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INSTRUCTIONAL DESIGN - LESSON PLANS

Showcase Lesson (Math lesson integrated with cooperative learning)

Teacher Candidate: SALLY LIGHTSEY Lesson # 1: How are numbers relevant in real life experiences Subject/Grade: MATH, 7TH Date and Time of Lesson: 10/16, 8:05 AM, Learning Objective: The objective of this lesson is to increase the students understanding of ratios by connecting with real world experiences. Alignment with Standards: SC Common Core Standards Standard 7-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. 7-1.7 Generalize connections among a variety of representational forms and real-world situations 7-1.8 Use standard and nonstandard representations to convey and support mathematical relationships.

Developmental Appropriateness or Cross-curricular connections:

The lesson connects real life experiences to mathematics. The lesson engages kinesthetic and visual learners. The lesson develops the elements of cooperative learning: o Positive interdependence- Students will experience the importance of working as a team and realize their contributions to the group's effort o Group behaviors- Students will develop the interpersonal, social, and collaborative skills that are necessary for working with others successfully

Assessment(s) of the Objectives:

Lesson Objectives
Instructional Objective 1: Given four word problems, the student will convert ratios to decimals to percentages with 75% accuracy. 7-1.8

Assessment(s) of the Objective(s)

Pre-Learning Assessment: Warm Up activity sheet Post-Learning Assessment: Four word problems that assess the students ability to read a ratio problem create the ratio and then convert it to a decimal and then a percentage. During Learning: -Teacher assesses by observing the students individual and group participation Post-Learning Assessment: - Students complete self and peer evaluations - Teacher distributes a post evaluation

Use of Formative Assessment

-Provide progress monitoring of prior learning -Adjust skill levels -Determine additional activities to extend learning for students who master the concept at 75%. -Provide positive or negative feedback on cooperative learning.

Collaborative Objective 2: Upon completing an activity, students will make mathematical connections as a team when problem solving a ratio activity scoring at least 10 out of 15 possible points using a rubric. 7-1.7

Accommodations: - Written instructions in Lesson Folder and visually posted in classroom - Lesson folder for students needing organization skills - Lesson outline and notes for students who have difficulty writing notes and listening at the same time - Hand held calculator to divide fractions and calculate percentages Materials: Teacher Materials: Lesson Folder(s) 10 pieces of scratch paper for each group Chart Paper for groups Markers 2 Trashcans 10 foot area marked off for activity Procedures: Opening OK students, please begin completing the warm up activity sheet. This is to be done on your own and quietly. When you are finished, you may bring the warm up activity sheet to me. I will correct it and return to you at the end of class. Purpose of Activity The purpose of todays lesson is to develop your understanding of how ratios contribute to the real life experiences, specifically the sport of basketball. Description of Activity Today, you will determine the ratios of made/missed throws into the trash can. Model the Activity There will be two groups. In each group, there will be a player, a recorder, a timekeeper, and a coach. You will wad scratch paper into 10 balls like this. Then the player from each group will stand on this line to shoot the paper balls into the basket. Each time the player misses or makes the basket, the recorder will document it on the T chart like this. After each player shoots ten times, the group will calculate the ratio and then convert it to percentage of missed/made shots. Review Students' Roles and Responsibilities The recorder will document the stats on the chart paper; shots made/missed paper. The chart shows the number of goals made by 2 basketball players from a determined point behind the trashcan. The 2 players will toss the paper balls to the trash can. The coach will motivate the students with a positive attitude. The timekeeper will monitor the time. During Cooperative Learning Activity I will: - Circulate among groups monitoring the students' ability to complete the assigned mathematics activity and demonstrate the targeted collaborative skills - Facilitate group work by asking questions to help students redirect their work, by providing additional instruction to some students who may be struggling with the task, and by reinforcing students' efforts for working collaboratively and seeking solutions to problem

