WEEK 6, MODULE 6: ONLINE ACTIVITIES (1-3) Juliano 1

ACTIVITY 1: ACTIVATING BACKGROUND KNOWLEDGE

Topic Description:

I found a lesson plan on education.com geared towards fourth grade mathematics. I chose

the lesson plan “All About Angles.” As the title suggests, it’s purpose is to teach students about

angles. This lesson plan would work for small groups or large classes since it is based on

independent work. The objective of the lesson is for students to learn characteristics of four

different angles and then be able to identify and draw the angles. This lesson is meant to be

completed in less than an hour and a half.

The direct instruction includes teacher presentation of the four different angles; right,

obtuse, acute, and straight. A discussion is then held between the teacher and students so the

teacher can check for understanding. Another way the teacher checks for understanding is with

an interactive, physical activity. The teacher explains that their body is the vertex and then

situates their arms as an angle. They then ask the class which angle it is. This is repeated a few

times. Once the students understand the concept, the teacher will ask them to stand arms width

apart from one another and call out angles, asking the students to demonstrate the angle being

asked of them with their arms. After enough repetition to ensure student understanding, the class

moves on to the activity portion. The teacher will then bring the class back to focused, seated

positions and present their pre-made version of the student-based activity. The students are

explained and asked to create a poster with all four types of angles. The students are given

toothpicks, glue, construction paper, and markers to create their posters and are encouraged to be

creative. As an exit slip, the teacher asks the class to take out a piece of notebook paper and ask

them to draw and label the four angles. The students must turn the paper in to the teacher to leave

the class.
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Lesson Plan URL: https://www.education.com/download/lesson-plan/all-about-

angles/all-about-angles.pdf

Strategy #1:

A. Anticipation Guide

B. I would use the anticipation guide strategy as an exit slip for the class leading to this lesson. I

would provide a print out with a table on it that has three columns: before lesson, statement, and

after lesson. The statements would be about angles as they pertain to objectives and the before

and after lesson boxes would be filled in with “true” or “false.” This strategy would introduce the

students to the topics to be discussed while also gauging how well they know the material ahead

of time. So, the first step would be giving the print out to the class as an exit slip. They would be

asked to fill out the “before lesson” column answering “true” or “false” to the statements. Once

completed, they would turn the paper in to me. For this scenario, I would replace the exit slip

currently detailed in the lesson plan above with the anticipation guide created for this strategy.

So, after the lesson described above, I would give each student their print out back and ask them

to fill in the “after lesson” column. I would take note of their original answers for the “before

lesson” column so I could make sure they didn’t change their answers after learning the material.

Please see below for an example anticipatory guide:

Before Lesson Statement After Lesson

A right angle measures 90º.

An acute angle measures

greater than 90º.

An obtuse angle measures

less than 90º.

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A straight angle measures

180º, which is also a straight

line measure.

The sum of two right angles

(90º+90º) equals one straight

angle measure.

C. I would predict that I would get a mix of answers. The first statement is true, the second and

third are false and the last two are true. I mixed the statements regarding acute and obtuse angle

measurements because I feel it shows if students are really paying attention to the questions

asked. Depending on the class, I might add more statements to the anticipation guide. I would

use the information found to see if I need to separate some students that are excelling in the

material, as the lesson plan suggests doing. I would also use the information to see what I might

add to the discussion portion of the lesson. For example, if students really seemed to struggle

with identifying an acute angle, I may give an example during the discussion about how when

we see a small animal or a miniature sized object (Monopoly game pieces are good examples of

this), we think “aw, it is cute!” We can remember acute angles being smaller than 90º (right

angle) because they are “a cute.” I would also use the information findings as a guide of who to

keep an eye on during independent work time so I can ensure I am attentive to students that need

one-on-one assistance.

Strategy #2:

A. If/Then Statements

B. I would use the if/then statements strategy as an exit slip for the lesson leading to the one

described above. I would provide a print out with a handful of statements and multiple choice
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answers. For example, a statement of, “If the sum of two right angles equals one straight angle

(180º), then one right angle equals…” would have answer options of, A) 60º B) 100º C) 90º or

D) There is no such thing as a straight angle,” with C) 90º being the correct answer. I would

provide at least one question per angle, so four questions total. This strategy would give students

the opportunity to show what they already know about the math topic at hand. It would also give

them the opportunity to problem solve to find the answers to questions they may not inherently

know the answer to. Once students completed the handout, they would turn it in to me. For this

scenario, I would replace the exit slip currently detailed in the lesson plan above with the if/then

statements handout created for this strategy.

C. I would predict that I would get a mix of answers and possibly some answers left entirely

blank. Sometimes, many words mixed with math intimidates students. That said, if there were

multiple empty answers, I would add a dialogue about the handout in the opener of the class for

the lesson described above. I would address the elephant in the room, being words in math, and

ask students if they get intimidated with written explanations in math. I would predict many

hands in the air. I would then use this opportunity to introduce a trick I use when trying to solve

word problems; use different boxes or colors to separate the regular words from the math words.

In this example, “If the sum of two right angles equals one straight angle (180º), then one right

angle equals…” I would first take away the math terms, which would be “sum, two right angles,

equals, one straight angle (180º), one right angle, and equals.” From there, I would have them

think of the words as symbols using “RA” for “right angle.” So, RA + RA = 180º. Then, I would

work through the answer options with them. Sometimes, it is easier to understand a word

problem in math when you take away the words to solve. As with any strategy to activate
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background knowledge, I would use the information gathered to create a guide of who is

excelling and who is struggling with the material.

ACTIVITY 2: ORGANIZING CONTENT

Mind Map: Water

Coggle Mind Map URL:

https://coggle.it/diagram/YNEX8niS5H_5Lm0w/t/water/386c7d5dfce2c8f38b4762cf9419e198b

27c3abd14784a29027ff16d2c474eb1

TedTalk URL: https://ed.ted.com/lessons/what-would-happen-if-you-didn-t-drink-water-mia-

nacamulli

Summary

I chose the TED-Ed lesson “What would happen if you didn’t drink water?” by Mia

Nacamulli. The lesson is all about water intake; its benefits, over and under consumption, and

more. I would play the video and then create the mind map with the students during class time.

We could create the four main points immediately after finishing the video (Where is it found?,

What does it benefit?, Why drink it?, and How much to drink?) and then branch off of each one
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thereafter. I would play the video a second time, stopping periodically to add important facts as

we go. I began the same as how I would begin in class, with the four questions listed above.

Then, I rewatched the video and included relevant and important information branched from

each main question. The “Where is it found?” branch has adults and children, Earth, and food

branches. This shows how water is prevalent everywhere, which is also highlighted in the video.

The “How much to drink?” branch has three different levels of consumption, along with relevant

information, such as over-hydration, dehydration, and optimal hydration. The “Why drink it?”

branch has two main points from the video listed: long-term benefits and to replenish what is

lost. The “What does it benefit?” branch includes three focused benefits from the video. I think

the mind map would help students to remember the information from the video. I know it helped

me in that way. This engaging class activity would open a dialogue about healthy habits. I think

it is especially important living in Las Vegas.

ACTIVITY 3: DISABILITY EDUSHEET 3 OF 3

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