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Instructional Design Resource Guide

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TAP (Teachers As Practitioners) Project

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Salem College CONCEPTUAL FRAMEWORK

The philosophy of our Teacher Education program is grounded in the constructivist paradigm. We believe that all learners construct their understanding of the world as they look for meaning and order in their environments. Knowledge is developed through the interactions of internal, or cognitive, and external, or social, factors. Experiences, prior knowledge, cultural tools, interactions with others, and the learners purpose shape learning. Learning occurs at different rates and in response to differing stimuli according to a learners individual needs, interests, experiences, and motivation. The teachers role is to facilitate learning among all her/his students by creating the appropriate conditions in which learning is most likely to occur, by setting realistically high expectations for all students, by understanding that errors are a legitimate part of the learning process, by celebrating approximations, by matching instruction to learners, by managing the classroom effectively, and by using assessment to inform practice. Professional educators value diversity among their students and colleagues, continue their professional growth and development, and reflect upon their work as they seek to improve their practice. Professionals seeking advanced licensure use, design, and conduct research within their classrooms and assume leadership roles in their schools.

All students are learners. Teachers are responsible for creating the conditions of learning for all students.
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Table of Contents
PART 1 ! UNIT PLANS introduction to unit plans 4 standards-based unit design. 4 topical or thematic units. 5 characteristics of exemplary units 7 the Salem College Unit Plan. 8 logistics.. 8 statement of purpose and rationale.. 9 unit overview. 9 considerations about the learners.10 considerations about the learning environment..11 unit timeline...11 suggested timeline table format12 lesson plans..13 overall reflection about the unit (evaluation)13 unit plan template introduction.........14 Salem College unit template.15 PART II ! LESSON PLANS definition of a lesson plan. 18 Why do lesson plans?......................................................................................... 18 lesson plan basics. 19 6 components of a lesson plan... 19 developing the basic components of a lesson play. 21 1. learning outcomes and objectives... 21 2. background knowledge and experiences... 25 3. materials and resources 29 4. teaching strategies and activities. 30 5. assessment..... 32 6. reflection...... 35 Salem College lesson plan format.. 38 PART III ! Teachers As Practitioner (TAP) DESIGN Project Introduction to TAP DESIGN Project. 39 NC Teaching Standards...39 Blueprints for EE3, TAP DESIGN Project...42 PART IV ! Teachers As Practitioner (TAP) IMPACT Project Introduction to TAP DESIGN Project. 44 Blueprints for EE3, TAP DESIGN Project..45

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PART I ! UNIT PLANS Teachers As Practitioners (TAP) DESIGN and IMPACT Project introduction to unit plans
Understanding how to design an instructional unit is a key component to being an effective classroom teacher. Because the unit plan organizes K-12 standards and curricula in very practical ways, this organizational structure is absolutely critical to instructional design, assessment of learning, and classroom management. Think of the unit plan as the foundation upon which the house of learning will be built! In order to obtain initial licensure in North Carolina, you will need to provide the state with electronic evidences showcasing your ability to plan, produce, and execute a unit of instruction, including an assessment plan. At Salem College, the unit is classified as Electronic Evidence 3 (EE3), TAP DESIGN, and Electronic Evidence 5 (EE5), TAP IMPACT.

standards-based unit design

Twenty-first century learning is based either on individual state standards (as set forth by the North Carolina Department of Public Instruction in the Common Core and North Carolina Essential Standards). Standards-based unit design considers: curricula! courses of studies aligned with a proposed scope and sequence of standards learning standards! explicit statements of what students will know and be able to do as mandated by the Common Core and North Carolina Essential Standards and tested in EOG or EOC assessments assessments! the means by which students demonstrate what they know and are able to do; may be formative or summative benchmarks! locally-developed grade-level expectations related to expectations of progress through and mastery of learning standards

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A unit is developed by the teacher and serves as a long-range plan for delivery of longrange goals. It contains multiple lessons that are related and that address the same essential questions and help the students learn the same enduring understandings. A unit is organized to emphasize a logical sequence of learning activities. Teaching units adhere to five basic characteristics of standards-based education. 1. The focus is always on student learning. 2. The instructional unit plan explicitly identifies the learning standards and benchmarks. 3. Assessment results are used to inform the teacher about the effectiveness of the unit planning and instructional decisions. 4. Effectiveness of instructional practices is measured by student progress towards meeting the learning standards and benchmarks. 5. Expectations for learning are maintained for all students, but there is a recognition that different students may learn differently.

topical or thematic units?

The unit is an organization of learning experiences resting upon core content standards and dealing with student experiences and subject matter. These learning experiences are presented as problematic topics or thematic integrated studies. A well-designed unit blends content (traditional subject matter knowledge) and process (activity, method, or set of operations) to make learning relevant to learners experiences and authentic to real-world expectations. Some units are based upon a pre-selected theme. Other times, the standards identified in a pacing guide, by a text, or by the teacher will inform the theme.

