Issue #2_KHalvason, LPrazer, NScheutzow

Proposal #1- Genius hour Project with an emphasis on using Google Apps.

Description: Students will work on a Genius Hour Project for one hour a day for four weeks.
The Students will isolate one of their passions or interests and use their time to become
experts or Geniuss on that passion. They will use Google Apps, because it is free and can be
accessed by any computer, to present their findings to the class and post the projects on the
school webpage.

Example: They may have a passion for hockey and want to learn how to become a better
hockey player. They would then do research on what kind of skills they could practice to
become better or research the physics behind skating or research how to develop plays that
will help them make better decision on the ice.

Students will spend 15 minutes of their one hour in conference with a small group. The small
group will discuss where each member is on their project, help each other problem solve
research or technical issues as they work on their presentations. The other 45 minutes would
be spent in the Computer Lab researching and putting their findings in a Google slide
presentation that include voice narration and sound enhancements (sound effects of
background music). Teacher will spend a few minutes of the computer time showing the class
how to use the Google Apps like Google Slides, Google Docs, and Google Sites, and then act
as technical support for individuals during the rest of the class time. She can also use that
time to give Pro Tips on information literacy, research, citation or just talk about issues she
sees happening as students are working through the process.

Jancies preparation: Janice will need to become familiar with Google Apps that include
slide presentation and adding audio files to the presentation. She will need to become
familiar with the Genius Hour project by enrolling in the webinar on the Genius hour website.
She will need to schedule computer time every day. If she is using handouts to guide the
students she will need to make copies and share them with the students in Google Docs. So
they have access to them anytime. Tutorials for Google are available for Janice and are easy
for the students to follow also. Janice will need to learn how to use the camera equipment
and upload photos or footage to Google. She doesnt have to be the expert with the
technologies but can work with the librarian/or tech department to troubleshoot problems and
be flexible in letting the students learn on their own and help others. She would be wise to
break the project into manageable pieces to ensure students are not wasting time or run out
of time.

Class Activities: Students will work collaboratively to explore learning using Genius hour
and will present their findings through Google Apps. This is what it will look like in detail.
 Teacher Guide: Perimeter and Area of Rectangles
Learning Objectives
Students will
Discover how to find the perimeter and area of rectangles and of squares.
Use perimeter and area to solve real-world problems.

Vocabulary
area, perimeter, rectangle, square

Lesson Overview
In the Rectangle: Perimeter
and Area Gizmo, students
can manipulate a rectangle or
a square, and examine how to
find the perimeter and area.

The Student Exploration sheet

contains two activities:
Activity A Students
explore the perimeter
and area of rectangles.
Activity B Students
explore the perimeter
and area of squares.

Suggested Lesson Sequence

1. Pre-Gizmo activity ( 5 10 minutes)

Display two arrays (3-by-4 and 2-by-5) like the ones shown below. (These were created
in the Critter Count (Modeling Multiplication) Gizmo. See Selected Web Resources at
the bottom of page 3 for a link.) Then have students answer the following questions:
How many rows of butterflies are shown? [3] How many
butterflies are in each row? [4] How many butterflies are
shown in all? [12] How can you use the number of rows
and the number of butterflies in each row to find the
total? [Multiply the number of rows times the number in
each row to find the total number (3 4 = 12).]
Explain how to find the number of ladybugs without
counting. [Multiply 2 rows times 5 ladybugs in each
row to get 10 ladybugs in all (2 5 = 10).] What
shape do both of the arrays make? [Rectangle.]
Draw an array of your own. Exchange arrays with a neighbor. Use multiplication
to find the number of objects in your neighbors array.
Perimeter and Area of Rectangles Answer Key

Vocabulary: area, perimeter, rectangle, square

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

[Note: The purpose of these questions is to activate prior knowledge
and get students thinking. Students who do not already know the
answers will benefit from the class discussion.]

1. Pam is tiling her kitchen floor. A diagram of the completed floor

is shown to the right. How many tiles did she use? 28

2. She is also putting some trim around the outside of the floor. If each tile is 1 foot by 1 foot,

how many feet of trim will she need? 22 feet

Gizmo Warm-up
In the Perimeter and Area of Rectangles
Gizmo, you can use dynamic rectangles
(quadrilaterals with four right angles) and
squares (rectangles with four congruent sides)
to explore perimeter and area.

