Wall+of+Soles+Lesson

Wall of Soles Lesson
﻿*Note standards are at the bottom of the page. Have you ever wondered how big the sole of your shoe is or even the sole of Shaquille O’Neal? Show the students the picture of Shaquille O’Neal’s sole. How could you find out! The soles are not a regular shape. We do not have a formula to calculate the area. Review with the students the meaning of area. Use the ELMO to demonstrate the use of the formula for the area of a rectangle. Brainstorm with the students on how we could estimate the area with square tiles and how this compares to the use of the formula for the area of a rectangle. Use the ELMO to demonstrate how to use the tiles to get an estimate of the area of an irregular shape. Show the first portion of the video, //Cyberchase Sensible Flats// (part: // [|Area of Irregular Shapes] //). Follow up the video with a discussion of how the characters estimated the area of land.

**//Days 1 through 6://** Computer Lab Supplies: digital cameras, copies of Shaquille O’Neal’s athletic sole, square tiles, cardstock paper, mini books Provide each student the appropriate task instructions. Students will be divided into three heterogeneous groups to complete the assignment tasks. The tasks will take six days to complete. Task A: How big is you sole? Task B: Lights, camera, action Task C: Write your own music

Day 1, 2 Day 3, 4 Day 5, 6 Group 1: Task A Group 1: Task B Group 1: Task C Group 2: Task B Group 2: Task C Group 2: Task A Group 3: Task C Group 3: Task A Group 3: Task B

**//Day 7://** Classroom Students will work individually on their Animoto storyboard. Students will be given a blank storyboard. Students will be encouraged to review the storyboard rubric and their mini sketch book to complete the storyboard. Students will turn the storyboard in at the end of the class period. //Homework:// Students will use the mini book peer checklist to evaluate a peer’s book.
 * Students will take pictures of their mini book and add them to their wiki portfolio.
 * Student will invite a peer (via the wiki) to review their mini book using the mini book peer checklist
 * Students will use the Internet at school or home and access the DeBacker Moodle
 * Students will download the from room103portfoliowiki
 * Edit and save the document to the peer's wiki
 * Students will use their [|Gmail] account to email the peer checklist and suggestions to the creator of the mini book

**//Day 8 and 9://** Computer lab

Teacher will return storyboards.

Students will use their [|Animoto] accounts to make a music video of the process of estimating area and how to use the formula for the area of a rectangle. Students will use their resources of pictures, music, storyboard, mini book, as well as, peer and self-check lists, to create the Animoto. Students will be encouraged to review the Animoto rubric, the Animoto checklist, and the Animoto [|example] before they begin the creating, all of which can be accessed via the Moodle. Animoto has an extremely detailed and extensive help section ([|Animoto helpdesk link]). The teacher will allow at least two consecutive days in the computer lab for completing the Animoto.

Students will download their Animoto to the correct folder in the t-drive (DeBacker folder and then the correct period/Animoto folder) and then add the video to their wiki portfolio.

**//Day 10://** Computer lab

Students will spend the day in the computer lab viewing each other’s Animotos. Each student will be given a peer rating sheet to rate the Animoto based on the Animoto grading rubric. Students will use their Gmail to email the rating sheet to the peer and teacher. Finally, the students will watch the final portion of //Cyberchase Sensible Flats// (part: //__ [|Solving Slumber Party Space Issues] __//). Homework: Students will edit the their wiki page room103portfoliowiki with their reflection summary of The //Wall of Soles// lesson. The Animotos will be available to the sixth grade math teacher to present the concept of area to her students.

**//Day 11://** Computer lab

Students will complete the area quiz on the BBC Skillwise website. Link: [|Area of rectangles quiz]

//**Rubrics**// //**and Checklists**// //**Other materials**// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 0px; overflow: hidden;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 0px; overflow: hidden;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 0px; overflow: hidden;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 0px; overflow: hidden;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 0px; overflow: hidden;"> <span style="font-family: Arial,Helvetica,sans-serif;">

Alabama Course of Study: 3. //Solve// problems requiring the use of operations on rational numbers. //Target goals:// //Describing// the method used for estimating area and the check for reasonableness of results by using the formula for area of a rectangle. 10. Find the perimeter of polygons and the area of triangles and trapezoids. //Target goals:// Review of the area and the formula for the area of a rectangle. 11. (Advanced math) Solve problems involving ratios or rates, using proportional reasoning. //Target goals:// Apply proportional reasoning to creating a scale drawing. **//Common Core Standards://** 2rp. (Extension) //Recognize// and represent proportional relationships between quantities. //Target goals:// //Apply// proportional reasoning to creating a scale drawing. 1ns. //Apply// and extend previous understandings of addition and subtraction to add and subtract rational numbers. //Target goals:// //Apply// properties of operations as strategies to add rational numbers. 2ns. //Apply// and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. //Target goals:// Apply properties of operations as strategies to multiply rational numbers. National Council of Teachers of Mathematics (NCTM): Develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes. Target goals : Estimate the area of an irregular figure and calculate the area of a rectangle using the correct formula. **//__Technology__//** Examples: Web pages, videos, podcasts, multimedia presentations 9. Practice responsible and legal use of technology systems and digital content. Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites 11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information. 12. Use digital tools to communicate and collaborate at all levels from interpersonal to global. Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities Target goals: //Demonstrating// digital file transfer Examples: //attaching//, //uploading//, //downloading// 1. Students //demonstrate// creative thinking, construct knowledge, and develop innovative products and processes using technology. //Target goals:// //Create// original works as a means of personal or group expression //Target goals: Communicate// information and ideas effectively to multiple audiences using a variety of media and formats 5. Students //understand// human, cultural, and societal issues related to technology and practice legal and ethical behavior. //Target goals:// Advocate and practice safe, legal, and responsible use of information and technology 6. Students //demonstrate// a sound understanding of technology concepts, systems, and operations. //Target goals:// select and use applications effectively and productively; transfer current knowledge to learning of new technologies ||
 * __Academic__
 * //Alabama Technology Standards (ATS)//:**
 * 1) //Publish// digital products that communicate curriculum concepts.
 * //NETS for Students://**
 * 1) Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.