Instructional Resources:
|
Standard Clarifications:
|
Lesson 12.1 The Pythagorean Theorem
Lesson 12.2 Converse of the Pythagorean Theorem Lesson 12.3 Distance Between Two Points |
|
Modifications for Blended Learning:
|
Rationale:
|
To prepare students for classroom discussion about the proof of the Pythagorean Theorem, students will view the following video as homework before beginning Lesson 12.1.
|
To prepare for the lesson on the Pythagorean Theorem, video will be used to gain students attention in two ways: Perceptual arousal and Inquiry Arousal (described in the ARCS Model of Motivational Design by Keller).
|
|
The video of a young student illustrating the proof of the Pythagorean Theorem using starburst candy is used to introduce students to the idea of proving a theorem. The students will connect with the voice of a fellow student as she illustrates the proof in a fun and interactive way. The video provides Perceptual arousal through humor and the use of a specific example.
|
|
This video illlustrating the method of proving the Pythagorean Theorem using similar triangles will incorporate the student's prior knowledge of the properties of similar triangles. The video is paired with the Explaining a Proof of the Pythagorean Theorem worksheet to provide Inquiry Arousal, by stimulating curiosity and providing challenging questions for the student to consider following the video.
|
Students will use the Explaining a Proof of the Pythagorean Theorem worksheet, to record their conclusions after watching both videos.
|
The Explaining a Proof of the Pythagorean Theorem worksheet provides students a means of active participation as they watch the video to improve attention.
|
|
Teacher led discussion of the answers to the worksheet will provide confidence (ARCS Model) through feedback.
The video will provide variability in the lesson format as well as specific examples to gain attention (ARCS Model). As teachers guide students through working examples, they provide relevance (ARCS Model) through modeling and examples. Using Quizzizz to administer the formative assessment provides an interactive format that will engage students while also providing immediate feedback for feedback and satisfaction, both elements of the ARCS model. |
To prepare students for a discussion about the converse of the Pythagorean Theorem, the teacher will assign the following EDpuzzle video. The student should sign in to the classroom EDpuzzle account so that the teacher receives the feedback from the EDpuzzle questions.
|
EDpuzzle videos allow the instructor to embed questions for students to answer. By creating a class and assigning a video, teachers can receive feedback on student answers. The combination of video and questions provides specific examples as well as active participation to gain student attention (ARCS Model).
|
|
The Quizzizz review activity provides feedback and confidence (ARCS model) while helping students recall the previous lessons in the unit. This activity may also provide reinforcement which leads to satisfaction (ARCS Model). The examples provided by the teacher model the activities that will be seen by the student and also provide application to real-world situations so that students see the relevance (ARCS Model) of the skills covered.
|
The teacher will assign the Educanon video below to view prior to beginning lesson 12.3. The students may log in and answer the questions or the teacher may choose to have students print out the worksheet included with this video and write their answers on paper.
|
By using videos as homework before the lesson, the teacher can make better use of class instruction time. Using the the Educanon video with embedded questions, student attention (ARCS Model) is gained through active participation.
|
|
The teacher will provide relevance (ARCS Model) using both the modeling of the skills for this lesson as well as the Desmos Activity. The Desmos activity also provides confidence (ARCS Model) to the learner as it steps them through the process of finding the distance between two points on the coordinate plane. The Applying the Pythagorean Theorem Activity provides satisfaction (ARCS Model) for the learner through entertainment. Students will enjoy the game aspect of this activity as they also practice the skills learned in this lesson.
|
The teacher will provide students with The Spiral Staircase Activity included below. In a blended learning environment, the teacher may add a reflection using a blog or other social media product to allow students to write about their experience and also share pictures of their projects.
|
Students will have the opportunity to experience future usefulness and choice (ARCS Model) by designing a spiral staircase (real-world application). Students also experience satisfaction (ARCS Model) by reflecting on the process used to create the staircase and sharing their finished project for feedback. Students have the freedom to choose the method used to produce their reflection.
|
This work by Debra Killen is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. |
© COPYRIGHT 2015. ALL RIGHTS RESERVED.
|