EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century

skills to be college and career ready?

21 CLD Course Completion Plan

Course Evidence

1: Transform
Learning with
21 CLD
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

2: Knowledge
Construction
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

3:
Collaboration
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

4: Real-World
Problem
Solving &
Innovation
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

5: Skilled
Communication
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

6: Self-
Regulation
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

7: ICT for
Learning
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

8: Embedding
21 CLD in
Practice
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

Copy/paste a lesson plan that you will assess (code) using the 21 CLD coding rubrics.

Name: Taylor Wiltfong Grade Level: 4th Grade

Topic/Central Focus: Geometry (Angles) Subject: Math

Time Frame: 45 Minutes

Standard(s) to be met in the lesson:

MA 4.3.1.a Recognize angles as geometric shapes that are formed where two rays share a
common endpoint.

MA 4.3.1.b Classify an angle as acute, obtuse, or right.

MA 4.3.1.g Sketch angles of a specified measure.

Learning Objective: Assessment Tool(s) and Procedures:

I can create and classify acute, right, obtuse, At the end of the lesson, I will assess the
and straight angles. students progress on the learning objective.
They will also self-assess using the same
checklist.

Possible Materials: Key Vocabulary:

-Paper line, point

-Pens/Pencils/Markers line segment
-Scissors ray
-Dry erase boards angle
-Toothpicks & Clay degree
-String right angle
-Protractors straight angle
-Pipe Cleaner acute angle
obtuse angle

Procedure:
A) Hook/Engage/Pre-Assess Students:
We would begin the lesson with a class
discussion on lines and angles. To pre-assess knowledge, we would talk about the
different types of angles. We will use our arms to model acute, straight, right, and
obtuse angles. I will then tell them that their bodies will be the vertex, or the point
of the angle, and their arms will represent the angle's rays. I will demonstrate each
angle with my arms and ask the children to name each of the angles. Next the
students that will make the angles with their arms when I call out the angle’s name.
I will repeat this several times until students appear to consistently demonstrate the
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
skills to be college and career ready?

angles correctly. To activate prior knowledge, we would listen to the Angles Song
(https://www.youtube.com/watch?v=NVuMULQjb3o)
B) Communicate the Purpose:
Angles are everywhere, so much so that we often miss
them in our everyday lives. They can help us build, measure, and do different things
more efficiently (even sports). When we learn about angles, we are learning about a
kind of math called geometry. Today you will learn how to classify, create, and
measure acute, right, obtuse, and straight angles.
C) Instructional Sequence:
We will be attempting to represent these types of angles
in a variety of different ways. I will show the students a variety of ways to represent
the four types of angles with photographs, drawings, and models made from
different materials. I will give them time to find and manipulate the materials to
represent different types of angles. The students are able to use materials from
their house, the outdoors, or even photographs from the internet. I will prompt with
questions to guide their thinking-"What do you know about this angle?” “What ways
have you tried to represent the angle?” “Can you teach a partner about your
angle?” “You seem stuck, where do you think you should start?” “Why did you
choose to represent your angle in this way?” and “Can you show me by making a
model or drawing a picture?” Once the students have the four angles represented,
they will put photographs of their angles on Seesaw. They will use the microphone
feature to explain their different angles. Then they will browse through their
classmates’ photographs and comment on three different posts.
D) Closure:
After looking at their classmates’ angles, the students will fill out a self-assessment
checklist. This assessment will help provide evidence to if the student will be able
accurately classify acute, right, and obtuse angles.

Lesson Plan Evaluation

Skill Code Explanation

Module 2: Knowledge
Construction
Module 3: Collaboration
2 This activity does require students to generate ideas and
understanding that are new to them. Although they have
some previous knowledge on the types of angles, they are
constructing justifications for why their photograph
represents a certain angle. With that being said, knowledge
construction is not necessarily the main requirement of the
activity. I could redesign this activity to require more higher-
order thinking skills.
4 The main requirement for this learning activity is knowledge
construction. The students complete a hands-on activity
where they construct different angles and formulate
knowledge of the reasons for their creations. They also have
to apply their knowledge in a new, real-world context.
However, this activity is not interdisciplinary because it does
not have learning goals in more than one subject.
 EDUC 672 Essential Q: How do we prepare educators to effectively create learning activities that build students' 21st Century
Module 4: Real-World Problem
Solving & Innovation
Module 5: Skilled
Communication
Module 6: Self-Regulation
Module 7: ICT for Learning
skills to be college and career ready?
2 Problem-solving is present in the activity as students use
materials and objects to create different types of angles. The
open-ended prompt also allows students to think critically
about how they are going to represent the four types of
angles. The students will be able to use a wide variety of
different methods and materials based on their interests and
needs. Although the students use materials found in their
everyday world, I would consider this solving this task to be a
real-world problem.
3 The students post a picture of their four different angles on
Seesaw along with audio explaining why this represents a
certain type of angle. Therefore, the communication is multi-
modal. They also have to provide supporting evidence
demonstrating their thinking. At the end of the lesson the
students will be asked to give feedback by commenting on
three of their classmates’ photos, thus benefitting from each
other’s ideas. Although Seesaw allows their teacher,
classmates, and parents can view the final product. This
audience is considered more general rather than specific
which is why it scores as a 3 on the rubric.
1 Originally, I thought this lesson would rate high in self-
regulation because the learner is able to reflect upon and
evaluate their performance through a self-assessment
checklist. However, I would not consider this learning activity
to be long term. This is an activity that learners would
complete in a day and it does not require working for a
substantive period of time.
3 The students will be able to use the camera on the iPad to
take various pictures of different angles. They will be allowed
to take pictures outdoors as well. Some of the pictures could
include the hands on a clock, tree branches, or playground
equipment. Then, they will use the microphone feature to
explain why their photograph qualifies as a certain angle.
They are able to share their photographs on the platform of
Seesaw and provide feedback to other students. The students
use ICT to construct knowledge, but they could have
constructed the same knowledge without the use of ICT.