Name:​ Jasmine Davis

Social Justice Lesson Plan

Unit Theme/Topic/Social Issue: Grade Level:

Community Connections in Downey 5​th​ Grade

Driving Question(s): ​Include the driving question(s) from the unit overview here.

How can we inform our school community about the resources available within walking distance?

Project Summary: ​Include the summary of the larger project the students are working on. The lesson plan should
contribute to the larger project.

Students will create a website informing community members about the resources available in Downey.

Content Area:

CA 5​th​ Grade Content Standard:​ Mathematics

Convert like measurement units within a given measurement system.​ ​5.​1. Convert among different-sized
standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real-world problems.

Classify two-dimensional figures into categories based on their properties.​ ​5.​3. Understand that attributes
belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example,
all rectangles have four right angles and squares are rectangles, so all squares have four right angles. ​5.​4. Classify
two-dimensional figures in a hierarchy based on properties

Learning Objective​:
● Students will be able to​ convert measurements and dimensions in base 10 to create a 2-dimensional blueprint of
a community building consisting of shapes of 2-dimensional figures.
● Students will be able to classify 2-dimensional figures based on properties.
● Students will be able to create webpages consisting of comparative data from real world pictures of buildings and
models.

Materials: ​List all materials that will be used during this lesson, including any texts and handouts. Include any
handouts created for this lesson.
1. Large Scale Building Dimensions from Downey Scale Map (provided by teacher)
2. Checklist for each role (like a rubric for each role)
3. Computers/Laptops
4. Large posting paper
5. Markers
6. Rulers
7. Conversion Guide Sheet
8. Camera for class use (teacher should handle camera)
(This lesson can be used after guest speakers have visited the class, during career day or simply a chance for
cumulative real world review.)
Into:​ ​Be descriptive and explicit about what the teacher is saying/doing and what the students are doing.
How will you capture students’ interest in this lesson? How will you model what you expect students to do in this
lesson?
What the teacher is doing: What the students are doing:
The teacher will introduce the lesson as a cumulative Students should be settled (or settling), waiting on
review and connections to real world. Ask class for instruction.
attention. Use “If you can hear me clap once….”

Teacher ask, “How can we use the information we Students are raising their hands to respond.
learned this week about quadrilaterals or base-10
conversions in the real world?”

Teacher will explain, “Oftentimes students wonder how Students are listening attentively to descriptions.
will this math help me in the future? How is this going
to benefit me? This is an opportunity to look at some
careers in Mathematics and Engineering. This week, we
are going to be Architectural Engineers, Architectural
Drafters and Computer Designers.”

“We are going to use the combined knowledge we’ve

learned about 2-dimensional figures, the properties of
quadrilaterals and base-10 conversions to create a
scaled blueprint of buildings in our community.”

Through: Be descriptive and explicit about what the teacher is saying/doing and what the students are
doing. ​How will you transition students into the activity?​ ​What will be happening during the activity? (Cover details
of the beginning, middle, and end of activity.)​ ​How will you bring the activity to a close?
What the teacher is doing: What the students are doing:
*Getting ready to move! Explain all details before
having students move*

“First, we need to get into groups of 3-4 “(groups can be
preselected if students have already been working in
groups or set groups prior to lesson to minimize
selection time; this alone should not be a 5 minute
process).
Still staying seated, until instructed to move into
groups.
Once instructed, move into new groups and wait for
next instructions.

*may have to call to attention again*

“Now we need to select our roles (Pass out 1 notecard
to each group). We need a leading project manager, an Waiting in groups for new instructions and project
engineer, a drafter and a computer designer. Each role details.
will be in charge of completing a section of our final Students must select who they want for each role for
project. Listen to each role so you can select who you the week.
want to be this week. Once you all have a role, the
project manager will write down everyone’s name and Listen to detail of each role. Within groups, students
their role next to that person’s name on the note card select members for each role.
and bring that card to me. Once I have received all
group cards, we will select which building your group
will be blueprinting.”

The Project Manager: will be in charge of getting

supplies, maintaining project progress and
communicating with me your group needs. This person
will have a checklist of things the entire group needs to
complete before moving on to the next section of the
project. This person needs to make sure you are
managing your time as a group, completing all sections
during each stage.