There are three different ways to change the

lengths of the sides: drag the vertices, drag the
sliders, or click on the number in the text field
next to a slider, type a new value, and hit Enter.

1. Be sure the RECTANGLE tab is selected in

the Gizmo. Set Base (b) to 10.0 (10 units)
and Height (h) to 4.0 (4 units).

A. Name the sides of the rectangle that are 10 units long. AB and CD

B. Name the sides that are 4 units long. AD and BC

2. Select the SQUARE tab. Drag the vertices to create a variety of squares. Why is there only

one side length given for each square? Each square has four congruent sides, so only one

side length is needed to know the length of each side.

Name: Date:

Student Exploration:
Perimeter and Area of Rectangles

Vocabulary: area, perimeter, rectangle, square

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Pam is tiling her kitchen floor. A diagram of the completed floor

is shown to the right. How many tiles did she use?

2. She is also putting some trim around the outside of the floor. If each tile is 1 foot by 1 foot,

how many feet of trim will she need?

Gizmo Warm-up
In the Perimeter and Area of Rectangles
Gizmo, you can use dynamic rectangles
(quadrilaterals with four right angles) and
squares (rectangles with four congruent sides)
to explore perimeter and area.

There are three different ways to change the

lengths of the sides: drag the vertices, drag the
sliders, or click on the number in the text field
next to a slider, type a new value, and hit Enter.

1. Be sure the RECTANGLE tab is selected in

the Gizmo. Set Base (b) to 10.0 (10 units)
and Height (h) to 4.0 (4 units).

A. Name the sides of the rectangle that are 10 units long.

B. Name the sides that are 4 units long.

2. Select the SQUARE tab. Drag the vertices to create a variety of squares. Why is there only

one side length given for each square?

 Vocabulary: Perimeter and Area of Rectangles

Vocabulary

Area the number of square units inside a plane figure.

o For example, the area of the figure to the right is 15 square
3
units.

Perimeter the distance around a plane figure. 5

o For example, the perimeter of ABCD shown above is 16 units.

Rectangle a quadrilateral with four right angles.

o Quadrilateral ABCD shown to the right has four right angles,
so it is a rectangle.
o A rectangle is also a parallelogram.

Square a quadrilateral with four right angles and four congruent

sides.
o Quadrilateral ABCD shown to the right has four right angles
and four congruent sides, so it is a square.
o A square is also a parallelogram and a rectangle.
 Activity A:
Get the Gizmo ready:
Perimeter and
Be sure the RECTANGLE tab is selected.
area of rectangles

1. In the Gizmo, set Base (b) to 7.0 (7 units) and Height (h) to 2.0 (2 units).

A. Sketch the rectangle you created in the space

to the right. Label each side with its measure.

B. If you could walk along the sides of this rectangle, how many units would you walk?

+ + + = units

C. The distance you found is the perimeter. Turn on Show perimeter info to check
your answer. Look at the number of times you added the base (b) and the height (h).
Then fill in the blanks to write a formula for the perimeter of a rectangle.

P= b+ h

This can also be written using l (for length) and w (for width), instead of b and h.

2. Turn off Show perimeter info. Set Base (b) to 4.0 (4 units) and Height (h) to 6.0 (6 units).
Select Show grid.

A. How many grid squares are inside the rectangle? This is the area of

the rectangle, in square units. Click on Show area info to check your answer.

B. How can you find the area without counting squares?

C. Use b and h to write a formula for the area of a rectangle. A =

This can also be written using l (for length) and w (for width), instead of b and h.

3. Turn off Show area info and Show grid. Create two rectangles in the Gizmo, and record
their base and height below. Use your formulas to find the perimeter (in units) and area (in
square units) of each. Then, select Show perimeter info and Show area info to check.

Base (b) Height (h) Perimeter (P) Area (A)

(Activity A continued on next page)

Activity A (continued from previous page)

4. Turn off Show area info. Set Base (b) to 5.6 units and Height (h) to 11.6 units.

A. Use your formula to find the area of the rectangle. square units

B. Turn on Show grid. Is it easier to use the formula or the grid to find the area of this

rectangle? Explain.