- Reinforce groups for demonstrating appropriate collaborative behaviors with small bottles of water and cheese balls After the Activity OK students; lets stay in your groups. Its time for the Captain of your team to tell us your percentage of the groups made/missed shots. TEAM 1, what are your percentages? TEAM 2, what are your percentages? Now, from these stats, what can you determine? As a coach, how does this help you to determine tomorrows practice? Closing In closing, we can ratio is used in sports. Coaches and team members use this percentage to determine goals or to determine a players position on the team. If a player has a high percentage of shots in a certain area of the court, then other players will know to throw the ball to that person has the higher percentage of shots made. The ratio, decimal, and percent represent the comparison of goals made or missed to total shots. They are all equivalent, which means they are all different ways of saying the same thing. Which do you prefer to use? Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. Activity 1: The activity connects to the recreational likes of middle school adolescents. Activity 2: The use of cooperative learning instruction allows each student to contribute to the activity How each activity (instructional strategy) supports the lesson objective(s). Activity 1: Basketball ratio exemplifies the use of ratios in the sport of basketball. Activity 2: The use of cooperative learning instruction increases interpersonal peer relations. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS Activity 1: Students will use connections to comprehend the concept of ratio Activity2: Students will develop the interpersonal, social, and collaborative skills that are necessary for working with others successfully. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. Activity 1, 2: Students will calculate the percentages using a hand held calculator.

References: 1. http://www.ldonline.org/article/5932
2. http://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fst.rockhill.k12.sc.us%2FUserFiles%2Fsaludatrail_m%2FDocuments%2Fc%2520grade%2520level%2520 mapmg.doc

3. http://www.mathsisfun.com/converting-decimals-percents.html 4. http://www.ehow.com/list_5976258_ratio-games-kids.html#ixzz2grZoa87q 5. http://www.ehow.com/how_8102540_ratio-two-numbers.html#ixzz2griCQFvE

Teacher Candidate: Sally Lightsey Subject/Grade: 7th grade Date and Time of Lesson:

Lesson # 2 11/06/2013

Learning Objective: The student will be able to solve proportions. Vocabulary: Ratio: A ratio is one thing compared to or related to another thing; it is just a statement or an expression. Proportion: A proportion is two ratios that have been set equal to each other; two fractions being equal to each other Variable - A variable represents an unknown number. It can be a letter or a symbol. Means and Extremes - extreme means for mean extremes The means-extremes property of proportions allows you to cross multiply (Cross Products Property) taking the product of the means and setting them equal to the product of the extremes. This property comes in handy when you're trying to solve a proportion. Alignment with Standards: SC Common Core Standard: 7.RP.2: Recognize and represent proportional relationships between quantities. 7.RP.2.C Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Developmental Appropriateness or Cross-curricular connections: I integrated this math lesson with science and EEDA guidelines. The lesson motivates and engages the students with a video of marine biologists increasing the population of an endangered species of fish. The marine biologists use the capture-recapture method for establishing the estimate of the population of this fish. At the beginning of the lesson, I briefly describe the profession of a marine biologist. Assessment(s) of the Objectives:
Lesson Objective(s) Objective 1 The student will be able to cross multiply the means and the extremes of two ratios to solve for one (1) variable with an accuracy rate of 75%. 7-2.C Assessment(s) of the Objective(s) Assessment for Objective 1 The teacher will assess the students learning using Problem 5 in the Carnegie Learning Math Series workbook, page 40. Use of Formative Assessment Completion of Problem 5 at an accuracy rate of 75% will determine if the student understands the concept of proportionate ratios.

Accommodations: Extended time Oral presentation of materials Calculator Materials: Carnegie Learning Math Series, Volume 1 Promethium board for direct instruction Dry erase boards/markers/erasers Procedures: Lesson 1.5 USING PROPORTIONS TO SOLVE PROBLEMS (p. 37-41) The warm-up activity will be on the promethium board. Students will complete this activity before instruction begins. We will correct in class. Today you will learn how to solve proportions that have one (1) unknown variable. Can you imagine why it is important to know how to do this? Heres how a marine biologist uses proportions to solve a problem. What is a marine biologist? Marine biologists study plants and animals that live in water. Sometimes plants and animals begin to die and their kind no longer exists. They become an endangered species. They are in danger of their kind completely dying. How do marine biologists know when plants or animals become endangered species? How do MARINE BIOLOGISTS TRACK the populations of ENDANGERED SPECIES? I am going to show a video to you. Please listen and watch the video closely. It is about The Humpback Chub is listed as threatened in Colorado and endangered federally. You will hear and see how the marine biologists track the population of the released fish.
Additional Information if asked: The construction of dams and other water diversion projects have contributed to its decline. Such diversions lower water temperatures, which prevents spawning downstream, and block migration routes. Humpback populations appear to be recovering in Yampa, Desolation-Gray, Westwater and Cataract canyons, and in Black Rocks in the Upper Colorado River basin. Populations in the Grand Canyon and Little Colorado River in the Lower Colorado River basin are also fairing better. These populations are currently monitored for abundance.

