unit design (adobe acrobat version)

Culture Counts: People, Patterns and Pi

Unit Design

Strip Tees

Grade Level: 9-12

Content Areas: Mathematics

Art Social Studies

Names: Mary E. Durham George A. Carson

Dexter Daul [email protected]

and

Linda Pletcher

[email protected]


Table Of Contents Standards and Benchmarks

Essential Elements

Learning Targets and Assessment Methods

Instructional/Assessment Planner

Baseline Assessment

Baseline Scoring

Lesson Plans

Performance Assessment

Performance Assessment Rubric

Alternate Assessment

Alternate Assessment Rubric

Individual Record Keeping Chart

Baseline vs. Final Assessment Growth Chart

Class recording for Unit Benchmarks

Resources


Standards and Benchmarks Math:

Horizontal Connections:

Concepts:

4.1 Uses appropriate formulas to determine solutions to measurement problems 5.1 Uses the Cartesian Coordinate System and algebraic procedures to describe and characterize geometric properties and relationships 5.2 Knows how to use appropriate transformations

Art - Understands and applies media, technology, and techniques, and processes related to the visual arts *Will not be assessed using Art Standards and Benchmarks Will be assessed as Dispositions Social Studies -Understands geography through the study of the relationship among people, places, and the environments *Will not be assessed using Social Studies Standards and Benchmarks

Area Ordered Pairs/Coordinates/Point Pattern Name Polygons Transformations (Translations, Rotations, Reflections)


Generalizations: Essential/Guiding Questions: The Cartesian Coordinate System has numerous applications.

1. How can we use the Cartesian Coordinate System to create and identify polygons and determine their areas? 2. How can we apply the Cartesian Coordinate System to real- life situations?

Patterns and transformations are all around us

1. What are some authentic examples of patterns and transformations?


Benchmark: 4.1 Uses appropriates formulas to determine solutions to measurement problems

Benchmark Proficiency Criteria Learning Target Method of Assessment Knows the area formulas for triangles, rectangles, and other quadrilaterals Calculates the area of triangles, rectangles, and other quadrilaterals *The following will be covered in all benchmarks: Works for accuracy Creates quality products

K S D D

CR P P/PA PA

K = Knowledge S = Skill R = Reasoning D = Dispositions

P = Product CR = Constructed Response SR = Selected Response P = Product PA = Performance Assessment O = Observation PC = Personal Communication PF = Portfolio


Benchmark: 5.1 Uses the Cartesian Coordinate System and algebraic procedures to describe and characterize geometric properties and relationships

Benchmark Proficiency Criteria Learning Target Method of Assessment Identifies and names the parts of the Cartesian Coordinate Plane Names polygons based upon the number of sides, lengths of sides, and types of angles Plots or identifies given points

K K S

CR/P CR/P P




Benchmark: 5.2 Knows how to use appropriate transformations

Benchmark Proficiency Criteria Learning Target Method of Assessment Defines pre- image, image, translation, rotation, center of rotation, reflection, and line of reflection Identifies the parts of the polar coordinate system Translates a given point or figure using a verbal description and/or mathematical rules Writes the rule for a translation given the pre- image and the image, and/or a verbal description Rotates a polygon in a rectangular and/or a polar coordinate system Reflect a given point or figure over a given line Given real- life articles, analyze and identifies the transformations, if any

K K S S S S S/R

CR/P CR/P P P P P P/PA




Instructional/Assessment Planner

Assessment Instruction

Baseline Formative Assessment: Topic: Cartesian Coordinate Plane (Summative Assessment) Constructed Response and Product

1. Identifies and names the parts of the Cartesian Coordinate Plane 2. Plots points on the Cartesian Coordinate Plane.

Formative Assessment: Topic: Polygons (Summative Assessment) Constructed Response and Product

1. Names polygons 2. Knows formulas for triangles, rectangles and other quadrilaterals 3. Can calculate the area of triangles, rectangles and other quadrilaterals