5. Find the missing measurement(s) for each rectangle. Show all of your work. Check your
answers in the Gizmo.

A. base = 4.5 cm B. area = 15 ft2 C. base = ?

height = 6.0 cm height = 7.6 m
5 ft
perimeter = ? perimeter = 38 m
area = ? ? ft

6. Laura is painting two walls in her bedroom, and the ceiling. Both walls are 8 feet tall.

A. One of the walls is 12 feet wide. What is the area of this wall?

B. The other wall is 10 feet wide. What is the area of this wall?

C. What must the area of the ceiling be? Explain.

 Activity B:
Get the Gizmo ready:
Perimeter and
Select the SQUARE tab.
area of squares

1. In the Gizmo, set Side length (s) to 4.0 (4 units).

A. Sketch the square you created in the space to

the right. Label each side with its length.

B. If you could walk along the sides of this square, how many units would you walk?

+ + + = units

C. Turn on Show perimeter info to check your answer above.

Look at the number of times the side length is added to find P= s
the perimeter. Then fill in the blank to the right, to create a
shortcut formula for the perimeter of a square.

2. Turn off Show perimeter info. Set Side length (s) to 5.0 (5 units). Select Show grid.

A. How many grid squares are inside the square? Click on Show area info to

check your answer.

B. How can you find the area without counting squares?

C. Use s to write a formula for the area of a square. A =

D. Turn off Show area info and Show grid. Create three different squares and record
their side lengths in the table below. Use your formulas to find the perimeter (in units)
and area (in square units) of each square. Then, select Show perimeter info and
Show area info to check.

Side length (s) Perimeter (P) Area (A)

(Activity B continued on next page)

Activity B (continued from previous page)

3. Turn off Show area info. Set Side length (s) to 7.4 units.

A. Use your formula to find the area of the square. square units

B. Turn on Show grid. Is it easier to use the formula or the grid to find the area of this

square? Explain.

4. Find the missing measurement(s) for each square. Show all of your work. Check your
answers in the Gizmo.

A. perimeter = ? B. side length = 3.8 cm C. side length = ?

area = ? perimeter = ? perimeter = 27.2 ft
area = ? area = ?
7m

5. Warren is planting grass seed in two sections of his backyard.

A. One section is a 9-foot square. What is the area of this section?

B. Warren wants to put a fence around the square section. How many feet of fencing

will he need?

C. The other section is a 9-foot by 6.5-foot rectangle. What is the area of this section?

D. Each bag of grass seed that Warren wants to buy will cover 50 square feet. How

many bags should he buy? Explain.

 Activity A:
Get the Gizmo ready:
Perimeter and
Be sure the RECTANGLE tab is selected.
area of rectangles

1. In the Gizmo, set Base (b) to 7.0 (7 units) and Height (h) to 2.0 (2 units).
7 units
A. Sketch the rectangle you created in the space
to the right. Label each side with its measure. 2 units 2 units

7 units

B. If you could walk along the sides of this rectangle, how many units would you walk?

7 + 2 + 7 + 2 = 18 units

C. The distance you found is the perimeter. Turn on Show perimeter info to check
your answer. Look at the number of times you added the base (b) and the height (h).
Then fill in the blanks to write a formula for the perimeter of a rectangle.

P = 2b + 2h

This can also be written using l (for length) and w (for width), instead of b and h.

2. Turn off Show perimeter info. Set Base (b) to 4.0 (4 units) and Height (h) to 6.0 (6 units).
Select Show grid.

A. How many grid squares are inside the rectangle? 24 This is the area of the

rectangle, in square units. Click on Show area info to check your answer.

B. How can you find the area without counting squares? Multiply 4 units (the base)
times 6 units (the height).

C. Use b and h to write a formula for the area of a rectangle. A = bh

This can also be written using l (for length) and w (for width), instead of b and h.

3. Turn off Show area info and Show grid. Create two rectangles in the Gizmo, and record
their base and height below. Use your formulas to find the perimeter (in units) and area (in
square units) of each. Then, select Show perimeter info and Show area info to check.

