BlendEd Best Practices: Jenny Christensen BlendEd Unit Template 6th Grade
Overview
This resource was created by Jenny Christensen in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Grade 6 math.
Unit Plan
BlendEd Learning Best Practices
Unit Title: 3 Dimensional Figures
Content Area Skills: 6th Grade Math
- MA 6.3.1 Characteristics: Students will identify and describe geometric characteristics and create two and three-dimensional shapes.
- MA 6.3.1.a Identify and create nets to represent two-dimensional drawings of prisms, pyramids, cylinders, and cones.
- MA 6.3.3.c Apply volume formulas for rectangular prisms.
- MA 6.3.3.b Determine the surface area of rectangular prisms and triangular prisms using nets
Digital Age Skills:
- ISTE 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
- Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
- ISTE 3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
- ISTE 6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Duration of Unit: 8-10 Days
Unit Author: Jenny Christensen
BlendEd Coach: Karen Dux
Overview of Unit: In this unit students will learn about identifying three dimensional figures, nets, surface area, and volume.
Empower Learners | |
| Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |
| Learning Objectives | |
| Content Area Skills: | Student Friendly Learning Objectives: |
| MA 6.3.1 Characteristics: Students will identify and describe geometric characteristics and create two and three-dimensional shapes. | I can identify and describe 2D and 3D shapes. |
| MA 6.3.1.a Identify and create nets to represent two-dimensional drawings of prisms, pyramids, cylinders, and cones. | I can identify and create nets of 3D shapes including prisms, pyramids, cylinders, and cones. |
| MA 6.3.3.c Apply volume formulas for rectangular prisms. | I can use a formula to find the volume of a rectangular prism. |
| MA 6.3.3.b Determine the surface area of rectangular prisms and triangular prisms using nets | I can find the surface area of rectangular and triangular prisms using nets. |
| Empower Learner Activity | |
| Detailed Description (self-assessment, goal sheet, action plan)Pre-test and self assessment on Three Dimensional Figures, Nets, Surface Area, and Volume | |
| Pre-test and Self Assessment Template (make a copy of google form) |
Knowledge Application | |
| The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |
| Artifact Profile | ||
| Title of the Artifact: Mystery Box | ||
| Detailed Description: Design a rectangular mystery box for a mystery item. Fill out the mystery clues to help us identify which box is yours! In the process, you’ll identify your box’s shape, make a net, find its volume, and find its surface area. *Need Seesaw Account* | ||
| Content Area Skills Addressed:MA 6.3.1MA 6.3.1.aMA 6.3.3.cMA 6.3.3.b | Digital Age Skills Addressed:ISTE 3ISTE 6 | Link to Rubric: |
Knowledge Deepening | |
| During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |
| Task 1: MA 6.3.1 Characteristics: Students will identify and describe geometric characteristics and create two and three-dimensional shapes. | ||
| Description: Students use the Menu choice list to craft their own lesson. The choice board contains lots of links for teacher’s prep purposes. | ||
Link to Choice Board: |
| Task 2: MA 6.3.1.a Identify and create nets to represent two-dimensional drawings of prisms, pyramids, cylinders, and cones. | ||
| Description: Students choose their own adventure via a choice board. Print a choice board for each student and have them trace their path. Whichever route they choose, they will have an exploration, practice, and application activity. There are links embedded for teacher planning purposes. | ||
Link to Choice Board: |
| Task 3: MA 6.3.3.c Apply volume formulas for rectangular prisms. | ||
| Description: Students can take agency of their learning by choosing review, extra practice, or extension activities. Make your own copy and assign on google classrooms or other online interface so that students can click on links. Notes and homework links are embedded for teacher planning purposes only. | ||
Link to Choice Board: |
| Task 4: MA 6.3.3.b Determine the surface area of rectangular prisms and triangular prisms using nets. | ||
| Description: Students use a tic-tac-toe layout to choose which process, practice, and product they would like to explore. | ||
Link to Choice Board: |
Direct Instruction | |
| Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |
| Learning Path | |||
| Day # | Description | BlendEd Model | Resources |
| 1 | Pre-assessment | See empower learner activity | |
| 1-2 | Obj: I can identify and describe 2D and 3D shapes. | flex | See task 1 |
| 3 | Obj: I can identify and create nets of 3D shapes including prisms, pyramids, cylinders, and cones. | flex | See task 2 |
| 4 | Volume of PrismsObj: I can use a formula to find the volume of a rectangular prism. | Whole group/ flex | See task 3 |
| 5 | Surface AreaObj: I can find the surface area of rectangular and triangular prisms using nets. | Whole group/ flex | See task 4 |
| 6 | Mystery Box Work Day | Whole group/flex | See artifact profile |
| 7 | Catch-up Day | flex | |
| 8 | Mystery Box Activity Day | flex |