Formative Assessment: Topic: Transformations Constructed Response and Product

1. Defines pre- image, image, and translation 2. Do translations 3. Write rules for translations 4. Define rotation, center of rotation, and identify parts of the polar coordinate system 5.Do rotations 6. Define reflection and line of reflection 7. Do reflections

Formative Assessment:

Performance Assessment

*See Performance Assessment Pages


Baseline Scoring

Benchmark #4.1 4 correct = 3 (proficient) 2-3 correct = 2 (approaching proficiency) 0-1 correct = 1 (not proficient) Benchmark #5.1 8-9 correct = 3 (proficient) 4-7 correct = 2 (approaching proficiency) 0-3 correct = 1 (not proficient) Benchmark #5.2 4 correct = 3 (proficient) 2-3 correct = 2 (approaching proficiency) 0-1 correct = 1 (not proficient) Benchmark # correct = 3 (proficient) correct = 2 (approaching proficiency) correct = 1 (not proficient) Benchmark # correct = 3 (proficient) correct = 2 (approaching proficiency) correct = 1 (not proficient)


Unit Title : Strip Tees Time : 1 day Lesson #: 1 Key concept/understanding/skill: Use the Cartesian Coordinate system to solve problems about locations in different settings Materials/Resources: Chicago (or other large city) map Overhead Coordinate Planes Neville Public Museum Artifact: Classroom Setup:

Instructional Plan: 1. Pac-Man, Battleship examples 2. Create the coordinate system by rotating the number line 90 degrees 3. Label all parts of a coordinate plane 4. Guided practice throughout 5. Independent practice

Constructivist Principles: #3 Seeking and valuing student's point of view Assessment Connection: 5.2 Knowledge - assessed using constructed response and product

Teacher notes/reflections:


Unit Title : Strip Tees Time : 1 day Lesson #: 2 Key concept/understanding/skill: Identify polygons on a coordinate plane Materials/Resources: Transparencies

Neville Public Museum Artifact: Islamic Art

Instructional Plan: 1. Activity to describe shapes 2. Criteria for naming polygons based upon: a) number of sides b) length of sides c) type of angles 3. Review plotting points 4. Guided Practice throughout 5. Independent Practice

Constructivist Principles: #2 Structure learning around primary concepts Assessment Connection: 5.1 Knowledge - assessed with constructed response and product



Unit Title : Strip Tees Time : 1 day Lesson #: 3 Key concept/understanding/skill: Find the area of polygons drawn on the coordinate plane Materials/Resources: Graph paper scissors Neville Public Museum Artifact:

Instructional Plan: 1. Review the formula for the area of a rectangle and identify appropriate parts of coordinate drawings 2. Develop the formula for the area of a (right) triangle 3. Apply knowledge of area of rectangles and triangles to find the area of other quadrilaterals 4. Develop formulas for other quadrilaterals 5. Guided practice throughout 6. Independent practice

Constructivist Principles: #1 Influence depth of student understanding Assessment Connection: 4.1 Skills - assess with product



Unit Title : Strip Tees Time : 1 day Lesson #: 4 Key concept/understanding/skill: Translate figures on the coordinate plane and recognize patterns using translations Materials/Resources: Graph paper

Neville Public Museum Artifact: Strip Patterns, Pondow, Islamic Art

Instructional Plan: 1. Review symmetry. flip, slide/glide, and turn 2. Definitions 3. Identify translations in patterns 4. Translate by counting (verbal rules) 5. Develop form for writing rules 6. Translate using rules 7. Guided practice throughout 8. Independent Practice Extension: Create strip pattern using translations (part of PA) or being Alternate Performance Assessment Constructivist Principles: #2 Structure learning around primary concepts Assessment Connection: 5.2 Knowledge and skills - assessed with product Alternate Performance Assessment Teacher notes/reflections:


Unit Title : Strip Tees Time : 1 day Lesson #: 5 Key concept/understanding/skill: Recognize rotations, rotates figures on the rectangular and polar coordinate planes Materials/Resources: Rectangular and Polar graph paper