The Engineer: will be in charge of scaling the building to

blueprint dimensions. This person is in charge of
measuring, converting the building measurements and
laying down the scale guide for the drafter to draw the
dimensions onto paper. Once all roles are selected students, project manager
will write down each person’s name and each person’s
The Drafter: will be in charge of drawing the role next to their name.
dimensions onto paper. This person is going to make a
2-dimensional blueprint using the Engineer’s Project manager will get up and bring notecard to
measurements to draft the building. This person is also teacher. Go back to seat and wait for instruction on
in charge of identifying the figures of the building once when to begin selecting building.
drawn.

The Computer Designer: will be in charge of posting our

final project onto our class page. This person will be
lead in taking photos of our final blueprints, finding
pictures online (or in person from our class field trip) of
the building your group designed and posting the two
pictures together onto our class page with your group
name and building dimensions.
Students select from building options (provided by
Now as a group, we need to select which building we teacher) Once building has been selected, that building
want to scale. Keep in mind the properties of is no longer an option. Students must wait for all groups
quadrilaterals as you will have to identify the shapes as to have selected a building.
we work through the project.
Wait for further instructions.
(Middle) Begin Project:
Project Managers only, go to front to collect supplies for
Now that we’ve selected our building, project managers group project.
are going to come up to the front and take supplies for Bring supplies back to group.
their group. Each group take the following:
● Large Scale Building Dimensions from Downey
Scale Map (provided by teacher)
● Checklist for each role (like a rubric for each
role)
● Computers/Laptops
● Large posting paper
● Markers
● Rulers
● Conversion Guide Sheet

Now it’s time for our Engineers to step up.

Project Managers will provide supplies for group and
We are going to begin with converting the dimensions Engineers will now take the scale map and conversion
that are scaled on this map. The knowledge about guide sheet out of supply carrier wait for instructions.
base-10 conversions is used here to either grow or
shrink the building (depends on which map scale
teacher provided).
Students are all paying attention to instruction and
*Use example of conversions from previous lessons*
Give students time to look over and recognize map.
Answer any questions regarding conversions or the
scale map.
*have students follow teacher’s model if they get stuck
with conversions!*
Engineers will use the conversion guide sheet
(provided) to convert measurements from building
scale map. Everyone is working together as a group to
convert measurements. Teacher must check
measurements before students can move on.
Once the measurements are converted have project
manager bring conversions to teacher. Once approved
by teacher, give conversions and scale map to Drafter.
Everyone will work together to now create the
blueprint.
Drafters are now going to take the Engineer’s
conversions and draft the building onto the large post-it
paper. Drafter will use supplies provided (Post-it paper,
markers, rulers, maps and scaled measurements).
The Drafter must create blueprints on large paper. Once
blueprint is created, Drafter and team must identify
figures of 2-dimensional shapes (specifically
quadrilaterals).
Once students have identified all shapes, wait for
Project Manager and Drafter for bring up for approval.
Once signed-off on checklist. Students finalize all drafts
for final blueprint.
(End) End Project:
After final blueprint is created, Computer Designer will
have to take pictures of blueprint (Teachers will need to
provide camera for class use). With teacher’s help,
upload photos onto computer/laptop (provided).
Computer Designer will either: have photos uploaded
from class field trip to community siting, selected
photos from online of building or have photos provided
by teacher of building.
After blueprint picture is uploaded, Computer Designer
will create a side-by-side image of the blueprint and the
photo of building.
guide from teacher on previous lesson examples of
conversions.
Engineers and group members work together to
convert scale model measurements to larger or smaller
scale for Drafter's blueprints.
Once Engineers have all measurements written down
onto conversion sheet, Project Managers bring sheet to
teachers for approval.
*Teacher must sign-off on measurements*
Project Manager will bring conversions back to group to
have Drafter and Engineer begin working on blueprint.
(Project Manager is checking off on checklist as group
progresses.)
Drafter takes supplies provided to begin blueprint.
Begin with pencil draft before using markers to finalize.
Using the conversions, scale map, ruler and pencil;
begin drafting the blueprint. Once blueprint is created,
Project Managers and Drafters must have draft
approved by teacher. Once approved, Drafters will use
markers to finalize print.
Once print is finalized, group must identify
2-dimensional figures used to create blueprint.
Write names of figures on blueprint. Once all figures
have been identified bring to teacher for approval. Once
approved finalize with markers.
After final blueprint is created, Computer Designer will
have to take pictures of blueprint.
Once picture is taken, upload picture onto
computer/laptop.
Use software provided to edit images to create a
side-by-side image of the blueprint and the building

Once image is created, Designer will add dimensions
and conversions to picture.
*building name, dimensions, conversions, group name
and class should be included on final image*
photo.
Students be sure to add: building name, dimensions,
conversions, group name and class to final image.