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A thematic approach to unit creation is a way of choosing an overarching or unifying idea that reveals many aspects of related concepts, events, or situations. A theme is much broader than a topic. Use of themes in unit design allows students to make rich connections among a variety of disciplines. A topical approach is a way of organizing information regarding particular subject matter and is narrower in focus. Regardless, the standards should be examined across content areas. Sometimes the length of the unit will determine how many standards can be incorporated; other times, the difficulty or integration of the selected standards will dictate how long the unit takes to teach. There is no set number of lessons in or time span of a unit. In general, a unit can be as short as two lessons or as long as six weeks.

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Remember that integrated units (those that blend standards from a variety of subject areas) tend to be the most authentic. Look closely at the standards seeking commonalities, shared frames of reference, or thematic overlap. Then classify the standards you identify into three categories: standards essential to know at the end of the unit standards important to know at the end of unit standards nice to know at the end of the unit

characteristics of exemplary units

While unit plans are not all identical, the major components will remain the same. Characteristics of an exemplary integrated unit of study for K-12 generally include the following qualities. Revised Spring 2012

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the Salem College Unit Plan

Faculty of the Department of Teacher Education and Graduate Studies have collaborated to create the following K-12 unit planning format. This format will serve as the common template to be used by candidates in both initial and advanced competency licensure courses at Salem College. All components of the unit plan are essential. Although they are presented in a linear fashion, the components may be completed in any order and, in fact, are generally more recursive than sequential. The unit plan consists of the following sections: 1. logistics 2. statement of purpose and rationale 3. unit overview a. plan for unit integration b. prerequisite teacher content knowledge 4. considerations about the learner 5. considerations about the learning environment 6. unit timeline 7. lesson plans 8. overall reflection about the unit (evaluation) Each section will be explained in detail below.

logistics
This is the introductory portion of the unit plan and answers basic questions. Who is designing the instruction and what are your qualifications? What is the subject area(s) and grade level(s) for which the unit is designed? What is the name/ title of this unit of instruction? What is the approximate length of the unit (listed in number of hours, number of lessons, or number of weeks)?

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! Generally, the logistics section is at the start of your unit plan in bullet-point or table format.

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statement of purpose and rationale

This section of the unit plan clarifies what students should know and be able to do as a result of having instruction and learning through the units content and activities and why it matters. The statement of purpose includes broad goals and standards of the unit taken from the Common Core and North Carolina Essential Standards. It also indicates the essential question(s) at the heart of the unit. The essential question(s) indicates overarching understanding, stresses higher-level thinking skills, and drives the learners participation in the unit. Consider the key questions present in the core-content standards that will point learners to the big ideas necessary to creating meaning and constructing understanding. The rationale for the unit seeks to attach meaning as to why you are doing this particular instructional design. It is imperative that you know and can explain why you have included what you have included in your unit (beyond the fact that it might be the next topic in the pacing guide or teachers manual or that your cooperating teacher told you to do so). First consider the goals specific to this unit of instruction. How does this unit fit with year-long instructional goals? How does this unit fit within the schools or school districts educational goals? How is this unit helpful to the authentic experiences of students? It is important to identify and review this scope and sequence both before and after you consider the Common Core and North Carolina Essential Standards. Next consider the developmental, functional, and academic reasons for the unit. Because meaningful instruction establishes relevant and authentic connections for learners, you should also consider real-world connections and applications of your unit topic. Describe how the unit goals relate to the team/ department curricula, system/ state frameworks, and relevant world applications for learning.

unit overview
The unit overview consists of the following two items: 1. Plan for unit integration (graphic organizer) 2. Prerequisite teacher content knowledge. The most important part of the unit overview is the plan for inter-disciplinary subjectarea integration. This is best achieved with a mind map or another form of graphic organizer. The graphic organizer provides a broad plan for embedding higher-order thinking skills and cross-curricular integration in your instructional plan. There are lots of great mind-map resources online including Kidspiration, Inspiration, and a new favorite, Bubbl. Do a good web search to see what is available to you for free or almost-free. But do not discount a word processing program such as Microsoft Word, Pages, or OpenOffice. These programs often have flow charts, relationship matrices, or bubble maps built in that work pretty well. It is also entirely possible to use sticky notes, index cards, chart paper, or a large white board to create your graphic organizer. As long as you can take a digital photograph of it to submit electronically, any format is really workable. Your mind map must indicate subject-area integrations and tie-ins between content areas (organized around the central theme or topic). So as to reach all kinds of learners, the graphic organizer should include considerations of fine and practical arts, music, and kinesthetic movement. Revised Spring 2012

