Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachel Swierenga

Date

Subject/ Topic/ Theme Geometry/Spheres

Grade 9 - 10

I. Objectives
How does this lesson connect to the unit plan?
This lesson finishes the discussion of two- and three-dimensional figures. This will cover spheres their volume and surface area and vocabulary that will come
back in later classes. Students will see how the formula for volume of a sphere relates to area of a circle, and they will be able to use this new information to continue
working with composite figures and their volume and surface area.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R, U, Ap
R, U, Ap
R, U, Ap
R, U, Ap, An
R, U, Ap, An

Use the formula for volume of a sphere.

Use the formula for surface area of a sphere.
Use sphere vocabulary correctly.
Describe effects of changing dimensions.
Find volumes and surface areas of composite figures.

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9 12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
CC.9 12.G.GMD.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations
of two-dimensional objects.
21st Century Skills (from skills21.org)
Problem Solving: Experimentation of new and familiar concepts while processing information until a viable solution is reached.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and audiences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know shape vocabulary and how to substitute values into a formula. Students should
understand the relationship between ratio and diameter, as well as concepts such as volume and
surface area. Students should know formulas for surface area of cylinders.
Pre-assessment (for learning):

Students will review area of figures (triangle, hexagon, circle) and review the formulas as well.
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (for learning):

Students will answer questions and participate in the lesson while examples are being discussed.
Formative (as learning):

Students will complete a lesson check to assess how well they understood the concepts.
Summative (of learning):
Students will complete a homework assignment to practice these topics and a graded test.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Problems will be discussed in
words and the work will be shown
on the board. Students can also
follow along with the textbook or
the PowerPoint on the teachers
blog.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Other language will be
demonstrated through diagrams and
pictures.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students will interact by
participating in the lesson,
answering my questions, and
interacting with each other during
the homework period.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be offered the choice
to work in groups or alone on their
homework.

Provide options for expression and

communication- increase medium
of expression
Students will verbalize answers in
class, enter warm up answers on a
computer, and write down answers
on homework

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Homework will be checked for
mastery/completion, not accuracy

Provide options for comprehensionactivate, apply & highlight

Vocabulary will be discussed,
important ideas highlighted, and
concepts will be applied using word
problems.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will realize that these
shapes and the vocabulary that
accompanies them will be used in
the next two lessons.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
There will be a lesson check so
students can see how much they
understood from the lesson (and so
that I know if I need to reteach
anything the next day). The
homework will be reviewed in class
the next day.

Students will need laptops for the warm up, the lesson check, and for their homework. They will need
paper and pencil to take notes, and I will need my PowerPoint up and running on the screen. I will also
have the geometry textbook minimized on the desktop so that I can use that to review homework
questions form the previous days homework.
The classroom will be set up with rows of desks facing the no board. Students may look to the board
on the left side of the room if they wish. There will be an aisle between every group of two columns so
I can walk through the students. There are also two power strips in those aisles so that students can
charge their laptops if need be.

III. The Plan

Time

Components

:00

:02

Motivation
(opening/
introduction/
engagement)

:03

:08 :13

:13

:14

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Say: Good morning! Today for our warm up
were going to do a vocabulary review. Weve
learned a lot over the past few days, so were
going to look over those terms again. While
youre doing your warm up, Ill come around
Take out homework and laptops
and check your homework. Now because well
be doing something different today, take out
your homework and have it on your desk so I
can see how you did while you do the warm up.
Go to quizizz and enter class code
Now, take out your laptops and go to
join.quizizz.com. Wait for laptops to come out;
begin game to receive class code. Heres your
class code. Before you start, I have some
instructions: Work on your own, so you can see
Work through review questions
how well you remember this material. Once you
finish, take a screenshot of the page and put it
into the Google doc so I can give you credit for
Screenshot final score, upload to Google doc
this warm up. Walk around, check homework for
completion, note any problems that more than a
few students didnt know how to do.
Now that were all finished with Quizizz, please
put your laptops away. Switch to textbook to
answer questions. Okay, what questions do we
have? Explain confusing homework problems, or
Think through homework questions, ask any
ask a student who got it right to explain his/her
questions about concepts or specific problems.
thought process to the class.
Think through processes as they are being
explained; volunteer to explain questions if asked.
Switch to Student Edition powerpoint.
Say: Were doing our last lesson of the unit
today. Were going to learn how to use formulas
for volume and surface area of a sphere. We
have some new vocab, so as we go through this,
try to see similarities between concepts weve
discussed in previous lessons.