PROPORTIONS! When two ratios are equal, they are proportional. The biologists used ratios to find the estimate the total number of Humpback Chub in Shinumo Creek. They used a method called CAPTURE-RECAPTURE to determine the total population of Humpback Chubs. Determining the populations at different times inform the scientists if the population is increasing.

So the scientists set up the problem like this:

Original Number of Tagged Humpback Chub Total Population of Humpback Chub in an area = Number of Recaptured Tagged Humpback Chub Number of Humpback Chub in second sample

At the first capture, the marine biologists catch twenty (20) Humpback Chub. ONE MONTH LATER, the marine biologists go back to the same place where they tagged the first capture. They catch eighty-five (85) Humpback Chub. Of those fish caught are ten (10) tagged fish from the first capture. Original number of tagged Humpback Chub = 20 Number of recaptured tagged Humpback Chub = 10 Number of Humpback Chub caught in second sample = 85 Here is how we will label the ratios:
Original Number of Tagged Humpback Chub Total Population of Humpback Chub in an area = Number of Recaptured Tagged Humpback Chub Number of Humpback Chub in second sample

When solving the proportion, it is important to label what values the numerators and denominators represent. Labeling the numerators and denominators will help you keep track of what each number stands for. It helps you set up your proportion correctly. P = total POPULATION (unknown) 20 tagged = 10 recaptured tagged P 85 recaptured Which part of the proportion is the VARIABLE? After the recapture, they have all the information except the TOTAL population. The variable in this experiment is the total population. They are looking for an estimate total with each sampling. Now solve the proportion by CROSS MULTIPLYING. SOLVE FOR THE UNKNOWN: p 10p = 20 * 85 10p = 1700 10p = 1700 10 10 P = 170

So the estimated population is 170 Humpback Chubs. What do the scientists conclude from their experiment? Remember? What was the purpose of their experiment? They want to track the population of the Humpback Chub in a given environment. They want to document the increase or decrease of the population. Critical Thinking: Now answer the following questions: 1. How do the scientists know that the number of living creatures increased? 2. What would a scientist have to know in order to make this statement? Extend the Learning: Now we check our ratios to make sure they are equal, proportionate: 20 tagged = 170 in the population 10 recaptured tagged 85 recaptured

Now - how do we determine if these ratios are proportionate to each other? We multiply the means by the extremes WHAT IN THE WORLD IS THAT? THERE are four (4) parts of a proportion and they are separated into two groups, the means and the extremes. The product of the means is equal to the product of the extremes.
In other words, given the proportional statement:

The products of the means = the product of the extremes Here is another example: Is 20/170 proportional to 10/85 ? For these ratios to be you have to be able to show that the product of the means is equal to the product of the extremes. In other words, is the product of 20 and 85 and the product of 10 and 170 equal? Lets see: 20 x 85 = 1700 10 x 170 = 1700

These values are equal, so the answer is YES, they are proportional. The means and extremes property is extremely useful when one of the means or one of the extremes is a VARIABLE. Lets practice cross multiplying the means and the extremes to determine if the two ratios are proportionate. I will project the Are You Smarter Than a Fifth Grader game. The students will use a dry erase board to work the problems. We will check our answers after each slide. I will assess the learning by observation and question/answer time. Students who have an understanding of the concept will proceed to Problem 5 on page 40. I will use small group instruction for the others who have not mastered the concept. Activity Analysis How does each activity (instructional strategy) support the lesson objective(s)? Activity 1: I will use direct instruction to teach the students how to determine if two ratios are equivalent and teach them to solve for an unknown. During the direct instruction, I will model how to solve these problems and I will provide several problems for them to master. How do the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1? Activity 1: I require the students to practice the activity several times until it is mastered at 85% as required on the IEP. I adapted instruction by assessing the students during instruction. The grade determined if the student needed additional instruction, The instruction would be small group instruction while others completed a word problem. I differentiated instruction with both print and technology. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. Activity 1: I will use the promethium board to model the instruction. I will provide a YouTube video to show how marine biologists apply the capture-recapture method for determining the estimate of a total species in a given environment. I will use a PowerPoint presentation for instruction and a PowerPoint for the assessment Are You Smarter Than a Fifth Grader.

