problem-based lesson plan secondary-level geometry

problem-based lesson plan secondary-level geometry Order Description Teaching through problem solving is an exciting, effective strategy. This approach is advocated by the National Council of Teachers of Mathematics (NCTM) and is used by many mathematics teachers. In this task, you will create an original problem-based lesson plan for a secondary-level geometry topic of your choosing. You will complete the attached Lesson Plan Template, taking into account how the components of the template will need to accommodate the requirements of problem-based learning. You will also provide a separate response to explain some of the components. Requirements: Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Create an original problem-based lesson plan for a secondary-level geometry topic using the attached “WGU Lesson Plan Template,” with all components aligned within the template. B. Provide an explanation of how your lesson plan incorporates problem-based learning, including specific, relevant examples from your lesson plan to support your claims. C. Based on the “Instructional Plan” component, provide an explanation, including relevant examples from your lesson plan to support your claims, of how the problem-based learning activities integrated into your lesson plan help to build conceptual understanding. D. Based on the “Instructional Strategy” component, provide a summary of the approach you took to planning your problem-based lesson as opposed to how you would have planned for presenting the same topic through a teacher-directed instructional approach, including relevant examples from your lesson plan to support your claims. E. Based on the two subgroups and the accommodation you provided in the ”Students’ Needs” component for the two subgroups of English Language Learners and Students with Special Needs, provide an explanation of how each type of differentiated instruction is applicable to the corresponding subgroups, including relevant examples from the lesson plan to support your claim. 1. Explain why the differentiated instruction approach you chose is appropriate for your secondary-level geometry topic, including relevant examples from your lesson plan to support your claims. F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. LESSON PLAN TEMPLATE GENERAL INFORMATION Lesson Title & Subject(s): Topic or Unit of Study: Grade/Level: Instructional Setting: (e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays) STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s). Lesson Objective(s): (e.g., what students will accomplish by the end of a single lesson; needs to align with core curriculum/student achievement standard)d Should be measurable (condition, behavior, and criterion). MATERIALS AND RESOURCES Instructional Materials: Materials needed for the lesson for teacher and students (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates) Resources: Supplementary information and/or places where you found information for the lesson INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: (e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed) 2. Presentation Procedures for New Information or Modeling: (e.g., term definitions, concepts, processes and/or approaches) 3. Guided Practice: (e.g., teacher directed, scaffolding, check for student understanding—including any questions to ask or anticipate from students) 4. Independent Student Practice: (e.g., teacher monitored, check for student understanding—including any questions to ask or anticipate from students) 5. Culminating or Closing Procedure/Activity/Event: (e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding—including any questions to ask or anticipate from students) Instructional Strategy (or Strategies): (e.g., direct instruction, cooperative learning groups, partner work) Differentiated Instruction Accommodations: Describe accommodations for such groups as English Language Learners, students with learning disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners. Use of Technology: Teacher or student Student Assessment/Rubrics: Describe how you will know if students have met the objective(s) for this lesson, including a description of the formative and summative assessment(s) used for this lesson.