Lesson Plan With Video Integration

Lesson Plan with Video Integration Teacher Name: Brianna Bloom Lesson Title: iMovie Mathematics Target Grade/Subject: Fifth Grade Math Length: Two 75 minute class periods VA SOL: 5.15 - The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will recognize, identify, describe, and analyze their properties in order to develop definitions of these figures. 5.16 – The student will identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square, pyramid, and rectangular prism). Essential Questions: 1. What are the properties of two dimensional figures? 2. What are the properties of three dimensional figures 3. How would you describe a square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid? 4. How would you describe a cylinder, cone, cube, square, pyramid, and rectangular prism? Objectives: • Students will work in groups and use digital cameras to capture examples of two and three dimensional objects found outside of the classroom. • Students will use the images captured with the digital cameras to organize, create, and edit an iMovie •

Reinforce geometric vocabulary words

Tools and Resources: •

Internet access

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Digital camera and batteries

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Computer with iMovie software

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Textbook for vocabulary reference

Preparation: Technology/Classroom Arrangement and Management Strategies: • Group class into groups of 3-4 students, keeping the fact that the lesson involves student work outside of the classroom in mind. Prerequisite Technology Skills Needed by Students: •

Basic working knowledge of the Internet and word processing skills

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Basic knowledge of the use of a digital camera

Lesson Development: Focus and Review of Previous Work/Knowledge: This lesson will start with the anticipatory set to get students to recall basic geometric terms that will be used in this lesson. Anticipatory Set: Students will complete a geometry worksheet which asks them to match drawings to descriptions of the following: square, rectangle, triangle, parallelogram, rhombus, kite, trapezoid, cylinder, cone, cube, pyramid, and rectangular prism. This worksheet will be used in conjunction with other materials later on in the lesson. Instructional Activity: DAY ONE •

Students will be given time to complete the anticipatory set (10 minutes)

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Students will be placed into groups of 3-4, and given a digital camera.

• A Geometry Hunt Checklist, and a project grading rubric, will be distributed to each group for use in conjunction with their anticipatory set worksheet.

• The teacher will explain to students (10-15 minutes) that their mission is to find representations of the geometric shapes on their checklist around the school, and take at least one picture of each item on their Checklist. • Different parts of the school will be assigned to different groups to reduce the possibility of duplicate pictures. • Students will be given 30-40 minutes to work as a group and take digital pictures of geometric objects. • At the end of class one, students will need to turn in both their checklist and their camera to the teacher. DAY TWO • The students will be given an overview of iMovie (about 10 minutes). They will need to understand the following: 1. Importing their images into iMovie 2. Arranging images 3. Adding text 4. Adding music 5. Saving • The teacher will do a practice iMovie using a LCD projector to further help students understand the iMovie software (about 10 minutes). • Students will be given time to work in their groups (about 30 minutes) and create an iMovie, no longer than 3 minutes, from the images they collected in the prior class period. • Each group will present their movie to the rest of the class, and point out each of the geometric shapes they found. Guided Practice and Checking for Understanding: The teacher will make sure each group has correct definitions of each shape before they start taking pictures outside of the classroom. As students are working on their iMovies, the teacher will be walking around checking their progress and helping/answering any questions that may come up.

Independent Practice: Students will have the ability to access iMovie during class after they revieve the results of their group presentations. They may have the ability to edit and re-submit their projects based on their feedback. Closure: The students will present their iMovies to the rest of the class, which allows them to demonstrate what they have learned/mastered with the vocabulary and iMovie software. Evaluation Procedure: Assessment of Objectives: • The final group project can be used to evaluate students’ understanding of the software. The teacher will check to make sure all of the items on the Geometry Hunt Checklist are accurately represented in the iMovie. •

Behavior / participation within the group

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Clarity of class presentation

Rubric: /15 Points - Completed anticipatory set worksheet /35 Points - Accurate pictures of geometric shapes /35 Points - Cohesive iMovie, kept under 3 minutes /15 Points - Group presentation, by ALL group members, of iMovie /100 TOTAL POSSIBLE POINTS