The+Lesson+Plan

Our Collaborative Lesson Plan


Original ISTE NETS Template downloaded from []


 * Teachers:** Mrs. Dunning, Mrs. Ketchum, Mrs. Johnson, and Mr. Harris
 * Grade Level** 6th grade
 * Content Area** Math and Language Arts
 * Time line** January 19th to February 18th
 * Highest Bloom’s Level** Creating

**State Content Standards:**

6.1.1.K4 knows and explains numerical relationships between percents, decimals, and fractions between 0 and 1 (2.4.K1a,c), e.g., recognizing that percent means out of a 100, so 60% means 60 out of 100, 60% as a decimal is .60, and 60% as a fraction is 60/100. 6.1.3.A2 estimates to check whether or not the result of a real-world problem using rational numbers is reasonable and makes predictions based on the information 6.1.4.A1b addition, subtraction, multiplication, and division of decimals through hundredths place 6.1.4.K2f adds, subtracts, and multiplies fractions (including mixed numbers) expressing answers in simplest form 6.2.1.K4 adds, subtracts, and multiplies fractions (including mixed numbers) expressing answers in simplest form 6.3.2.K3b converting within the metric system using the prefixes: kilo, hecto, deka, deci, centi, and milli; e.g., converting millimeters to meters, meters to millimeters, liters to kiloliters, kiloliters to liters, milligrams to grams, or grams to milligrams. 6.3.2.A1 within the metric system using the prefixes: kilo, hecto, deka, deci, centi, and milli; e.g., converting millimeters to meters, meters to millimeters, liters to kiloliters, kiloliters to liters, milligrams to grams, or grams to milligrams. 6.1.2.1 The students writes effectively for a variety of audiences, purposes and contexts. The student writes expository text using the writing process. 1) Develops the main idea, 2) clarifies the main idea, 3) practices writing using personal experiences, observations, prior knowledge and research 4) expresses information in own words using evidence and examples and 5) cites information used or reproduced from any source
 * Math:**
 * Language Arts:**

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a) apply existing knowledge to generate new ideas, products, or processes b) create original works as a means of personal or group expression c) use models and simulations to explore complex systems and issues. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a) interact, collaborate, and publish with peers, experts, or others employing a variety of media and formats. b) communicate information and ideas effectively to multiple audiences using a variety of media and formats d) contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: a) plan strategies to guide inquiry b) locate, organize, evaluate, synthesize, and ethically use information from a variety of sources and media c) evaluate and select information sources and digital tools based on appropriateness to specific task d) process data and report results 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a) identify and define authentic problems and significant questions for investigations b) plan and manage activities to develop a solution or complete a project 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a) advocate and practice safe, legal, and responsible use of information and technology. b) exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c) demonstrate personal responsibility for lifelong learning d) exhibit leadership for digital citizenship 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a) understand and use technology systems b) select and use applications effectively and productively c) troubleshoot systems and applications. d) transfer current knowledge to learning of new technologies.
 * NETS*S Standards:**

**Instructional Goals and Objectives**

Students will use research skills and a variety of resources; such as job shadowing, interviews, primary texts, and photos, to build a connection between the math they use at school and how math is used in the real world. Students will use multi media application skills; such as, ipods, digital cameras, and online publishing to gain and record information. Students will explore the use of computer applications; such as, iMovie, Garageband, Pages, and Keynote to create digital stories about their learning experience. Students will explore the use of iTunes apps; such as, Storyrobe, Sonic Pics, Story Kit and Voice Recording to create digital math stories about their learning experiences.

**Overview** (a short summary of the lesson or unit including assignment or expected/possible products)

This unit is design so students can experience how the math they learn in school is related to how math is used in the real world. Throughout the year students have dabbled in business by running a bank as part of the Save At School Program and selling Salsa from the school garden. This unit will allow them to experience how local businesses operate and use math each day. Components of the unit include: 1. Read the picture book “A Day With No Math” orally to students to spark conversation about how math is used in our daily lives. Then generate research questions to use on the day students shadow at a business. 2. Conduct Field Research and interviews at a local business by shadowing employees at local area businesses. Students will use ipods for recording interviews, digital cameras and flip cameras; as well as take notes. 3. Plan a digital story of their experience by using a storyboard and writing a script for the story. 4. Evaluate the importance of math in our daily lives by creating a reflection video. 5. Create a Mix Book of their experience to be placed in our school library, so other students can understand the importance of math.

**Higher Order Thinking Applications** Essential Question: How is what I learn in math class related to what I will be doing on my future job? Why is math important? Blooms: At the creation level on the Blooms chart students will be creating digital stories of their experience to share with others on a Wiki, a Mix Book to be shared with school library, and reflection video to be shared with TRC and throughout the school district.

Students will produce digital stories that reflect on their shadowing experience. Students will be introduced to the digital story process of preproduction, production, and postproduction they will progress through the stages with the teacher facilitating student work; the stories will be assessed with a rubric. To be at the highest level on the rubric, students must include how the math they learn at school is connected to real life situations. Students will evaluate videos made by the class using a walk-about-review format and the rubric.
 * Assessment**

Teachers created a model digital math story for students to view as an example. They also used the following website as examples: [] Students conducted online research by using the Google Search engine before shadowing to see if the business had a website to find out as much information about the business as possible as a prelearning activity. Students used ipods, computers, Keynote, Pages, iMovie, and Garageband and the ipod app Storyrobe Sonicpics, or Story Kit to create Digital Stories. While conducting interviews students used ipods and an ipod recording app for recording quotes; in addition they used digital cameras and flip cameras to document their experience.
 * Resources **


 * Multimedia Application(s) **

Students will create Digital Stories, A Mix Book, and A Reflection Video. This will allow students to be engaged in their work while making meaning of the importance of why math is important to their daily lives. Final products will be placed on a Wiki. Students will turn their photos and digital story telling scripts into a Mix Book to be placed in the school library, so others students can learn why math is important. During the project, students were taught digital citizenship by learning how to cite sources, not to plagiarize, or break copyright laws.


 * Collaboration **

The Prosperity TRC team is departmentalized; therefore, teachers collaborated across curricular areas to share ideas and implement standard-based learning projects into daily lessons while building the technology skills necessary to complete the project. The team also collaborated with parents and local businesses to accomplish this project.

**Differentiation** Students will work in pairs or small groups of three throughout the process. Students with IEP’s will have the option of creating their stories using the ipod app Sonicpics. Sonicpics is much less difficult to manipulate then the iMovie application and easier to record on then Keynote because it allows you to delete sections of your recording. Students were also allowed to make choices about their projects throughout their experience; such as which tools or applications to use.


 * Digital Citizenship**

Students will be required to cite sources for quotes, music, and websites they use in their digital stories. Teachers will question students while doing any online research as to weather or not the website is valid while conducting online research. Students will obtain permission from persons they interview to use their quotes and pictures.


 * Closure and Reflection **

Students will write reflections using Moodle forum related to the following questions. Questions: • Did students find the lesson meaningful and worth completing? • In what ways was this lesson effective? • What went well and why? • What did not go well and why? • How would you teach this lesson differently?) Students will participate in a walk-about-review to view each other’s products and evaluate each using the given rubric. Students will be interviewed during a reflection video that will be made of the project. In addition, students will write a reflection paragraph to be placed in the Mix Book; as well as share their work with parents.