Name: Jeff Sorce
WKU ID#: _800-40-360______________________________
Date: 6/7/15
Lesson Grade Level: 4
Subject:Math
Authentic Topic: Area & Perimeter______________________
Lesson Title: Area & Perimeter
Objectives/Standards:
Objective
Content Objective:
Fourth grade students will invent a new tool that could be used
to determine area and perimeter more efficiently in the field.
Standards
CCSS.Math.Content.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real
world and mathematical problems. For example, find the width of
a rectangular room given the area of the flooring and the length,
by viewing the area formula as a multiplication equation with an
unknown factor.
ISTE Standard 2b: Communicate information and ideas
effectively to multiple audiences using a variety of media and
formats.
Technology Objective:
Fourth grade students will create a multimedia presentation to
present their new tool.
Connections:
How does your lesson address the following?
A. Revised Bloom’s Level
B. Cognitive Complexity
C. Real World learning
D. Engaged learning
E. Technology integration
F.
How will you
collaborate with other
professionals in this
lesson?
Revised May 2013
Invent a new tool that could be used to determine area and perimeter more efficiently in the field.
Bloom’s Level and Cognitive Process: Level 6. Create: Put elements together to form a coherent or
functional whole; reorganize elements into a new pattern or structure. 6.3 Inventing a product.
Justification: The students will need to invent a new product that will demonstrate their knowledge
of the content.
C Level: 3
Justification: Analyze level of Revised Bloom’s when they analyze if the tool can benefit all of the
organisms.
R Level: 3
Justification: Learning may be relevant to the real world or the past; Learning occurs in a simulated
real-world situation
E Level: 3
Justification: Student choice for projects or to solve a problem posed by teacher; Students are
engaged in projects based on preferred learning styles, Multiple instructional strategies
T Level: 3
Justification: Students technology use for high-order thinking and it is an add-on
I will also be working with Ryan Williams who is the owner, operator of the 3D printer. Mr.
Williams will help introduce the 3D printer and how the students can create a product that can be
printed for them to hold. I will also be working with Jordan Camp who is an engineer for the State
Transportation department and he will be working with the students on the importance of area and
perimeter and why it is important to his job.
1
Instructional Design Project
Area & Perimeter
Scenario: The students will participate in several different activities to understand area and perimeter. The students will be broken
into groups of 3 and will invent a new tool that could be used to determine area and perimeter more efficiently in the field. The
students will create a multimedia presentation showing why is this better than what is currently being used? How much this cost?
Is it worth spending the money on, rather that just using a ruler?
Student Directions: Now that you have heard why area and perimeter is so important to our lives, you are going to have to create a
tool that will help collect area and perimeter measurements faster in the field. This is an opportunity that has a lot of financial
rewards. Many companies are looking to speed up the measuring process and are willing to pay for it! As a team, you will have a
budget of $10,000. You will need to keep track of all of your expenses and turn in am expense report with your final project. You
can create any object, machine, or tool that you think will help the process. Along with designing the product, you will also create a
multimedia presentation that will explain your product. You will also have the opportunity to draw your product out on the
computer and then if your team is selected as the winner, you will be able to print your product on the 3D printer.
Scoring Rubric:
Scoring
Rubric:
1 = Needs Much
Improvement; Novice
2 = Needs Some
Improvement; Apprentice
3 = Good or Acceptable;
Proficient
4 = Excellent; Distinguished
Content Objective: Fourth grade students will invent a new tool that could be used to determine area and
perimeter more efficiently in the field.
Content
 Provides short illogical
analysis of a few elements
of the new tool to
determine area and
perimeter.
 Describes illogical
coherence of the new tool
to determine area and
perimeter; <100 word
description
 <100 word illogical,
irrelevant justification
 6 or more grammar
errors
 Provides <100 word
analysis of the new tool to
determine area and
perimeter; many
elements missing
 Describes poor coherence
of the new tool to
determine area and
perimeter; <150 word
description; some parts of
discussion are not logical
and do not fit
 <100 word justification;
many parts are irrelevant
 3-5 grammar errors
 Provides 100-150 word
logical analysis of the new
tool to determine area
and perimeter.
 Describes coherence of
most elements of the new
tool to determine area
and perimeter; 150-200
word description
 100-150 word
justification
 1-2 grammar errors
 Provides 150+ word
excellent, logical, detailed
analysis of all elements of
the new tool to determine
area and perimeter.