Neville Public Museum Artifact: Strip Patterns, Pondow, Islamic Art, Penrose Tiles

Instructional Plan: 1. Definitions with examples 2. Identify Rotations 3. Rotations on the rectangular plane 4. Introduce the polar coordinate system (advantages?) 5. Rotations on the polar coordinate system 6. Guided practice throughout 7. Independent practice Extension: Create strip pattern using rotations (part of PA) Constructivist Principles: #2 Structure learning around primary concepts Assessment Connection: 5.2 Skills - assessed with product



Unit Title : Strip Tees Time : 1 day Lesson #: 6 Key concept/understanding/skill: Recognize and draw reflections Materials/Resources: Graph paper Miras Neville Public Museum Artifact: Strip Patterns, Pondow,

Instructional Plan: 1. Definitions 2. Introduce Miras 3. Identify Reflections 4. Do reflections 5. Guided practice throughout 6. Independent practice Extension: Create strip patterns using horizontal and vertical reflections (part of PA) Constructivist Principles: #2 Structure learning around primary concepts Assessment Connection: 5.2 Skills - assessed with product



Unit Title : Strip Tees Time : 1 day Lesson #: 7 Key concept/understanding/skill: Introducing Performance Assessment Criteria Materials/Resources: Performance handout T-shirt template for finished product Neville Public Museum Artifact: Strip Patterns, Pondow, Islamic Art

Instructional Plan: 1. Discuss goal and scenario of the performance assessment 2. Product criteria 3. Evaluation Rubric 4. Introduce and draw glide reflection combination 5. Find additional, unique combinations 6. Create an original design 7. Suggestions for possible mediums to use such as: color pencils or markers construction paper magazine pages fabric fabric paint etc. Constructivist Principles: #4 Adopting curriculum to address student’s suppositions Assessment Connection: Performance Assessment



Unit Title : Strip Tees Time : 1 day Lesson #: 5 (Alternate) Key concept/understanding/skill: Introducing Alternate Performance Assessment Criteria Materials/Resources: Pac-Man Graph paper Neville Public Museum Artifact:

Instructional Plan: 1. Pac-Man animation and coordinate plane review 2. Discuss goal and scenario of Alternate Performance Assessment 3. Product criteria (flip book) 4. Evaluation Rubric 5. Independent work

Constructivist Principles: #4 Adopting curriculum to address student’s supposition Assessment Connection: Performance Assessment

Teacher notes/reflections: Appropriate Performance Assessment if translation is the only transformation studied


Performance Assessment Goal: The student demonstrates understanding about the critical component of the unit topic (Use generalizations to guide writing the goal)

Scenario: The student is placed in a real-world situation in which the student assumes a role with an authentic audience. (Use G.R.A.S.P.S to guide writing the scenario)

Evaluation Criteria: The student meets the criteria for benchmark proficiency by producing evidence of learning.

Goal: Make examples of each type of strip pattern and use this knowledge to create a design of your own

Scenario: You have been hired by Nike to design a new series of tee-shirts, with a strip pattern, for professional athletic teams. Role: Product Designer Audience: The professional team's management

Product: An original strip design with a written explanation Criteria: Use asymmetrical design to create strip patterns Incorporate and identify transformations Quality of work – Colorful, eye-catching, detailed


Performance Assessment Rubric Benchmark # 5.2

Transformations Benchmark Disposition Targets: Quality of Work

Benchmark # Benchmark # Benchmark #

4 Meets all expectations of a 3 and the logo/design easily identifies their selected professional team.

The design created is clear and appealing – colorful, eye-catching, detailed.

3 The student creates an appropriate strip design using transformations and identifies the transformations used.

The design uses transformations adequately but the effect of the design is not entirely clear.

2 The student creates a pattern but the written explanation is inconsistent with the strip pattern.

The design is not well drawn and effects the clarity of the design.

1 The student has not completed both components of the project or the pattern does not contain transformations.

The design is not complete and the quality cannot be assessed.