Base (b) Height (h) Perimeter (P) Area (A)

Answers Answers Answers may vary, but Answers may vary, but
may vary. may vary. should equal 2b + 2h. should equal bh.
Answers Answers Answers may vary, but Answers may vary, but
may vary. may vary. should equal 2b + 2h. should equal bh.

(Activity A continued on next page)

Activity A (continued from previous page)

4. Turn off Show area info. Set Base (b) to 5.6 units and Height (h) to 11.6 units.

A. Use your formula to find the area of the rectangle. 64.96 square units

B. Turn on Show grid. Is it easier to use the formula or the grid to find the area of this

rectangle? Formula. Explain. It can be hard to count partial grid squares, especially

if they are not exactly half-squares.

5. Find the missing measurement(s) for each rectangle. Show all of your work. Check your
answers in the Gizmo.

A. base = 4.5 cm B. area = 15 ft2 C. base = ?

height = 6.0 cm 5 ft height = 7.6 m
perimeter = ? perimeter = 38 m
area = ? ? ft
38 = 2b + 2 7.6
P = 2 4.5 + 2 6.0
15 = 5h 38 = 2b + 15.2
= 9 + 12
15 5h 38 15.2 = 2b + 15.2 15.2
=
= 21 cm 5 5
22.8 = 2b
A = 4.5 6.0 3 = h
22.8 2b
= 27 cm 2 =
The height is 3 ft. 2 2

11.4 = b

The base is 11.4 m.

6. Laura is painting two walls in her bedroom, and the ceiling. Both walls are 8 feet tall.

A. One of the walls is 12 feet wide. What is the area of this wall? 96 ft2

B. The other wall is 10 feet wide. What is the area of this wall? 80 ft2

C. What must the area of the ceiling be? 120 ft 2 Explain. One wall is 12 feet wide and

the other is 10 feet wide. So, the ceiling is 12 feet by 10 feet, and its area is 12 10,

or 120 ft2.
 Activity B:
Get the Gizmo ready:
Perimeter and
Select the SQUARE tab.
area of squares

4 units
1. In the Gizmo, set Side length (s) to 4.0 (4 units).

A. Sketch the square you created in the space to 4 units 4 units

the right. Label each side with its length.

4 units

B. If you could walk along the sides of this square, how many units would you walk?

4 + 4 + 4 + 4 = 16 units

C. Turn on Show perimeter info to check your answer above.

Look at the number of times the side length is added to find P = 4s
the perimeter. Then fill in the blank to the right, to create a
shortcut formula for the perimeter of a square.

2. Turn off Show perimeter info. Set Side length (s) to 5.0 (5 units). Select Show grid.

A. How many grid squares are inside the square? 25 Click on Show area info to

check your answer.

B. How can you find the area without counting squares? Multiply 5 units (the side
length) times itself.

C. Use s to write a formula for the area of a square. A = s s = s2

D. Turn off Show area info and Show grid. Create three different squares and record
their side lengths in the table below. Use your formulas to find the perimeter (in units)
and area (in square units) of each square. Then, select Show perimeter info and
Show area info to check.

Side length (s) Perimeter (P) Area (A)

Answers may Answers may vary, but should Answers may vary, but should
vary. equal 4s. equal s2.
Answers may Answers may vary, but should Answers may vary, but should
vary. equal 4s. equal s2.
Answers may Answers may vary, but should Answers may vary, but should
vary. equal 4s. equal s2.

(Activity B continued on next page)

Activity B (continued from previous page)

3. Turn off Show area info. Set Side length (s) to 7.4 units.

A. Use your formula to find the area of the square. 54.76 square units

B. Turn on Show grid. Is it easier to use the formula or the grid to find the area of this

square? Formula. Explain. It can be hard to count partial grid squares, especially if

they are not exactly half-squares.

4. Find the missing measurement(s) for each square. Show all of your work. Check your
answers in the Gizmo.

A. perimeter = ? B. side length = 3.8 cm C. side length = ?

area = ? perimeter = ? perimeter = 27.2 ft
area = ? area = ?
7m P = 4 3.8 27.2 = 4s

= 15.2 cm 27.2 4s
P = 4 7 =
4 4
A = 3.82
= 28 m 6.8 = s
= 14.44 cm 2
A = 72 The side length is 6.8 ft.

