Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Grade Level(s)

Twelfth Grade

Content Area

Mathematics

Time line

Two weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )

Content Standards

Population Growth in connections with Geometric Sequences/e

NETS*S Standards:

Students will demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students apply digital tools to gather, evaluate,
and use information. Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital
tools and resources.

Overview
This lesson is a culminating task that assess the students knowledge of how correlate mathematical standards
into the real world. It is a part of the seniors Senior Capstone Project. This portion of the capstone is completed
in their Senior Math Class. In this Data Analysis portion of the Capstone, students will collect data about the
salary of the Job they have chosen to research for their portfolio. They will find ten local, entry level positions in
the career field chosen. These jobs can be located anywhere in the Metro Atlanta area. They will have to look at
different measures of central tendency based on this information and represent the data in a graph form. They
will then research state and national salary trends for the chosen occupation and compute regression lines for
both of them. They will analyze each and compare each. They will have the choice to create a Live Binder,
Weebly, Wiki to organize their information. They will then create a screen cast or a video (iMovie) for their
presentation. Students will watch each others presentations and then use google forms to assess themselves
and each other. Once the project has been completed, I will use Kahoot to ask students questions about their
projects.

Essential Questions

Background Knowledge
AMDM is a class that incorporates all of the math that students have previously learned in high school into a
real world application type setting. Students have seen all of the data analysis content in one of their math
classes from 9th grade until now. It was previously in Math II and was moved to Coordinate Algebra and will
now be in GSE Algebra I.

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Assessment
Students will be assessed in their Math Class for the Data Analysis Portion of their capstone. As a final product
students will create presentations that include research, graphs and tables, pictures, and an explanation of their
chosen career field and why. This will help to link mathematics and the real world. I will assess presentations
using a teacher created rubric. Throughout the project, students will have checklists and expectations of what
should be done by the end of each day. This will be used as formative assessment to see which students are on
track and which students are not on track. From the first day of research to the very last presentation, this project
should take around two weeks. I have allowed Two full days for presentations. The rubric will assess the final
product on whether or not they covered all of the required fields.
Products will be differentiated in that students are able to choose their career field and they are able to choose
how they want to organize their presentation based on which technology tool they feel most comfortable with.
This is a class with only Students with Learning Disabilities and the choice of a Screencast will allow for them to
be able to present the material without having to be seen or stand up in front of the class to present. However, if
a student would like to be seen, they can create a video using iMovie to be a public presenter. Also, my students
that are assigned to present on the second day are students that have extra time per their IEP.

Resources
In this project, we are using technology to support the students learning by allowing them to complete a real life
application task using Web 2.0 tools to enhance their learning and their understanding of the content material and
real life connections. Students are becoming more comfortable with presenting information using different online
tools such as Weebly, Wiki, Screencasts, Prezi, iMovie or Live Binder. Students will learn how to use educational
research engines to find correct and creditable data for their career fields.. We have used Prezi, Live Binder, and
Weebly for projects during the first semester, so students are somewhat comfortable with those technology tools
for presentations, however, I have supplied them with Youtube videos I created explaining the different tools and
how they work, along with step by step by step instructions and screen shots of how each tool works. Students
have never created their own Screencasts or iMovies, so on the day that I introduce the Data Analysis Project, I
will give brief overviews of these along with written directions.
Students will be required to use a graphing calculator and/or Excel to organize data and create graphs and
tables, and regression lines. We have used both of these things before multiple times, so students should not
have an issue using either of these tools.

Instructional Plan Preparation

Students have been working on their Senior Capstone Project since the last month of their Junior year of High
School. They have the complete outline and even all of the rubrics being used to assess the different portions of
the Capstone Project. At the beginning of Senior Year, Seniors were called into a Senior meeting to discuss
every section in detail and what is required. However, since that was at the beginning of the year, I will have to
recap all of the information. The first day of the project, I will go back through the information they were given,
then give them the checklist that I have created for them. I will give them another rubric to look at as well to
understand what will be required of them. I will have to brief them on screencasts and iMovies, but for the other
tools, they will just be given the links to screencasts and there will be class sets of directions for them to use if
they need to remember how to use the technology tools.
The math being used has been introduced to the students before in their freshman math class. They also have
reviewed this information in Unit 3 of AMDM. This Unit was the Data Analysis Unit and we have briefly looked
over the information necessary to complete this Unit. With the introduction to Unit 3, we also used Excel and
Graphing Calculators, so students were able to refresh their memories on using those tools.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (small groups, whole group, individuals,
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classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?

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Differentiation

Reflection

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?

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