-world Audience: teacher, peers, and parents
S: Real-world Situation: Students will work as independent learners
to research a famous mathematician and present his/her research.
P: Real-world Products or Performances: mock memoire reading,
mock awards ceremony, TV show/commercial, collage, power
point presentation, oral presentation dressed as mathematician
S: Standards: written report, spoken/digital presentation, rubric
within written report
http://opi.mt.gov/pdf/CurriculumGuides/Curriculum-DevelopmentGuide/GRASP.pdf
Strategy 2:
W
Where are we going? To develop a deeper understanding of
organizing and using information from multiple sources, including
both primary and secondary sources, in order to create a research
paper.
Why? Because this empowers us to think, process, and provide
support information as they undertake the multi-step process of
writing a research paper. In addition, students can publish their
work and orally present their topic to the class. Students will also
learn how to use evidence to back judgments up, rather than
simply repeating information from given resources.
What is expected? This lesson can be used in any content area
that requires student to write research papers.
H
O
The unit will be organized so that key concepts build upon one
another.
http://www.hec.gov.pk/InsideHEC/Divisions/LearningInnovation/Docume
nts/Learning%20Portal/Master%20Trainer%20(MT)/FPDP/Assesment
%20and%20Evaluation/Understanding%20By%20Design
%20training.pdf
2 Summative [type/when?]: Rubric for Research Paper and
Presentation/End of two-weeks
Strategy 1:
RESEARCH PAPER (WRITTEN PORTION) RUBRIC:
The student will be assessed using a rubric for the written
portion of the assignment. They will be scored from
Exemplary, Proficient, Partially Proficient and Not Proficient.
The rubric will focus primarily on attention to note-taking,
whether information gather was relevant to their research, how
organized and how the student synthesized the information.
Strategy 2:
RESEARCH PRESENTATION ASSESSMENT:
The student will be assessed on completeness and if they
present for the assigned time. The student will also be
assessed on if their presentation is presented in a meaningful
and sequential sequence of the Famous Mathematicians birth to
death/present and how they have made a major contribution to
society.
Before:
Discuss- research process
Assess- What does the students know/heard of famous
mathematicians
Think/Pair/Share: Whom do they want to choose? KWL Chart
Discuss expectations- Provide Rubrics for report and
presentation
During:
Summarizing- Provide examples of articles and websites
Conference- Partner pairing and teacher/student conference
Note-Cards- procedure and purpose
Practice- Works cited, peer evaluating sources, identifying
reliable sources
After:
Rubric-Final Product
Presentation- Assessment
Post Assessment-Reflection