:18

:21

:25

:27

:33

:36

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First, weve got a sphere. Anyone have some

real world examples of spheres? Take
suggestions. Great. Now, every sphere has a
center (point to center on diagram) and we
describe the radius as connecting the center to
any point on the sphere outside. For a sphere, is
the radius going to stay the same or will it
change? Why? Take answers. We also have a
hemisphere. Anyone know what a hemisphere
is? Anyone have some examples of a
hemisphere? Wait for thoughts/answers. Thats
right; a hemisphere is half of a sphere. Lastly,
we have a great circle. A great circle divides the
earth into two hemispheres. How many great
circles do you think we can have?
[Next slide] Here we have the formula for
volume of a sphere. Just like when we worked
with area of a circle, the radius is the important
dimension here.
Work out examples 1a and 1b. Leave answers in
terms of . Ask for formulas, values to substitute,
units, and final answers. Ask What do we do
next to involve students in the process of isolating
whichever variable is desired.
Work through Ex 2. How many of you have seen
or used exercise balls? Here, we have two sizes,
so we want to figure out how many times
greater the volume of the jumbo ball is
compared to the standard ball. Do you agree
that were going to have to find two different
volumes here? Ask for formulas, ask what values
to substitute in, and ask for final answers with
units. Now to see how many times bigger one is,
we have to divide the volume of the jumbo ball
by the volume of the standard ball. What does
that give us?
Go to the next slide of vocabulary. Here we have
the formula for surface area of a sphere. Again,
notice how the radius is the only thing involved
here. Remind me again what is the formula for
volume of a sphere? Pause for answer. Lets
make sure we dont mix that up with surface
area for a sphere. Volume is in units cubed, so
our formula has the radius cubed, but surface
area is an area so it is in units squared, and so
our formula only has the radius squared.
Work through Ex 3a, 3b, 3c. Ask for ideas from
students about what to do; ask for formulas,
substitutions, final answers, and units.
Work through Ex 4. Demonstrate how to solve for
the original dimensions and then compare to the
new dimensions. Explain that answers should be
given specifically describing the change, not just
it gets bigger or it gets smaller etc.
Work through Ex 5. Remember, weve done

Suggest things like balls, the earth, etc.

Think abut why the radius wont change; explain

that its because to be a sphere, the distance from
the center has to be fixed
Explain what a hemisphere is and how they knew
Provide real-life examples of spheres
Think about how many possible great circles there
are on a given sphere

Write down examples in notes. Participate in

solving the problems. Provide formulas, values to
substitute, and explanations of why certain values
are used. Give units and do calculations.

Provide formulas, values to substitute in with an

explanation of why, calculate final answer, and
provide units.
Calculate how many times greater the jumbo
volume is.

Provide formula for volume of a sphere.

Provide formulas, processes, substitutions, final

answers, correct units
Provide formulas, processes, substitutions, final
answers

composite area before; can someone remind us

the steps involved there? Wait for answers.
Suggestions like break shapes up into figures
Thats right. So the rules are the same here, but
find area of each piece add or subtract to get the
instead of being in two dimensions were in
area of the desired figure
three. Tomorrow, well work on your project,
and well use composite volume a lot for that. So
lets try out an example. What two figures do
you see here? Accept answers/suggestions. Okay,
we want to find the surface area. How can we do
that? Calculate surface area of hemisphere,
Provide formulas for surface area and volume of
calculate surface area of cylinder (broken into
cylinder and hemisphere; substitute in values, do
lateral area and then base of cylinder); add to get
calculations, provide final answers and correct
surface area of composite figure. Calculate volume
units.
of cylinder and volume of hemisphere; add for
composite volume.
:40 Closure
Okay, thats all for today. Go ahead and start
Work on lesson check, get checked off by teacher
:55
(conclusion,
on the lesson check; raise a hand when youre
to begin homework
culmination,
done and Ill check you off to begin your
wrap-up)
homework. Once youre ready, you can work in
Work on homework, either in groups or alone. Ask
groups or by yourself on your homework.
any questions while still in class.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I taught this lesson on Wednesday, April 22. I modified it slightly since I will be using the Quizizz for a later lesson (the
review on Friday), and I took out the composite volume example (ex. 5) because the students will be doing an extensive
worksheet/project on composite volume tomorrow. I had some technology issues (the battery in the Bluetooth pen died) but I
think Im more comfortable with it now so I didnt panic and just kept talking through the slides while Mrs. Murphy got me
a new battery. We discussed the vocabulary and I asked for definitions of terms and concepts. The idea of a great circle was
new to them, but I think as they work through the homework theyll become more comfortable with it. The students showed
engagement through providing formulas, identifying the radius or other numbers that needed to be plugged in, and they also
gave ideas about what formulas and steps were needed to come to an answer. The students struggled with the idea of a cube
root vs. cubing a number, so I asked all the students to check the calculations to make sure we all had the same answer. This
got more of the students involved as they saw that they needed to check to make sure they were doing the right thing. The
students did well on their lesson checks, but many needed a reminder of what a great circle was (as expected). They
understood the relationship between a hemisphere and a sphere, and they are becoming comfortable leaving their answer in
terms of and just giving me the numbers without the included. I might change the lesson by using a Styrofoam sphere to
cut and demonstrate what a great circle it is and how it has an area. I think the students are fine with plugging in numbers,
but Im worried that doing two new formulas might confuse some students simply because a few might not remember the
difference between surface area and volume. The students did well on the lesson check, with a few issues from students who
did not take notes during my lesson, but once I re-explained the idea of a great circle and offered some suggestions, then the
students seemed to understand better. I am considering creating a review Quizizz to bring this vocabulary and these new
formulas together so students can just match the formula with the concept/the vocabulary to the picture nothing too
complicated; just a basic review to ensure they know the ideas before they review them again for the test.

9-15-14