 Clearly describes logical
coherence of the new tool
to determine area and
perimeter; 200+ word
description
 150+ word justification
 No grammar errors
 Accomplishes the above
on the first attempt
Technology Objective: Fourth grade students will create a multimedia presentation to present their new tool.
Scoring Rubric
for Multimedia
Projects:
Creativity
Revised May 2014
1 = Needs Much
Improvement
2 = Needs Some
Improvement
3 = Good or Acceptable
4 = Excellent
Product; Art/photos, color,
and space not original and
does not carry theme/tone/
concept; Unprofessional
look; Overall graphical
theme does not appeal to the
audience, compliment the
information, and not based
upon logical conclusions
and sound research.
Some original, unique
features in product;
Art/photos, color, and space
not original and does not
carry theme/tone/concept;
Unprofessional look;
Overall graphical theme
does not appeal to the
audience, compliment the
information, and not based
upon logical conclusions
Original, unique product;
Art/photos, color, and space
used in original ways that
mostly carry
theme/tone/concept;
Professional look with an
overall graphical theme that
mostly appeals to the
audience, compliments the
information, and based
upon logical conclusions
Excellent, original, unique
product; Art/photos, color,
and space used in original
ways that carry
theme/tone/concept;
Professional look with an
overall graphical theme that
appeals to the audience,
compliments the
information, and based
upon logical conclusions
2
Instructional Design Project
Product
(depth,
accuracy,
design,
organization)
Use of
technology
Product is inaccurate,
missing components, or
unorganized; Many
grammar/ spelling errors
and sound research.
Product is not accurate, indepth, neat, or organized;
Many grammar/ spelling
errors
and sound research.
Adequate product is
accurate, in-depth, neat,
organized; Few
grammar/spelling errors
and sound research.
Accurate, in-depth, neat,
organized product and
information; No
grammar/spelling errors
Many technical problems;
inconsistent navigation and
formatting; No graphics
from outside sources; No
use of advanced features/
enhancements such as
video, transitions, sounds,
and/or animations
(appropriate to
software/project)
Some technical problems;
inconsistent navigation and
formatting; 2 or less
graphics from outside
sources; Use of one
advanced feature/
enhancement such as video,
transitions, sounds, and/or
animations (appropriate to
software/project)
Topic/ Content
Includes little essential
information and one or two
facts
Includes some
essential information.
Few technical problems;
consistent navigation and
formatting; 5 or less
graphics from outside
sources; Use of some
advanced features/
enhancements such as
video, transitions, sounds,
and/or animations
(appropriate to
software/project)
Includes essential
information. Information is
mostly clear, appropriate,
correct, and suited to the
specified purpose and
audience; Encourages some
readers to know more.
No technical problems;
consistent navigation and
formatting; 7 or more
graphics from outside
sources; Use of several
advanced
features/enhancements such
as video, transitions,
sounds, and/or animations
(appropriate to
software/project)
Covers topic completely and
in depth; Information is
clear, appropriate, correct,
and suited to the specified
purpose and audience;
Encourages readers to know
more;
Accomplishes all of the
above on first attempt.
Sample Student Work
Revised May 2014
3
Instructional Design Project
Revised May 2014
4
Instructional Design Project
Revised May 2014
5
Instructional Design Project
Using the technology of the self propelled sprinkler, we will mark the area to be measured and the
robot will circle the area and transmit the data to the collection center. The robot will be transported
by drone so no human will have to be present for the data to be collected. Random samples will be
tested for accuracy.
Scoring
Rubric:
1 = Needs Much
Improvement; Novice
2 = Needs Some
Improvement; Apprentice
3 = Good or Acceptable;
Proficient
4 = Excellent; Distinguished
Content Objective: Fourth grade students will invent a new tool that could be used to determine area and
perimeter more efficiently in the field.
Content
 Provides short illogical
analysis of a few elements
of the new tool to
determine area and
perimeter.
 Describes illogical
coherence of the new tool
to determine area and
perimeter; <100 word
description
 <100 word illogical,
irrelevant justification
 6 or more grammar
errors
 Provides <100 word
analysis of the new tool to
determine area and
perimeter; many
elements missing
 Describes poor coherence
of the new tool to
determine area and
perimeter; <150 word
description; some parts of
discussion are not logical
and do not fit
 <100 word justification;
many parts are irrelevant
 3-5 grammar errors
 Provides 100-150 word
logical analysis of the new
tool to determine area
and perimeter.
 Describes coherence of
most elements of the new
tool to determine area
and perimeter; 150-200
word description
 100-150 word
justification
 1-2 grammar errors
 Provides 150+ word
excellent, logical, detailed
analysis of all elements of
the new tool to determine
area and perimeter.