= 49 m 2 A = 6.82

= 46.24 ft2

5. Warren is planting grass seed in two sections of his backyard.

A. One section is a 9-foot square. What is the area of this section? 81 ft2

B. Warren wants to put a fence around the square section. How many feet of fencing

will he need? 36 ft

C. The other section is a 9-foot by 6.5-foot rectangle. What is the area of this section?

58.5 ft2

D. Each bag of grass seed that Warren wants to buy will cover 50 square feet. How

many bags should he buy? 3 Explain. The total area is 81 + 58.5 = 139.5 ft2. He

needs 139.5 50 = 2.79 bags of grass seed, so he should buy 3 bags.

2. Prior to using the Gizmo ( 10 15 minutes)
Before students are at the computers, pass out the Student Exploration sheets and ask
students to complete the Prior Knowledge Questions. Discuss answers as a class.
Afterwards, use a projector to introduce the Gizmo and its basic features.

3. Gizmo activity ( 15 20 minutes per activity)

Assign students to computers, individually or in pairs. Have students work through the
Student Exploration (SE) sheet, using the Gizmo. (Or, you can use a projector and do
the SE as a teacher-led activity.) Either way, we recommend doing page 1 of the SE
(Prior Knowledge Questions and Gizmo Warm-up) plus one of the SE activities.

*ELL Adaptation* After completing the SE lesson, if you can, pair ELL students with an
English-speaking student. Ask each pair to write their own real-world problems: one
perimeter and one area. Have them write the full solutions on a separate piece of paper.
Then, ask each group to trade problems with another group, and solve both problems.

4. Discussion questions ( 10 15 minutes)

As students are working or just after they are done, discuss the following questions:
The side length of a square is twice the side length of another square. Is the
perimeter of the large square twice the perimeter of the small square? [Yes.]
Explain. [If s is the side length of the small square, then 2s is the side length of
the large square. So, the perimeter of the small square is 4s, and the perimeter
of the large square is 4 2s, or 8s. Because 8s is twice 4s, the perimeter of the
large square is twice the perimeter of the small square.] Is the area of the large
square twice the area of the small square? [N.] Explain. [If you double the
length of a side, the area will be (2s)2 = 4s, or 4 times the original area (s2).]
Ms. Williams tells her class to draw a rectangle with an area of 12 square units.
Alaina says that the only possible side lengths of the rectangle are 2 units and 6
units. Ron says that there are other possible side lengths. Who is correct? [Ron.]
Explain. [Any pair of numbers whose product is 12, such as 1 and 12, 3 and 4, or
8 and 1.5, could be the side lengths.]

5. Follow-up activity ( 10 15 minutes)

Have students work in small groups or pairs. Ask them to solve the following problems,
and explain their answers:
Christie has 48 feet of fencing to put around her garden.
She also has a 4-foot gate. Her current garden is 6 feet
by 4 feet. If she puts a gated fence around her current
garden, how much fencing will she have left over? [The
perimeter is 2 6 + 2 4 = 20 feet. The total length of the
fencing and gate is 48 + 4 = 52 feet. Subtract the perimeter from the total length
of the fencing and gate to find the amount left over: 52 20 = 32 feet.]
Christie decides to increase the size of her garden so she can use all of the
fencing and the gate. If she increases the side lengths of her garden to make it a
square, what will the length of each side of the new garden be? [The length of
the fencing and gate together is 52 feet. Find 52 4 to divide this length up into 4
equal lengths. Because 52 4 = 13, each side of the new square garden will be
13 feet.]
Gizmo Notes
Measurement tools are available in this Gizmo.

To use the ruler, select Show ruler. Drag the donuts

until they snap onto the endpoints of a segment. The
length will be displayed next to Length, by the
checkbox.

Mathematical Background
To help students understand perimeter, have them think about how far they would walk if they
walked around the outside of a figure. The distance walked is the perimeter of the figure.

To help students understand area, encourage them to think about the

number of square tiles needed to fill up the inside of a figure. This Gizmo
allows students to turn on a grid so they can see and count the number of
squares that fit inside a figure. For example, there are 24 squares inside
the rectangle to the right, so its area is 24 square units.

