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Building a ramp for the community library unit plan Problem-Based Learning Lesson This lesson will be for a ninth grade Algebra One class going over a unit on the Pythagorean Theorem.

// Goal // The students will collaborate within their assigned group to design a ramp that meets the requirements (must have a slope between 1:12 and 1:16 with a minimum width of 36 inches) and is the most cost effective. The government requirements for the slope and width of a ramp are located on the Mobility Advisor website.

 The Wyoming state standards incorporated in this lesson will be MA 11.2.1 (eleventh grade geometry standard), MA 11.2.3 (eleventh grade geometry standard), and MA 11.3.5 (eleventh grade measurement standard). The standards will consist of: the students using the Pythagorean Theorem to solve problems, the students communicating the reasoning used in identifying geometric relationships in problem-solving situations, and the students solving indirect measurement problems. The National Education Technology Student (NETS) standards that will be used for this lesson will be creativity and innovation in addition to critical thinking, problem solving, and decision making.

// Action // The students are given an opportunity through this lesson to use their mathematical skills to help the community make a decision based on the information the class brings to them. The information will be presented to the community through digital storytelling, which will be developed in the following lesson. This scenario shows the students how the Pythagorean Theorem can be used in their community. For this lesson, the students have already learned what the Pythagorean Theorem is, and they have learned how to apply the concept of slope in many ways.

There are details the teacher needs to decide and materials to get together before the class will be ready to start the project. In the lesson, the teacher will hand out a list of requirements for a wheel-chair ramp, including where they will buy the materials, the measurements of the library entrance, and the ramp specifications. The students will be told that the library needs to construct a ramp that fits the needs of the community and meets all required regulations. They will also need to know how much the ramp will cost to determine whether it will fit into their budget. The library is requesting a visual representation that explains all of the details before they decide to build the ramp. The students will use geometer’s sketchpad to present their project and the Internet to determine the cost of materials.

The first step of the project will be to “establish group goals, [and] divide up project responsibilities” (Ertmer & Simons, 2006, p. 43). Secondly, the students will brainstorm how they are going to determine the results. The third step will require the students to use geometer’s sketchpad to create their project. Finally, the students will need to review their project to make sure they have completed everything that was required by the library. The rubric that is used for evaluating their Geometer’s Sketchpad project will help to make sure they met all of the requirements.

This project can be developed in many different ways; the group will decide how to structure it. The students in the group can focus on their strengths to structure the project in a way that is more meaningful to them. Each student will be working with classmates on this project to help make the task more manageable. This collaborative assignment will allow the lower-level students to get help from students who better understand the material. Another important factor for all of the learners is that the technology “can give the students opportunities to develop ideas and skills in an environment that promotes creative thinking” (Cennamo, Ross, & Ertmer, 2009, p. 252). Each individual’s creative learning styles will bring a unique aspect to the final project, which will allow all of the students to learn in a way that best fits their needs.

// Monitor // The teacher will direct the students through the steps so the groups do not miss any important parts of their project. The teacher will then be responsible for observing and “asking probing questions, challenging a particular perspective or argument, or offering an alternative hypothesis, thus forcing students to interpret the information they have gathered” (Ertmer & Simmons, 2006, p. 46). The teacher will also meet with every group to discuss their reasoning and help resolve any problems or misconceptions.

// Evaluate // The students will be evaluated according to a rubric that will incorporate collaboration, higher order thinking, and fulfillment of the requirements in a clear and detailed manner. This rubric will be given at the beginning of the lesson so all students know the expectations.

Social Collaboration Lesson This lesson will be for a ninth grade Algebra One class going over a unit on the Pythagorean Theorem.

//Goal// The students will collaborate with their classmates to increase higher-level thinking and make adjustments to their work according to outside opinions.

The Wyoming state standards incorporated in this lesson will be MA 11.2.1 (eleventh grade geometry standard), MA 11.2.3 (eleventh grade geometry standard), and MA 11.3.5 (eleventh grade measurement standard). The standards will consist of: the students using the Pythagorean Theorem to solve problems, the students communicating the reasoning used in identifying geometric relationships in problem-solving situations, and the students solving indirect measurement problems. The National Education Technology Student (NETS) standards that will be used for this lesson are communication and collaboration.

//Action// The teacher will set up a page on thinkquest.com that will allow all of the students to submit their assignment. This websites allows teachers and students to collaborate on developing projects that are posted on-line. This website also has enhanced security that allows the teacher to control student access. Every student will be registered on the website so they are able to access their projects and participate in discussions. It will also be important to make sure all students get parent permission to participate in on-line discussions. This lesson will allow the students to get feedback on their ramp constructions and then revise their projects from that feedback. Each student will also give feedback on their classmates’ ramp constructions.