 Clearly describes logical
coherence of the new tool
to determine area and
perimeter; 200+ word
description
 150+ word justification
 No grammar errors
 Accomplishes the above
on the first attempt
Technology Objective: Fourth grade students will create a multimedia presentation to present their new tool.
Scoring Rubric
for Multimedia
Projects:
Creativity
Revised May 2014
1 = Needs Much
Improvement
2 = Needs Some
Improvement
3 = Good or Acceptable
Product; Art/photos, color,
and space not original and
does not carry theme/tone/
concept; Unprofessional
Some original, unique
features in product;
Art/photos, color, and space
not original and does not
Original, unique product;
Art/photos, color, and space
used in original ways that
mostly carry
6
4 = Excellent
Excellent, original, unique
product; Art/photos, color,
and space used in original
ways that carry
Instructional Design Project
look; Overall graphical
theme does not appeal to the
audience, compliment the
information, and not based
upon logical conclusions
and sound research.
Product
(depth,
accuracy,
design,
organization)
Use of
technology
Product is inaccurate,
missing components, or
unorganized; Many
grammar/ spelling errors
carry theme/tone/concept;
Unprofessional look;
Overall graphical theme
does not appeal to the
audience, compliment the
information, and not based
upon logical conclusions
and sound research.
Product is not accurate, indepth, neat, or organized;
Many grammar/ spelling
errors
Many technical problems;
inconsistent navigation and
formatting; No graphics
from outside sources; No
use of advanced features/
enhancements such as
video, transitions, sounds,
and/or animations
(appropriate to
software/project)
Some technical problems;
inconsistent navigation and
formatting; 2 or less
graphics from outside
sources; Use of one
advanced feature/
enhancement such as video,
transitions, sounds, and/or
animations (appropriate to
software/project)
Topic/ Content
Includes little essential
information and one or two
facts
Includes some
essential information.
theme/tone/concept;
Professional look with an
overall graphical theme that
mostly appeals to the
audience, compliments the
information, and based
upon logical conclusions
and sound research.
Adequate product is
accurate, in-depth, neat,
organized; Few
grammar/spelling errors
theme/tone/concept;
Professional look with an
overall graphical theme that
appeals to the audience,
compliments the
information, and based
upon logical conclusions
and sound research.
Accurate, in-depth, neat,
organized product and
information; No
grammar/spelling errors
Few technical problems;
consistent navigation and
formatting; 5 or less
graphics from outside
sources; Use of some
advanced features/
enhancements such as
video, transitions, sounds,
and/or animations
(appropriate to
software/project)
Includes essential
information. Information is
mostly clear, appropriate,
correct, and suited to the
specified purpose and
audience; Encourages some
readers to know more.
No technical problems;
consistent navigation and
formatting; 7 or more
graphics from outside
sources; Use of several
advanced
features/enhancements such
as video, transitions,
sounds, and/or animations
(appropriate to
software/project)
Covers topic completely and
in depth; Information is
clear, appropriate, correct,
and suited to the specified
purpose and audience;
Encourages readers to know
more;
Accomplishes all of the
above on first attempt.
References
Bottaro, K. (n.d.). Deeper Learning with Programming in Sioux City. Retrieved May 15, 2015, from
http://www.tynker.com/blog/articles/stem-education/deeper-learning-with-programming-in-sioux-city/
This source explains the importance in using Tynker to help design a product through programming. It also
emphasizes the importance of students using programming regularly in the classroom to connect to the
standards. This was used to select Tynker as a programming tool for the students.
Grade 4 » Measurement & Data. (n.d.). Retrieved from http://www.corestandards.org/Math/Content/4/MD/
This source was used to identify the content standards that were being taught.
ISTE Standards for Students. (n.d.). Retrieved from http://www.iste.org/standards/iste-standards/standardsfor-students
This source was used to identify the content standards that were being taught.
Revised May 2014
7
Instructional Design Project
Pike, J. (n.d.). MINECRAFT MATH: AREA AND PERIMETER. Retrieved June 7, 2015, from
http://educade.org/lesson_plans/minecraft-math-area-and-perimeter
This source explained how to utilize Minecraft in learning and creating an object with the concept of area and
perimeter. The students can use this software to help them develop their own product and send it to the
printer.
Rubistar.com
Rubistar was used to create the rubrics that go along with the lesson. This was used as a formatting tool.
Revised May 2014
8
Instructional Design Project