Transcript taskcardsx
IMPACT SAMR Cover Sheet Teacher: Annie Grogan Task Overview Learning Objective(s) Suggested Technology Using iMovie to create your own teaching video Students will identify angle postulates. iPad Computer Internet Projector Email iMovie and virtual nerd apps REDEFINITION Students will collaborate with peers and create videos teaching angle postulates to their peers. Technology allows for the creation of new tasks that were previously not conceivable. Technology allows for significant task redesign.. AUGMENTATION Chapter 3 Vocabulary Quiz using quizlet.com Students will identify relationships between figures in space. Computer lab, internet, www.quizlet.com, printer Students will identify angles formed by two lines and a transversal. Section 3-2 Solve It Activity SUBSTITUTION iPads Stoodle app Internet Computer Students will prove angles are supplementary citing theorems. Technology acts as a direct tool for substitution with some functional improvement. Technology acts as a direct tool for substitution with no real change. Students will visualize and investigate angle relationships when parallel lines are crossed by transversals. Students will become familiar with angles formed by a transversal and two parallel lines.Students will use informal logical reasoning or cite previous theorems pertaining to angles. Computer, speakers, projector, internet www.pearsonrealize.com enhancement MODIFICATION Students will complete a geometry task card as a group using Stoodle app transformation Louisiana Math Standard (include description):G-Co.A.1 Know precise definitions of …parallel line. G-Co.C.9 Prove theorems about lines and angles. S Intro to Properties of Parallel Lines Section 3-2 Solve It Activity 1. 2. 3. 4. 5. 6. 7. Pay attention to the white board as it displays today’s Solve It problem. Answer the following questions in your journal: Which angles appear to be congruent? Which angles form vertical angle pairs? Exchange journals with your shoulder partner. Check your shoulder partner’s answers with the solutions on the board. Discuss your answers for one minute. SUBSTITUTION Technology acts a direct substitute, with no functional improvement This task uses: Computer, speakers, projector, internet www.pearsonrealize.com • Learning Objective(s): • Students will become familiar with angles formed by a transversal and two parallel lines. • Students will use informal logical reasoning or cite previous theorems pertaining to angles. A Vocabulary Challenge Chapter 3 Vocabulary Quiz using quizlet.com 1. Log onto the computers using your username and password. 2. Using google chrome, go to the following website: https://quizlet.com/108406914/scatter 3. Complete the scatter activity using vocabulary words from Chapter 3 you are already familiar with. 4. Use the cards and learn activities to familiarize yourself with the vocabulary terms. These activities should take approximately 10-15 minutes. 5. When you feel ready to take the quiz, click on Test. 6. When you have finished, click Check Answers. 7. If you are satisfied with your results, you may print this screen. 8. You may retake the Test if you need to. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. This task uses: Computer lab, internet, www.quizlet.com, printer Learning Objective(s): Students will identify relationships between figures in space. Students will identify angles formed by two lines and a transversal. M Stoodle Proof Students will complete a geometry task card as a group using stoodle app 1. Using the Stoodle app, enter your assigned group: http://stoodle.ck12.org/class/565f39bd53612 Group 1 http://stoodle.ck12.org/class/565f39e8730eb Group 2 http://stoodle.ck12.org/class/565f39fe8d31d Group 3 http://stoodle.ck12.org/class/565f3a4a795c6 Group 4 2. In the discussion area, decide which color each group member will use and in which order you will answer. 3. You will need to redraw the image from the handout in order to complete the task. 4. Using Round Robin, complete each of the tasks on the performance task handout. 5. All questions should be asked in the discussion to other group members before asking anyone else. 6. Once you have completed the task, take a screenshot of your work and submit it via email to [email protected] MODIFICATION Technology allows for significant task redesign. This task uses: iPads Stoodle app Internet Computer Geometry task handout Learning Objective(s): • Students will visualize and investigate angle relationships when parallel lines are crossed by transversals. • Students will prove angles are supplementary citing theorums. R Movie Time Using iMovie to create your own teaching video 1. Watch the following Virtual Nerd Video: http://psn.virtualnerd.com/viewtutorial/Geo_03_02_0004 2. Now that you have seen a virtual nerd video teaching the corresponding angles postulate, you will create your own “virtual nerd” video. 3. Your group will choose an angle postulate, create a 3-5 minute video on iMovie which will teach the class that postulate. 4. Your movie must be submitted via email or blackboard. 5. You will present your movie to the class using the projector and answer any questions posed regarding your lesson. 6. Bonus points will be given if you can incorporate real world scenarios into your lesson. 7. Classmates will grade your work based on the rubric. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. This task uses: iPad Computer Internet Projector Email iMovie and virtual nerd apps Rubric handout Learning Objective(s): • Students will identify angle postulates. • Students will collaborate with peers and create videos teaching angle postulates to their peers.