Counting squares is the most concrete way to illustrate area, so its generally the first way
students encounter the topic. But, it isnt always a practical way to find area. If the side lengths
of a rectangle are not whole numbers, it can be difficult to find the area this way. So, its handy
to have a formula that can be used to find the area in all cases.

The formulas for the perimeter and area of a rectangle are usually written P = 2l + 2w (perimeter
equals twice the length plus twice the width), and A = lw (area equals length times width). The
length and width can also be called the base (b) and height (h), so the formulas can also be
written as P = 2b + 2h and A = bh.

Be sure your students make the connection that a square is just a special type of rectangle
one with four congruent sides. This should lead them to see that the square formulas can be
derived from the rectangle formulas. The length of each side of a square is usually represented
by s. So, substitute s for b and h in the rectangle formulas, and simplify.
P = 2b + 2h A = bh
P = 2s + 2s A = s s
P = 4s A = s2

Just like a grid shows area, a rectangular array is a nice

visual for multiplication. Modeling multiplication as an array
leads to finding the area of a rectangle. For example, the
array shown to the right models the product 2 3 = 6, just
as the 2-by-3 grid illustrates an area of 6 square units.

Selected Web Resources

Perimeter and area video (Khan Academy): https://www.youtube.com/watch?v=kqqmJiJez6o
Fidos Flower Bed (Perimeter and Area) Gizmo: http://www.explorelearning.com/gizmo/id?1011
Critter Count (Modeling Multiplication) Gizmo: http://www.explorelearning.com/gizmo/id?1013
Area of Parallelograms Gizmo: http://www.explorelearning.com/gizmo/id?245
Students will learn to use Google Docs and possible Google Hangouts to collaborate when
they are not physically in their small group. They will need to isolate a passion and focus on
one aspect that they would like to learn more about that passion. They will research and learn
how to use the cameras and Google Apps that will support their final product. They will need
to use skills like organization, time management, research, production, presentation, public
speaking, writing, citation, and information literacy. Students will work in small groups to
collaborate and assist one another with different projects, trouble shooting research or
production. Students will meet deadlines as assigned by the teacher.

Expected Learning Outcomes: Students will create a presentation using Google Apps on a
topic that they wish to become experts using inquiry based learning and collaboration.

Technologies Used:
Software: Google Apps, Google Docs, Google Hangouts, Google slides, and Google Sites,
image editing tools, word processing
Hardware: Digital Cameras and camcorders, Computer, projectors to share their projects
Internet: research, information literacy, digital citizenship

Constructivist Paradigm:
Through the use of online software and learning platforms, Janices role will be more of the
facilitator and guide.

Emphasis will be placed on the process being equally important to the product

The process will be student driven with emphasis on an active learning process - students

will construct knowledge through online activities, interactions, and peer to peer collaborations
and discussions

Students will solve problems and learn new material while building on previously acquired

knowledge to support learning.

Emphasis placed on collaborative and cooperative approaches to learning as students will

hold each other accountable and support one another in their research and production of a
Genius Hour project.

Learning should be enjoyable and meaningful to students - based on real world situations

and scenarios Genius Hour presents meaningful goals and missions for students.

Students can demonstrate their learned knowledge through a final project created using

collaborative video, photography, and presentation via Google Slides.

Proposal #2: Explore Learning: Gizmo (free 30 day trial) Online Simulation
https://www.explorelearning.com/

Description: Students will engage on a Gizmos for one hour a day for one month. The
Students will go deeper using inquiry based learning and critical thinking skills to problem
solve. These are interactive tool that allows for differentiation and allows students to work at
their own pace. They will be able to access these Gizmos though Explore Learning on a free
10 day trial. Gizmos run on PCs, Macs, Chromebooks, iPads, and Android devices. Gizmos
work in blended learning, whole group, or 1:1 learning.

