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MYP unit planner Unit title Safety in Circles Teacher(s) Robertson Subject and grade level IB Geometry 9th and 10th grade Time frame and duration May/ June 2 Weeks Stage 1: Integrate significant concept, area of interaction and unit question Area of interaction focus Significant concept(s) Which area of interaction will be our focus? Why have we chosen this? What are the big ideas? What do we want our students to retain for years into the future? Environments How can knowledge improve our safety? Besides mathematical concepts this unit will investigate how dependence on oil can cause environmental disasters. Furthermore, students will investigate two famous shipwrecks and find how knowledge of circles could help avoid these situations. MYP unit question How can mathematical knowledge of circles help avoid environmental disasters? Assessment What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Unit Project: Students will complete a mini-investigation of two recent shipwrecks (Exxon Valdez and Costa Concordia) as an introduction to the unit. Students will then complete Task #2 p.810. Finally students will investigate a real lighthouse and use concepts from the unit to describe its function (see attached). Students will investigate Chapter 12, Sections 12-1 to 12-6 in accordance with the Flint Community School’s Units of Study. Students will demonstrate understanding by completing regular formative assessments including Standardized Test Prep quizzes, exit slips, think-aloud and free writes. Students also will demonstrate understanding by completing the Unit Project. An acceptable level of understanding will be constituted by correctly completing the Unit Project. Which specific MYP objectives will be addressed during this unit? Objective A: Knowledge and Understanding Use appropriate mathematical knowledge and skills to solve problems in both familiar and unfamiliar situations, including real-life contexts. Objective C: Communication in Mathematics Use appropriate mathematical language in both oral and written explanations. Objective D: Reflection in Mathematics Explain the importance of their findings in connection to real-life. Which MYP assessment criteria will be used? Criterion A Criterion C Criterion D Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? -Properties of tangents to circles -Use congruent chords, arcs, and central angles -Use perpendicular bisectors to chords -Find measures of inscribed angles -Find measure of angle formed by tangent and chords or secants -Find the lengths of segments associated with circles -Write and equation of a circle -Find center and radius of a circle Common Core State Standards G-C.2. Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. G-C.3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. These standards will be “unpacked” according to the curriculum provided by the Flint Community Schools Units of Study. Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Students will partake in metacognition throughout the unit through formative assessments. This practice will contribute to their learning skills. Learning experiences How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? Students will be provided with the rubric upon which their Unit Projects will be graded (see criterion A, C, D). Teaching strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? Teaching strategies implemented will be those contained in the Flint Community Schools Units of Study. Students will acquire the knowledge and practice by applying through the activities provided by the Flint Community School’s Units of Study. Resources What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? Prentice Hall Geometry Textbook Prentice Hall Geometry Workbook phschool.com teacher resources Students can investigate the use of Lighthouses throughout the Great Lakes and shipwrecks on the Great Lakes through the internet. Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice. Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful? Figure 12 MYP unit planner Safety in Circles Unit Project Introduction Investigate three shipwrecks on the Great Lakes. How did lighthouses play a role in any of the wrecks? Investigation Complete Task #2 on p.810 “The rocks near the shore between two lighthouses at points A and B make the waters unsafe. The measure of arc AXB is 300 degrees. Waters inside this arc are unsafe. Suppose you are a navigator on a ship at sea. How can you use the lighthouses to keep the ship safe in waters? Application Locate a real lighthouse. Describe how the lighthouse works and relevant measurements. Use five measurements we explored in Chapter 12.