STEM Lesson Plan

Candidate:
Wendy Vanegas

Subject(s):

Math- Bullet
Trajectory

Grade level(s):
6th

Common Core Content Standard(s): Record the number, the sub-element, and
description of the Common Core State Standard(s) on which this lesson is based.
CSS.MATH.CONTENT.6.RP.A.1
Understand the concept of ratio and use ratio to describe relationship
between two quantities.

Date:

7/5/16-7/6/16
Single/Multi-Day
Lesson:

MULTI-DAY
2

CCSS.MATH.CONTENT.6.RP.3C Find a percent of a quantity as a rate per

100(e.g., 30% of a quantity means 30/100 times the quantity); solve problems
involving finding the whole, given a part and the percent.
CSS.MATH.CONTENT.6.RP.3
Use ratio reasoning to convert measurement units; manipulate and transform
units appropriately when multiplying or dividing quantities.
ELD. 6th grade.2.1.C Selecting language resources
a. Use a select number of general academic words (e.g., author, chart) and
domain-specific words (e.g., scene, cell, fraction) to create some precision while
speaking and writing.

List the Common Core State Standards for Mathematical Practices used by writing their
number, title, and description:
MP1: Make sense of problems and persevere in solving them
MP2: Reason abstractly and quantitatively
MP3: Construct viable arguments and critique the reasoning of others.
MP4: Model with mathematics
MP5: Use appropriate tools strategically
MP6: Attend to precision
MP7: Look for and make use of structure

List the Common Core State Standards Science Literacy Standards used by writing their
number and full descriptions:

List the Common Core State Standards Science Writing Standards used by their number and
full descriptions:

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List the Next Generation Science Standards Performance Expectation(s) used by writing
their number, title, and description. If this is a math or English course, you can simply use the
NGSS Science and Engineering Practice(s):

Check which 21st Century Learning Objectives are used with an X:

To build skills in creativity and innovation by brainstorming and identifying multiple
ways to solve a problem, and implement their own approach to that problem
To build skills in critical thinking and problem solving by identifying relevant given
information, analyzing the data, manipulating the variables, and evaluating the process
and work done
To build skills in communication and collaboration by sharing, justifying, and
critiquing ideas with precise academic language in oral and written forms as they work
with others on a common task
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Procedure and facts to investigate and experiment with data to validate a solution.
II. LEARNING OUTCOME (Objective):
Students will be able to construct an argument applying ratio, percent, and conversion while using
formulas and diagrams produced during the bullet trajectory lab to eliminate suspects for The Gold River
Heist thinking as a criminologist.
Language Objective: (Writing Domain)
Students will be able to write 2-3 sentences using key terminology from the lesson to state why suspects
were eliminated.
III. ESSENTIAL QUESTION:
How can we use bullet trajectory data to identify and eliminate data?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
Building an understanding of how to analyze height and ballistic data to solve The Golden River
Heist.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Warm-up: Working in table teams students will work together to solve different examples
for ratio, percent, and conversion. (Powerpoint will have problems that students will work
on). Include vocabulary chart that has definitions of previous key terms that include ratio,
percent, convert, fraction, percentage. Have them write group table answers on white boards
and share out. Make sure that I call on an emergent bilingual to share out with sentence
starter that has been posted on the wall on chart The ratio of gold bars to silver bars is
____________ / The steps I took to solve the problem are__________
Challenge question- work with elbow partner. Whats the difference between 66 and 6.6
inches? After allowing students to attempt to figure out the difference or similarities. I would
call on a student to demonstrate to rest of peers the steps they took to arrive at their answer.
They will do so by using the overhead projector. I will ensure to prompt the student if they

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are having difficulties with steps. As the student is verbalizing what they are doing I will
ensure to recast what they say and project my voice so that the rest of the class can hear.
Show pictures to students about bullet trajectory, ask them what it makes them think about?
(allows for visual learners to have insight on what bullet trajectory is)
Share with flocks of a feather. I will make sure that I provide a visual in powerpoint
presentation to ensure that students know that we are grouping to discuss pictures, allowing
for peer to peer modeling of appropriate key terminology.
Share out

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Day 1:
Introducing Bullet trajectory and connect it with criminologist theme.
Re-read as a class the Golden River Heist Using CUBS strategy to annotate the readings
concentrating on key terminology and sentence structure.
Tell students that we will begin a lab to try and eliminate some of the suspects of the
crimewith the new evidence that came to light.
Hand out the worksheets Bullet Trajectory Investigation- (Perform I do, we you, you do
strategy) Have students read the new evidence. Talk to elbow partners about it and together
begin to illustrate/draw the evidence of the scenario as a class.

Day 2:
Allow time for pair share of drawings that were started the day before.
As a class draw the picture together and allow students to make the appropriate corrections.
Allow students time to answer follow up question. Provide sentence starters for ELL students
and require that Gate students write a minimum of 5 complete sentences.
Begin to fill out table. Be the hands-Students brain to solve Suspect 1 together. Students
will walk me through the steps on how to solve for 80% of the height, while I just write the
steps they are asking me to take.
Give them time to work on rest of suspects.
Compare answers with group/ Check with class.
Answer follow up questions.
Input new evidence into Evidence Collection Table Give emergent bilinguals a sample of
evidence chart with prompts, and sentence starters.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will calculate measurements and perform conversions.
They will analyze the data to eliminate suspects.
D.

MATERIALS & RESOURCES:

Pictures on Powerpoint of warm-up activity.
Pictures of bullet trajectory.
Vocabulary chart
Evidence Collection Table-Handout
Bullet Trajectory Investigation-Handout
White boards
Notes on Data collection in notebooks

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V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Informal assessments throughout the lesson orally, white boards, handouts and in journals.
Formal assessment with exit ticket on both days.
Formal assessment with completed Lab Handout.

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,

PRACTICE):
Visuals, white boards, vocabulary charts, sentence starters, worksheets for gate students, sample
chart of conversions, multiplication table.
7_6_16 Vanegas_Wendy Bullet Trajectory_PPT
7_6_16 Vanegas_Wendy Bullet Trajectory Investigation _HO
7_6_16 Vanegas_Wendy Bullet Trajectory_RU
7_6_16 Vanegas_Wendy Bullet Trajectory_Evidence Collection Table
7_6_16 Vanegas_Wendy Bullet Trajectory_ET

VII. HOMEWORK (IF APPROPRIATE):

N/A

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