Teacher’s must check final project info and images for Project Managers are getting last approval of image
each group. Project Managers are coming for last before posting to class site.
approvals before uploading to class site.

With teacher’s help, upload image onto class site.

With teacher’s help, upload final image to class site.
After image is uploaded the project is complete.
Project is complete.

Beyond: Be descriptive and explicit about what the teacher is saying/doing and what the students are
doing.
How will students reflect on their learning? How will students apply their learning to the larger world? How will you
know if your students met the learning objectives?
What the teacher is doing: What the students are doing:
Review Class Site with All Blueprints. Students should be able to see class postings of all
blueprints onto class site.
Reflection​:
On a separate sheet of paper, have students be open and
reflect. They will need to reflect on their roles by
writing a reflective response about process. Students Students should be in their project groups:
should be able to identify collaborating on real world
projects and applying mathematics on a larger scale in
careers (as pointed out in the beginning of project). Individually, write a response on a separate sheet of
After students are writing responses ask reflective paper or on a sheet provided by your teacher. Respond
open-ended questions about project. honestly, to the questions provide by teacher.

1. What did we learn about our roles as: Project

Managers, Engineers, Drafters and Computer
Designers?
2. Which career job did you enjoy the most? Why?
3. What did we learn about math concepts of
conversions and 2-dimensional figures like As a group, discuss the questions provided. Reflect with
quadrilaterals? your group about your outcome. What worked? What
4. Provide examples of 2-dimensional figures didn’t work? What you would change?
during in this project and describe their
properties. Be detailed.
5. What math problems did you face as a group
when working together? As an individual? How
did you overcome those problems?

Have students respond to these questions on paper first As a class, when responding raise hand or speak openly
to allow individual reflection, then provide time to (depending on teacher’s instruction).
reflect openly as a class.
Accommodations: Specifically describe what types of accommodations will be included in this lesson for
different students.

Emerging Bilingual Students: Students will be placed into groups based on mathematical concepts and
understanding of mathematical material. Emerging Bilingual Students will be able to work in groups integrated
among other students. The teacher will have to monitor students throughout project and follow up with students
for clarification and to check for understanding. If language barrier persists, teacher must provide in-class help to
accommodate students language needs to ensure participation throughout project. Some of these students may or
may not be performing at grade level, if the case is that they are not then as teachers we have to help make our
classroom an amicable and open environment so Emerging Bilingual Students can begin to express themselves and
share their knowledge in mathematics and other areas for this project.

Students Performing Below Grade Level: Students will be placed into groups based on mathematical concepts and
understanding of mathematical material. For the students struggling to perform at grade level, they will be
checked throughout project. Each student will have a checklist of goals to accomplish throughout project. As the
teacher signs-off on checkpoints, teacher can ask these students clarifying questions and check on their
understanding and retaining status. These students may struggle with the math concepts but as teachers we
should capitalize on this project being that it is much more than just math. Work with these students to help make
them comfortable with math by comparing it material or other concepts they know.

Students Performing Above Grade Level: Students will be placed into groups based on mathematical concepts and
understanding of mathematical material. For the students performing above grade level, they will most likely move
faster through the project. We must ensure that they are being helpful to all members in their group and staying
engaged and on task. These students will most likely be Project Managers, which job entails making sure all
members are performing at grade level. If not Project Managers, give these students the opportunity to take the
initiative to help others.

Teacher must check for all students clarification and understanding at each checkpoint to ensure all
students are cooperating, participating and accomplishing their goals. Everyone must work in groups and
understand the importance of collaborative inquiry and progress (individual and group) Explain to the
class that each group is dependant on each person’s role and their grades are dependant on the progress
performed by each student. All students will be graded on engagement (staying on task as this is time
oriented project), understanding of math concepts and application of combined concepts into real world
projects.