References:
http://www.math.net.au/formulas/recapture.php http://en.wikipedia.org/wiki/Capture-recapture_method http://www-tc.pbs.org/teachers/mathline/lessonplans/pdf/msmp/somethingfishy.pdf http://www.virtualnerd.com/algebra-1/linear-equations-solve/ratios-proportions/ratios-proportionsdefinitions/means-extremes-proportion-property-definition http://www.algebrahelp.com/lessons/proportionbasics/ http://www.purplemath.com/modules/ratio2.htm

http://www.ehow.com/how_8484992_teach-proportions-fun.html#ixzz2jaVRT94X
http://www.successlink.org/GTI/lesson_unit-viewer.asp?lid=7868

Teacher Candidate: Sally Lightsey Subject/Grade: ELA/6th

Lesson: # 3 Date and Time of Lesson: 10/30/2013

Learning Objective: The students will organize the central ideas and supporting details of an informational text by using the graphic organizer, Boxes and Bullets Alignment with Standards: SC Common Core Standard Standard 6.2: The student will read and comprehend a variety of informational texts in print and nonprint formats. RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Developmental Appropriateness or Cross-curricular connections: This lesson integrates ELA with Science. Students use an organizational strategy to find the central idea and supporting details for scientific articles about animals. Assessment(s) of the Objectives: Lesson Objective(s) Objective 1 TSW read informational text; identify the central idea and supporting details with an accuracy rate of 75%. RI.6.2 Assessment(s) of the Objective(s) Assessment for Objective 1 During Learning Assessment: -Teacher assesses the students learning by observing the individual and group participation -Teacher assesses the students learning using the Box and Bullets strategy and using a teacher created rubric. Assessment for Objective 2 Post Learning Assessment: -Using a teacher-created rubric, I will assess the students participation in the group activity. -Using a teacher-created rubric, I will assess the groups presentation of information. and presentation Use of Formative Assessment This assessment will determine if the student is able to identify the central idea and supporting details in a given paragraph.

Student will develop team building skills.

Objective 2 TSW design a presentation of the information; present it to the class, and scoring at least 10 out of 15 possible points. SL.6.2

Accommodations: - Provide examples and models - Allot additional time for assignment

Materials: - Three (3)Oh Yuck articles; each student will have an article. - Construction paper and markers Procedures: 1. As the students walk in to the room, Mrs. Latham will divide and assign each student to a group and to a role. Mrs. Latham and I decided that she would do this so the transitioning would not take additional time from the lesson. Mrs. Latham would assign the groups and roles since she is more aware of personalities and behaviors. I will prepare the materials for the activity and set-up the PowerPoint presentation. 2. Today, Mrs. Latham and I will co-teach this lesson. Our co-teaching this lesson provides you with two instructors. She and I will contribute to your learning. I will teach your lesson and Mrs. Latham will contribute with an activity to enhance the instruction. 3. Please direct your attention to the board. I will use a PowerPoint presentation to direct the instruction and guarantee some form of flow. 4. You learned that headings and subheadings could assist you in determining the central idea and supporting details in an informational text. 5. Lets review this strategy. At this time, I begin the PowerPoint. 6. Now let me show you a learning strategy for organizing central idea and supporting ideas: Boxes and Bullets. 7. I will use a piece of paper that is folded in half twice. This provides the students with sections to place the boxes and bullets for each sub-heading. 8. While I am doing this, Mrs. Latham is circulating about the room to answer questions or to use proximity as a means of keeping the students on-task and focused on the instruction. 9. At the closing of the instruction, the students begin their activity. 10. Mrs. Latham will distribute each groups article and materials necessary to complete the activity. She and I will circulate about the room to answer questions and assist the groups. Mrs. Latham will evaluate the individual students and groups by using a cooperative learning rubric. 11. The activity- The groups will read their articles and use the Box and Bullet strategy to gather information from the text (central idea and supporting details of each section). Once they complete this step, the groups discuss each group members answers. 12. The group determines the main idea and supporting details for each subheading. This information is written on a piece of construction paper along with artwork that will provide an appealing presentation. CLOSURE: Whenever you are trying to determine what is important in an informational text, use the heading and subheadings. You can determine the central by making the subheading a statement. Then you can form the statement into a question. Answering this question will assist you in finding the supporting details. To organize the central idea and supporting details, you can use Boxes and Bullets. References: www.nbclearn.com http://tweentribune.com

Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. Activity 1: The Boxes and Bullets activity provides the students with an organizational strategy for identifying and organizing the central idea and supporting details for each paragraph. Activity 2: The use of cooperative learning instruction allows each student to contribute to the activity How does each activity (instructional strategy) support the lesson objective(s)? Activity 1: The activity provides the student with a means to organize the central idea and supporting details and later develop a summary. Activity 2: The use of cooperative learning instruction increases interpersonal peer relations. How do the activities stem from student characteristics, needs, and/or contextual factors identified in TWS? Activity 1: I am providing the students with a comprehension strategy using Boxes and Bullets. Activity2: Students will develop the interpersonal, social, and collaborative skills that are necessary for working with others successfully. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. Activity 1: I will use a teacher created PowerPoint to provide direct instruction. Activity 2: I will not use technology in the cooperative group activity. References: 1. Melinda Austin, a reading coach, provides lesson plans and resources to the cooperating teacher. I used the outline of one of her lessons to create my lesson. 2. I reference a website on my PowerPoint. This website provided the article I used.

Technology Part A During Lesson 1, I used technology in my mathematics instruction. I accommodated the student's

learning by providing hand held calculators. The students needed the calculators to convert the ratios to percentages. During Lesson 2, I used technology by utilizing the promethium board. I projected a YouTube video and used PowerPoint to present the lesson. During Lesson 3, I used the promethium board to project a PowerPoint presentation, which I created on finding the central idea and supporting details when reading informational text. Using the PowerPoint presentation created a flowing lesson.

Technology Part B The students used technology in the mathematics lessons. They used the calculators to convert

ratios to decimals in Lesson 1. In Lesson 2, the students used the calculators to facilitate crossmultiplying. In Lesson 3, the students did not use technology except to receive instruction on central ideas and supporting details.

Activity Analysis

Activity 1, Lesson 1 In Lesson 1, the objective of the lesson was to enhance the student's understanding of

ratios by applying ratios to real world problems. In order to understand and apply the ratios, I used direct instruction to review the steps for identifying ratios and converting them to percentages (Objective 1). I also provided each student with a folder that contained instructions for the cooperative learning activity and visual notes for reference, and then I used cooperative learning as the research-based instructional strategy to accomplish Objective 2. These two forms of instruction supported the objectives, enhanced learning, and provided an engaging activity for motivating the students. The students in this class have various learning styles. Using cooperative learning groups enabled the students to discover new skills they may have and built on their strengths as leaders. I chose the basketball activity because several of the students like basketball and the basketball season for the school was about to begin. To implement the basketball activity, I provided the students with chart paper to mark the made/missed shots and a calculator to convert the ratios to percentages. The "players" had ten (10) pieces of paper to wad and use as basketballs. At the end of the activity and lesson, the students presented their results. I enhanced their understanding my explaining how these percentages are applied in the game of basketball. I asked several leading questions to the students to promote critical thinking: "If the percentage of shots missed is high, what do you think that player will be doing at the next practice?"

Activity 2, Lesson 3 In Lesson 3, I provided a learning strategy to identify and organize the central idea and supporting details in informational texts. Through a PowerPoint presentation, I used direct instruction to model how to identify the central idea and supporting details in the text. Then I divided the class into three (3) groups and provided a cooperative learning group activity. Each member of the group had a role to play: leader, writer, presenter, and timekeeper. These two instructional strategies supported the objectives for the lesson and provided a form of differentiated instruction. The group activity addresses the student needs by providing a form of differentiated

instruction, cooperative learning groups. In the groups, the students must use Boxes and Bullets to organize their information and then determine as a group how they will present this information to the class. I also differentiated instruction by presenting the information to various learning styles: visual and kinesthetic. The students viewed the instruction and activity on the promethium board and using a PowerPoint presentation. I also directed the learning kinesthetically by creating a written activity for each group. I implemented the activity using PowerPoint technology and various articles that appealed to this age and reading level. It was with these materials that the students had to think on their own and share their thoughts with their group. They had to communicate and motivate each other.