|
|
|
Week
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
1
(intro)
|
Lesson 1
Intro-
anchor video,
sundial simulation
(Vickers)
|
Lesson 2
Timeline project begins-
History lesson Outline
(McMillin)
|
Timeline research day
|
Lesson 3
Review on triangles, Pythagorean
theorem simulation
(Berlinger)
|
Trig Functions Intro –
SOH-CAH-TOA
(Berlinger)
|
|
2
(unit circle)
|
Intro to Unit Circle (Day
1): Paper Folding Activity
|
Intro to Unit Circle (Day
2):
Labeling the Unit Circle
|
Converting Degrees to Radians
|
Finding Exact Values of
the Trig Functions
|
Assessment – quiz
Wrapping up the Unit
Circle
|
|
3
(base)
|
Lesson 4
Timeline due
Trig and inverse Trig
Functions
(McMillin)
|
Lesson 5
Astronomy parts –
Measurement, finding true north
(Copeland)
|
Lesson 5 Lesson
6
Sketchpad exercise –
working with circles, start ideas for design
(Copeland)
|
Lesson 6
Work on sketching base, creating template, using inverse
trig. functions to produce hour line angles
(Copeland)
|
Assessment – quiz
Sketchpad assignment due,
work on base sketches
|
|
4 (gnomon)
|
Trig Identities- exploring
trig on graphing calculators
(lecture and group work)
|
Lesson 7
Law of sines/ cosines
(lecture and group work)
(Berlinger)
|
Finding the length of the
gnomon, determining the markings for each hour
-worksheet
|
Lesson 6
Work on building
gnomon-sketching, template
(Copeland)
|
Assessment – quiz
Continue working on
handouts, sketches for this week
|
|
5
(building)
|
Lesson 8
Safety – start building (Vickers)
|
Continue building
|
Building and Testing
|
Sundial presentations,
maybe more testing
Presentation Rubric
|
Test 1
Test 2
|
Footnotes
1:
Assessment- Minute Paper. At the end of the lesson, the last question
on the handout asks students to identify three questions the activity
generated for them about sundials, and/or things they hope to learn from the
unit. This acts as a minute paper in that it can be used to determine
students’ knowledge learned from the day as well as modify future assignments
to incorporate student questions (addressing these questions could be the
engagement the following day).
2: Assessment - Empty Outline
2.5: Assessment - Profiles of Admirable Individuals
3: Assessment - Misconception/Preconception Check
4: Assessment- Concept Map (connecting trig functions with
other math concepts)
5: Assessment – Application Cards
6: Assessment – Process Analysis
7: Assessment – Pro and Con Grid – good for determining
what is good and bad about possible design ideas, students can compare ideas
side by side
8: Assessment - What’s the principle (students are able to
think more about the content rather than have a bunch of similar problems,
present different ways for working problems)
9: Assessment – Documented Problem Solutions
10: Assessment - Productive Study time logs
|
