Teacher: Rebecca Pachuta Date: July 31, 2014
Subject: Exploring Volume Student Level: High School Geometry
Text: The Perfect Fit
1
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This reading is intended for 9th or 10th grade
geometry students. It is an activity that gives students the opportunity to
take what they have learned in class and apply it somewhere else which is the
ultimate goal of my instructional plans.
In general, before this activity/reading the students should have
learned general volume formulas. After the reading students can be directed
to the bonus activity which involves using the volume formulas backwards,
(for example, given the volume and height but need to solve for the radius).
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2
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"The
Perfect Fit: Take-Home Activity 3." Teachers. Scholastic
Inc., 2014. Web. 20 July 2014. <http://www.scholastic.com/content/collateral_resources/pdf/smp/actuarial/
actuarial4 _activity3.pdf>.
This reading describes a take-home activity in which students analyze
items they have at home and apply volume formulas. One example is having the
students calculate the volume of their bedroom and closet. There is even a
bonus activity included at the bottom that has students working backwards to
find the height of a can of juice if they are given its radius and volume.
Using Story Toolz I found that the readability of this
text averages about a 6th grade level. While the reading is easy, the
students will find this text more challenging if they are not properly focused
and aware of the geometry/volume references being asked of them. On a
personal scale I rate this a 3 for similar reasons to my 4th text
above. Students are going to need some prior knowledge about calculating
volumes before they can complete the problem set on their own. If I were to choose a grade level for
this text to be used I think it would be best suited for a high school
geometry class - so around 9th or 10th grade as mentioned above - because of
what is being asked of the students. There are some visuals in the text which
is helpful for giving the students an idea of what to do. The text also
provides formulas for the students to use which helps to make it less complex
than if the volume formulas were not given.
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3
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Guiding
Questions: Why do we need to know volume formulas? Where do you think we
could apply volume formulas in the real world? Think about how we might apply
these ideas to finding the volume of our classroom.
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LESSON
4
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Time:
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What teachers do…
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What students do…
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Before
(Day 1)
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·
Have students complete a taxonomy of terms related to volume as a warm-up. Individual work
first followed by small group work.
·
Review different volume formulas with students using
the volume formula handout9 and the volume formulas YouTube video7 visualizations.
·
Discuss different measuring methods and how a
conversion chart11 may be useful. Go through examples of
conversions and give students time to work on a few by themselves.
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·
Complete taxonomy of terms as a Think-Pair-Share activity to discuss
what they came up with and build their vocabulary with the help of others.
·
Take time to go over the different volume
formulas – handout and YouTube video. Follow along with teacher and keep for
future reference
·
Practice converting and understanding how to use
the conversion table in the right way. Follow along with teacher and then try
a few examples on their own.
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During
(End of Day 1: front-loading
of the activity that is to be completed at home in 1-2 nights)
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·
Discuss the components of the take-home activity
and clarify student questions. Teacher asks volunteers to read the text10
allowed.
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Guiding
Questions: “Why
do we need to know volume formulas? Where do you think we could apply volume
formulas in the real world? Think about how we might apply these ideas to
finding the volume of our classroom.”
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·
Ask questions and ask for clarification on the
activity.
·
Have students discuss the guiding questions and make
a list of possible real-world volume formula applications as a writing-to-learn activity.
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After
(Day 2)
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·
Once students have had a chance to complete the
assignment they will bring their findings to class and share with small
groups. A few individuals can share with the class if they want.
·
Go over the bonus question step-by-step to
prepare students to work backward with the volume formulas in the future.
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·
Share with groups and potentially the class.
Discuss findings (peer collaboration).
·
Active listening and note-taking (perhaps use the
double-entry note taking method
with “knowledge” as one column and the other being “explanation/strategy”).
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Bibliography
. 1 Daniels,
Harvey, Steven Zemelman, and Nancy Steineke. Content-area
Writing: Every Teacher's Guide. Portsmouth, NH: Heinemann, 2007. Print.
2 Hibbing, Anne N., and Joan L. Rankin-Erickson. "A Picture Is
Worth a Thousand Words: Using Visual Images to Improve Comprehension for Middle
School Struggling Readers." The
Reading Teacher 56.8 (2003):
758-70. Print.
3 Hillman,
Ann Marie. "A Literature Review on Disciplinary Literacy." Journal of Adolescent & Adult
Literacy (2013): PDF.
4 Lattimer,
Heather. Reading for Learning:
Using Discipline-based Texts to Build Content Knowledge. Urbana, IL:
National Council of Teachers of English, 2010. Print.
5 Moje,
Elizabeth Birr. "Foregrounding the Disciplines in Secondary Literacy
Teaching and Learning: A Call for Change."Journal of Adolescent &
Adult Literacy 52.2 (2008):
96-107. PDF.
6 Moore-Russo,
Deborah, and Lynn E. Shanahan. "A Broader Vision of Literacy."Journal
of Adolescent & Adult Literacy 57.7
(2014): 527-32. PDF.
7 Pachuta,
Rebecca M. "Blog 3 Screencast: Exploring Volume." YouTube.
YouTube, 16 July 2014. Web. 20 July 2014. <https://www.youtube.com/watch?v=Ke8n2ep4tc8>.
8 Smith,
Antony T., and Robin L. Angotti. ""Why Are There So Many Words in
Math?": Planning for Content-Area Vocabulary Instruction." Voices from the Middle 20.1 (2012): 43-51. PDF.
9 "Solid
Geometry Wiki." Web log post. Solid Geometry Wiki. William K.
Bradford Publishing Company, 2005. Web. 20 July 2014. <http://solid-geometry.wikia.com/wiki/Solid_Geometry_Wiki>.
10 "The Perfect Fit: Take-Home Activity
3." Teachers. Scholastic Inc., 2014. Web. 20 July 2014. <http://www.scholastic.com/content/collateral_resources/pdf/smp/actuarial/actuarial4_activity3.pdf>.
1 11 "Volume
Conversion Table." Volume Conversion Table: Milliliter Liter Cubic
Feet Pint Quart Gallon Barrel Cubic Meter. GlobeFeed, 2009. Web. 20 July
2014. <http://metricunitconversion.globefeed.com/Volume_Conversion_Table.asp>.