The first step will be for the teacher to briefly review how to use thinkquest.com. Using the SmartBoard, the teacher will review how to upload a document, how to set up different options on a page, and how to be involved in a discussion. The second step of social collaboration will be for the students to upload their projects and set up a page that allows them to receive feedback on their ramp construction. The third step of the project will involve each student posting one question or suggestion to each groups’ project. The questions serve as a way for the group to think of different perspectives or to clarify misunderstandings. The students will be able to receive instant feedback and resources to improve their projects (Laureate Education, inc., 2009b). The fourth step will be for the group to respond back to their classmates’ questions and make revisions on their projects.

//Monitor// Before the projects commence, the teacher will ensure that all the students are familiar with thinkquest.com. The teacher will then monitor the students’ progress and answer any questions that arise. The teacher will also guide the students through the steps that will be taken as a class. As the class has discussions using thinkquest.com, the teacher will help by monitoring and participating in the discussions on a computer.

The teacher will also need to check on the students that tend to struggle, making sure they understand how to use the technology. This project will give students a variety of ways to show their strengths (Laureate Education, inc., 2009a). The teacher can help all of the students by posing more challenging questions.

//Evaluate// The students will be evaluated on a rubric according to how well they participated in discussion and the adjustments that were made to improve their projects. This rubric will be given at the beginning of the lesson so all students know what is expected from the discussion and posting their projects on thinkquest.com.

Digital Storytelling Lesson This lesson will be for a ninth grade Algebra One class going over a unit on the Pythagorean Theorem.

//Goal// The students will create a digital story within their assigned groups to persuade the community to use their wheelchair ramp structure. The students will explain all of the details through the digital story, which will determine their understanding of the content. The students will be able to work on their “creative skills,” problem-solving skills,” “interpersonal skills,” and “communication skills” (Laureate Education, inc., 2009).

The Wyoming state standards incorporated in this lesson will be MA 11.2.1 (eleventh grade geometry standard), MA 11.2.3 (eleventh grade geometry standard), and MA 11.3.5 (eleventh grade measurement standard). The standards will consist of: the students using the Pythagorean Theorem to solve problems, the students communicating the reasoning used in identifying geometric relationships in problem-solving situations, and the students solving indirect measurement problems. The National Education Technology Student (NETS) standards that will be used for this lesson will be creativity and innovation, critical thinking, problem solving, as well as decision making and communication and collaboration.

//Action// During this lesson, the students will persuade the community (group of teachers) to use the ramp that their group designed. They can design their digital story in any way, as long as they describe all of the details that need to be presented to make a decision. The students will be using digital stories or “technology to accomplish their goal” of presenting their material (Laureate Education, inc., 2009). Each digital story will be uploaded onto a Voicethread for a group of teachers to evaluate and then decide which one is the most appealing, most cost effective, and meets all of the ramp requirements. The teachers will be asked to post comments on the Voicethread, enabling students to receive feedback. As a class, we will look at all of the digital stories and listen to the comments of the other teachers.

The teacher will show the students what a digital story is by showing them an example from the University of Houston website. The teacher will also give the students an introductory to Microsoft Photo Story 3, showing them its capabilities and how it is used. Then, to develop a digital story, the students will use the new software and images they created in Geometer’s Sketchpad, as well as images from the internet. The groups will remain the same as the first lesson and each student will have access to a computer if necessary.

The teacher will also give a brief description and presentation on how to upload their project to the Voicethread. These presentations will be given using a Smartboard. Then the student will get with their groups and decide how they want to make their digital story and assign roles. The students will be required to have images, their original Geometer’s Sketchpad image, and a script that presents their material. In addition, the digital story needs to be set up in a manner that is appealing to their audience. This might be the hardest part of the project because each group will need to find a creative way to present their material.

Once the students have made all of the above decisions, they will be ready to start creating their digital story. They will need to keep in mind all of the attributes of the rubric, which is how they will be evaluated. The students will also need to consider all of their group members’ ideas. Each member will have strengths and weaknesses that they will bring to the group. With each group member participating, some students can share their strengths and assist others with their weaknesses.

The final piece to their digital story will require them to upload it onto a Voicethread. Once it is uploaded, they will wait until the board (group of teachers) has an opportunity to review it.

//Monitor// The teacher will present the example of a digital story and how to use the software to the class. Once that has been presented, the teacher will walk around the room helping the students with any questions and ask higher level questions to guide the students with their projects. The teacher will also help groups realize each individual’s strengths if they haven’t already done so. Once the students are ready to upload their projects onto the Voicethread, the teacher might have to help them through the process if there are any complications.

//Evaluate// The students will be given a rubric at the beginning of the lesson so they know their expectations. The students can use this rubric throughout their digital story project to make sure they have everything incorporated. The rubric will also show which team receives extra points for receiving the most votes from the teachers; there will not be many extra points awarded for this.

References Cennamo, K., Ross, J. & Ertmer, P. (2009). //Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Ertmer, P., & Simons, K. (Spring 2006). //Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers//. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from  @http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: Digital storytelling, Part 1. [Educational video]. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (2009a). Social Networking and Online Collaboration, Part 1. [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Social Networking and Online Collaboration, Part 2. [Educational video]. Baltimore: Author.