Alternate Performance Assessment Goal: The student demonstrates understanding about the critical component of the unit topic (Use generalizations to guide writing the goal)

Scenario: The student is placed in a real-world situation in which the student assumes a role with an authentic audience. (Use G.R.A.S.P.S to guide writing the scenario)

Evaluation Criteria: The student meets the criteria for benchmark proficiency by producing evidence of learning.

Goal: The students need to make a "flip book" using the Cartesian Coordinate System and translations.

Scenario: You have been contacted by Sony to create and submit a new animated character for a video game. Role: Graphic Artist Audience: Sony Corp., Games Div.

Product: Flip book Criteria: Character on the Cartesian Coordinate System Written description of the translation Quality of Work - Colorful, eye-catching, detailed


Alternate Performance Assessment Rubric Benchmark # 5.1

Cartesian Coordinate System

Benchmark # 5.2 Transformations (Translations only)

Benchmark # Disposition Target: Quality of Work

Benchmark # Benchmark #

4 The student completes all of 3 and used more than the first quadrant.

The student correctly uses more than two different translations in making their flip book.

The motion of the flip book is extremely smooth and continuous.

3 The student clearly explained the use of the Cartesian Coordinate System in creating their book.

The student correctly uses two different translations in making their flip book.

The motion of the flip book is relatively smooth and continuous

2 The student’s explanation of the use of the Cartesian Coordinate System was not entirely accurate or may have been unclear.

The student correctly uses only one translation in making their flip book.

The motion of the flip book is not smooth and continuous

1 The student did not relate the use of the Cartesian Coordinate System to the making of their flip book or is incorrect.

The student did not correctly use translations in making their flip book.

The flip book is not complete and the quality of work cannot be assessed.


Individual Record Keeping

Name : Class:

Benchmark # 4.1 Benchmark # 5.1 Benchmark # 5.2 Benchmark # Benchmark # Proficiency Level

Baseline P.A. Baseline P.A. Baseline P.A. Baseline P.A. Baseline P.A.

4 3 2 1 Name: Class:



4 3 2 1 Name : Class:



4 3 2 1 Name : Class:



4 3 2 1


Unit: Teacher: Class:

Benchmark 4.1 Baseline Assessment Final Assessment

# of students at 1 X1= # of students at 1 X1= # of students at 2 X2= # of students at 2 X2= # of students at 3 X3= # of students at 3 X3= # of students at 4 X4= # of students at 4 X4= Total Score Total Score % growth (total score of final/total score of baseline-100%) = % growth




# of students at 1 X1= # of students at 1 X1= # of students at 2 X2= # of students at 2 X2= # of students at 3 X3= # of students at 3 X3= # of students at 4 X4= # of students at 4 X4= Total Score Total Score % growth (total score of final/total score of baseline-100%) = % growth Page 1 of 2


Unit: Teacher: Class:

Benchmark Baseline Assessment Final Assessment


Benchmark Baseline Assessment Final Assessment

# of students at 1 X1= # of students at 1 X1= # of students at 2 X2= # of students at 2 X2= # of students at 3 X3= # of students at 3 X3= # of students at 4 X4= # of students at 4 X4= Total Score Total Score % growth (total score of final/total score of baseline-100%) = % growth Teacher Comments: Page 2 of 2


Class Recording for Unit Benchmarks

Benchmark 1: 4.1

Benchmark 2: 5.1

Benchmark 3: 5.2

Benchmark 4:

Benchmark 5:

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4


Resources

Textbook McDougal Little Integrated Mathematics I Chapter 4 Sections 1-4 Chapter 10 Section 1 (modified) Neville Public Museum of Brown County Strip Patterns Pon dow Islamic Art Other items from the Symmetry Section Other Resources Multi-Cultural Posters (Key Curriculum Press or Dale Seymour) Southwest Indian Foundation Calendar Cultural Symbols and Patterns as available Patterns in/on the school building, halls, classrooms Student Clothing

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