vhigginsdrl.docx

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Valerie Higgins

The University of Montevallo

Course of Study

StandardsMathematics (2009) Grades 9-12 Algebra I

ACOS 11.1 Solve problems algebraically involving area and perimeter of a polygon,area and circumference of a circle, and volume and surface area of rightcircular cylinders or right rectangular prisms.

StandardsMathematics (2009) Grades 9-12 Algebra II

ACOS 13.1 Solve coordinate geometry problems using algebraic techniques.

StandardsMathematics (2009) Grades 9-12 GeometryACOS 3.1 Justify relationships among different classes of polygons using their

properties.

ACOS 10.1 Use inductive reasoning to make conjectures and deductive reasoning tojustify conclusions.

StandardsScience (2005) Grades 9-12 Physics

ACOS 8.1 Summarize similarities in the calculation of electrical, magnetic, andgravitational forces between objects.

StandardsEnglish Language Arts (2007) Grade 9

ACOS 3.1 Read with comprehension a variety of ninth-grade informational and

functional reading materials, including recognizing tone and propaganda.ACOS 3.2 Organizing steps of a process and other sequences.

ACOS 3.5 Following complex written directions.

StandardsEnglish Language Arts (2007) Grade 10ACOS 3.2 Following complex or embedded directions.

ACOS 3.4 Determining main idea and supporting details in informational and

functional reading materials.

Standards

English Language Arts (2007) Grade 11ACOS 3.1 Read with comprehension a variety of informational and functional

reading materials, including recognizing organizational patterns,

evaluating strengths and weaknesses of argument, and identifyingdirections implied or embedded in a passage.

ACOS 3.4 Applying advanced knowledge of context clues and structural analysis to

determine word meaning.

StandardsSocial Studies (2004) Grade 9 World History: 1500 to the PresentACOS 6.1 Identify significant ideas and achievements of scientists and philosophers

of the Scientific Revolution and the Age of Enlightenment.

StandardsSocial Studies (2004) Grades 9-12 Contemporary IssuesACOS 4.1 Analyze the impact of scientific and technological changes in the United

States on the world.

StandardsArts Education (2006) Grades 7-12 Visual Arts: Level III

ACOS 5.1 Apply the four-step process of critical analysis to works of art, includingdescribing what is seen, analyzing how each artist arranged the elements

of art and principles of design, interpreting expressive intent and purpose,

and judging the effectiveness of communication.


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Details

Concurrent Skills/Competency FocusMaking connections across curriculum by integrating history, reading and writing, thearts, and experimental science into the math classroom.

Focus on reading (using context clues to define unknown words) and following complex

directions.Using math journals to write comments, make predictions, and compare predictions tooutcomes.

Instructional ObjectivesTSW read and follow directions to make a Mobius strip.

TSW explore properties of the strip and make predictions based on previous knowledge.

TSW record comments, predictions, and outcomes in the form of a journal (which will be

used for assessment).

I nstructional Procedures

Phase I

Pre-ReadingThis phase serves as a set.

TTW introduceMobius stripby explaining that it is a unique object that someonenamed Mobius discovered. TTW discuss how normal objects have multiple sides

(a sheet of paper has a front and a back, a box has an inside and an outside).TTW inform that a Mobius strip has only one side of its surface and one edge.

TTW pass out the reading and instructional handouts to each student. TTW ask students to define component, non-orientable, and analogous

based on root words and previous knowledge. TTW write these definitions on the

board.

TTW guide students to words that are defined within the passage, includingparadromic rings and chiral.

TTW guide the students to recognize how the text is divided into sections withheadings. TTW ask the students of what they expect each paragraph to informthem.

TTW inform the students that after reading, TSW create a Mobius strip andexplore the properties mentioned in the passage, recording their comments,

predictions, and observations in a journal.

Phase IIConcurrent Reading

TSW underline words that are hard to understand. After each paragraph, TSW re-read to define words in the margin.

TSW write a sentence summarizing each section of the passage. TSW take notes on what they expect will happen when they experiment with the

Mobius strip in the next step.

Phase IIIPost-Reading

TSW get in groups of two or three (student-chosen) to read each others summarystatements.


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TSW (continue in groups) read and follow the directions on the second handout tomake their own Mobius strips and explore the properties read in the passage.

TSW create a journal (beginning with the summary statements from the passage)describing observations about the strip (and each property explored); making

predictions about what would happen if a line was drawn along the middle, if cut

along the center, if cut 1/3 from the edge, if there were two half-twists instead ofone; recording outcomes of each property in the instructions.

TSW record observations of M.C. EschersAntsas the last journal entry. Thiswill serve as lesson closure.

Mater ial s and Resour cesReading and directions handouts for each student. Blank copy paper for each student (tomake strips), scissors and tape. Notebook paper and pencil for journaling.

AssessmentAssessment based on journal entries.

AssignmentAssignment includes following the directions on the handout and creating a journal torecord comments, predictions, and outcomes for each step.

Adaptations, Accommodations, Modif ications

Exceptionality/Academic

A student with trouble reading may partner with someone who can read directionsto him/her.

Social

TTW modify groups as necessary around students with social or behavioral needs.If there is a student without a disability who understands (maybe grew up with)the needs of a particular student, they will be grouped together. Otherwise, the

teacher will spend one-on-one or one-on-two time with students.

Behavioral

There are no students with behavioral issues or disabilities in my classroom.Environmental

Students with a physical disability may use a computer (or similar aid) forjournaling, or may dictate to another student.

Technology I ntegrationTTW project a picture of M.C. Eschers workMobius Strip IIusing a laptop and LCD

projector.

AttachmentsThe Mbius Strip

Sources

Mobius Strip. (n.d.). Wikipedia. Retrieved March 30, 2011, from

en.wikipedia.org/wiki/Mbius_st
http://localhost/var/www/apps/conversion/tmp/scratch_7/DRLP/The%20M%C3%B6bius%20Strip.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_7/DRLP/The%20M%C3%B6bius%20Strip.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_7/DRLP/The%20M%C3%B6bius%20Strip.docx


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