Example: Perimeter and Area of Rectangles. Discover how to find the area and perimeter of
rectangles and squares! * see attached PDFs
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceID=235

Class Activities: The class will do the pre-Gizmo activity (on the Teacher Guide PDF) as a
whole group (10-15 minutes). Before the students are assigned to computers or taken to the
lab, the students will complete the prior knowledge sheet, discuss the answers as a class, and
then the teacher will take the students to the lab and introduce the Gizmo through a projector.
Students will complete the Gizmo warm-up and show the completed questions to the teacher
before receiving a student exploration worksheet. Once the warm-up is completed, the
students will work on the student exploration worksheet assigned to them (15-20 minutes).
There student exploration worksheets are Activities A, B, and C. A being the lowest level and
C being the more enriched level. Students can work individually or in pairs, assigned by the
teacher. The teacher guide provides discussion questions to be used during the activity or
after the Gizmo is completed. Once the students complete the Gizmo, the class will do the
follow up activity to enrich the inquiry based learning. There are additional web resources for
students who need more help or complete their assignment early than the allotted time.

Janices Preparation: Janice will need to create a login account for a free 30-day trial. She
will also need to create classes for students to create usernames and passwords. She will
need to familiarize herself with what Explore Learning Gizmos are. There are Professional
Development introduction workshops to get her started.
(https://www.explorelearning.com/index.cfm?method=/cTraining.dspCourseCatalog#intro).
Janice will need to look over the available Gizmos and become familiar with the Gizmo(s) that
are available and align with her topic, standards, and grade level. Janice will be able to
choose the Gizmo(s) by searching the academic standard, the grade and topic, or the
textbook. She can choose between Math and Science interactive content. Resources
available with an account: student exploration sheets*,answer key, teacher guide, vocab
sheet* (*indicates available without being signed in). Janice will need to read over the
pre-Gizmo activity, the prior knowledge worksheet, and be able to assignment the proper
Gizmo student exploration sheet to each student based upon their learning levels. Janice will
need to schedule computer time everyday. She will need to make copies of the prior
knowledge and activities worksheets. Janice will need to provide the students with access to
the Web Resources (available on Teacher Guide PDF).

Expected Learning Outcomes (objectives): Listed at the topic of the teacher guide along
with the vocabulary for that Gizmo.

Technologies used:
Hardware: computers, projectors,
Internet: Interactive Gizmos (https://www.explorelearning.com/), worksheets (PDF and Word
Documents- for customizable setting), web resources, Google Slides, Google Docs
Software: Explore Learning Gizmo, username and password for site

Constructivist Paradigm:

Through the use of online software and learning platforms, Janices role will be more of
the facilitator and guide
Emphasis will be placed on the process being equally important to the product
The process will be an interactive learning process - students will construct knowledge
through online activities, interactions, and peer to peer collaborations and whole group
discussions
Students will solve problems and learn new material while building on previously
acquired knowledge to support learning
Emphasis placed on collaborative and cooperative approaches to learning -Discussion
is important!
Learning should be enjoyable and meaningful to students - based on real world
situations and scenarios - Gizmos present meaningful goals and missions for students
Students can demonstrate their learned knowledge through an explore worksheet,
discussions, and the follow up activity
 References

Ansaldo, M. (May 11, 2017) How to add video to Google Slides for a more powerful

presentation. P
CWorld. Retrieved on June 20, 2017 from:

http://www.pcworld.com/article/3193325/software-productivity/how-to-add-video-to-google-slid

es-for-a-more-powerful-presentation.html

ExploreLearning Gizmos: Math and Science Simulations That Power Inquiry and

Understanding. (n.d.). E
xplorelearning. Retrieved June 20, 2017, from

https://www.explorelearning.com/

Genius Hour (2017). Retrieved from http://www.geniushour.com/what-is-genius-hour/

Spencer, J. (2017). The Genius of design. Educational Leadership. Vol.74(6). 16-21

Perimeter and Area of Rectangles Gizmo : Lesson Info : ExploreLearning. (n.d.).

Explorelearning. Retrieved June 20, 2017, from

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceID=235

Willis, L. (June 19, 2015) Using Google Web Apps to Improve Student Engagement. Faculty

Focus. Retrieved on June 20, 2017 from:

https://www.facultyfocus.com/articles/teaching-with-technology-articles/using-google-web-app

s-to-improve-student-engagement/

Your Partner in Math & Science Professional Development. (n.d.). Explorelearning. Retrieved

June 20, 2017,

https://www.explorelearning.com/index.cfm?method=%2FcTraining.dspCourseCatalog#intro