Lesson Plan Teacher: LaMonte 04/27/14 School: !

D T"tle: Co#$le% Three D"#en&"onal $art& and a&&e#'l"e& Le&&on (:)1) o* )1) BHS Grade Level: 9-12 Date: Content Area:

Content Standard(s) addressed by this lesson:

De&"+n A$$l"cat"on& ,1-2. M 1-1. T!!A Standard 11- St/dent& 0"ll develo$ the a'"l"t"e& to /&e the de&"+n $roce&&-

Understandings: Ga"n the a'"l"t1 to $rod/ce a co#$le% three d"#en&"onal $art and a&&e#'l1 "n A/toDe&2

Inquiry Questions: Ho0 three d"#en&"onal a&&e#'l"e& are $rod/ced 0hat are the 'ene*"t o* 'e"n+ a'le to $rod/ce $art& and a&&e#'l"e& on a co#$/ter-

Evidence Outcomes: Learn the 'a&"c 2no0led+e o* ho0 three d"#en&"onal $art& are created. create $art& and $rov"de a *"n"&hed $rod/ct Every student will be able to: Students will be able to follow instructions for complex part and assembly development. I can: Create a com le! three dimensional art and assembly

"his means: Using the a

licable rogram #or art roduction

$ist o# %ssessments: 1- Complex three dimensional part and assembly completion

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Lesson Plan

&lanned $esson %ctivities

'ame and &ur ose o# $esson Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson. % ro!( "ime and )aterials #ow long do you expect the activity to last and what materials will you need$ %ntici atory Set The 'hook( to grab students) attention. These are actions and statements by the teacher to relate the experiences of the students to the ob*ectives of the lesson! To put students into a receptive frame of mind. To focus student attention on the lesson. To create an organi+ing framework for the ideas! principles! or information that is to follow ,advanced organi+ers"n anticipatory set is used any time a different activity or new concept is to be introduced. &rocedures ,.nclude a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. .ndicate the length of each segment of the lesson. List actual minutes..ndicate whether each is/ -teacher input -modeling -0uestioning strategies -guided1unguided/ -whole-class practice -group practice -individual practice -check for understanding -other Page 2 Three imensional part creation! where the student makes a basic part using "utodesk

Time allotted is %.& hrs with a computer that has the associated program loaded on to it. 3"deo a'o/t the "#$ortance o* co#$le% three d"#en&"onal $art creat"on and a&&e#'l"e& a& 0ell a& &o#e o* the $ro'le#& that can 'e &olved '1 /&"n+ the&e $ro+ra#& $r"or to $rotot1$e develo$#ent-

Students will follow instructions about making complex parts and assemblies in "utodesk.

Lesson Plan Closure Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. 2sed to help students bring things together in their own minds! to make sense out of what has *ust been taught. '"ny 3uestions$ 4o. 56! let)s move on( is not closure. Closure is used/ To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson. To help organi+e student learning To help form a coherent picture and to consolidate. *i##erentiation To modify/ .f the activity is too advanced for a child! how will you modify it so that they can be successful$ To extend/ .f the activity is too easy for a child! how will you extend it to develop their emerging skills$ %ssessment #ow will you know if students met the learning targets$ 7rite a description of what you were looking for in each assessment. The closure of the pro*ect consists of a print of the assembly and drawing that was created.

The students that have the basic understandings of the use of "utodesk will be asked to assist other students that are having difficulties.

.f the student completes the assembly creation! then they have a basic understanding of the pro*ect

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