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For elementary and special education candidates, integration is not problematic as teachers for these areas are expected to be academic generalists. But most middle school and high school candidates will likely struggle with this as these teachers tend to consider themselves single content-area experts. Yet it is essential that all educators realize that no subject ever exists in isolation. Even though a content-area specialist (such as a math or an English teacher) may not actually be able to work collaboratively with other grade-level team teachers to deliver an actually integrated unit design, s/he should plan the unit as if s/he could. Thus, the graphic organizer must reflect integrated content, regardless of the licensure being sought. This portion of the unit design must also contain a detailed bullet-point list of all prerequisite content knowledge required of the teacher in order to effectively present the unit. This portion has as its impetus the NC Teacher Education Standard, 3b. Teachers know the content they teach. This standard will be most specifically evidenced in the TAS (Teachers As Scholars) Project that serves as state-mandated Electronic Evidence 2, but be aware that every unit has core content knowledge that is foundational to it. In order to be able to display appropriate depth and rigor of content knowledge in the subject area, the teacher must possess background knowledge and or conduct research regarding: key vocabulary for the unit central ideas and concepts for the unit personalities/ dates/ events for the unit algorithms/ formulas/ foundational theories for the unit Finally, list (by subject area) the Common Core and North Carolina Essential Standards connected to the unit.

considerations about the learners

By examining learner needs in the cognitive, social, cultural, emotional, and physical areas, this section of the unit plan seeks to identify the characteristics of the students for whom the unit is intended. There are two sub-sections. PRIOR KNOWLEDGE Is formal pre-assessment necessary or appropriate? What background knowledge, prior experiences, readiness, or prerequisite skills must students possess to be able to make meaning from the new concepts of this unit? Are there any introductory or connecting experiences necessary prior to introducing the unit? What clarifications of previous concepts may be necessary so as to avoid confusions? What cultural expectations are foundational to an understanding of the new concepts in this unit? UNIQUE LEARNER CHARACTERISTICS Special needs of particular learners as identified by an IEP, 504 or other stated accommodations? Diversity issues addressed by specific need for differentiation? Significant learning style preferences Revised Spring 2012

11! *Note: In classes prior to Student Teaching, Salem students will be given mock IEPs/504s in order to demonstrate appropriate accommodations. Additionally, Salem students will address differentiation for two individual learners, one AIG and one struggling learner.

considerations about the learning environment

This section of the unit plan considers the resources available to teach the unit! the physical space (room size, room layout, accessibility, etc.) temporal resources (duration of the unit as well as days/week, minutes/day) learning materials (books and supplemental materials and media) personnel (resource persons) technological (computer, software, web access, adaptive technology, etc.) Identify the resource, its availability, how/when the resource is to be used, and the rationale for including it.

unit timeline
Before writing individual lesson plans, it is always wise to lay out a big picture of the plan for how the unit will flow. This requires decisions about how you will organize materials and resources, how you will sequence learning, how you will share information with the students (Lecture or fact giving? Inquiry-based? Small or largegroup presentation? Discussion or written?), how you will supervise learning activities (remember that! as a constructivist teacher-!you are to be the guide on the side not the sage on the stage), and how you will assess student progress (individual or group tasks? Performance or traditional assessment?) throughout the unit. Instructional planning is based on the LEARNING CYCLE.

When completing this section of the unit, it is essential to distinguish between assessment and evaluation. Assessment is included in the unit plan; evaluation is not a part of the unit plan, but is included in the TAP Impact. Assessment is a process for Revised Spring 2012

! 12! obtaining information that is used to make decisions about students, curricula and programs, and educational policy. There are two types of assessment, formative and summative. Formative assessment is ongoing and involves teacher observations and periodic checks for student understanding. Formative assessment informs subsequent instruction; it does not impose judgments about students progress (or lack thereof). Summative assessment is more of a snapshot and showcases students abilities to convey their knowledge of content and understanding of processes. Conversely, evaluation is a process of making a value judgment about the worth of a students product, progress, or performance. It involves a backwards look at individual students rather than a forward look at upcoming instructional strategies. Traditional pass/ fail, percentages, class rankings, or grades are evaluation-based. For state evidence purposes, you are required to submit a separate assessment plan (Electronic Evidence 5, TAP Impact), so you will pull the assessment piece out of the unit plan at the end of the project. (Further information about the TAP Impact can be found in Section IV, page 44 of this handbook.) But good assessment is planned before the instruction takes place, so you need to consider assessment here first. Remember that you will need to collect evidence of students progress, including examples of activities, assignments, and assessment. This documentation does not always have to be formal tests (in fact, in many cases it should not be). Consider anecdotal notes, digital photos or sound files, logs or journals, interviews, projects, videos, student self-evaluations, rubrics, etc.). Although your time line can take any format, it is often easiest to use a basic table as a planning tool. Be mindful of the fact that the unit timeline is NOT a collection of lesson plans; rather, it is the brainstorming behind the creation and compilation of lesson plans in the next stage of unit development. suggested timeline table format: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 specific expectations (goals/objectives) teaching and learning strategies (in brief) formative or summative assessment type-strategy-tool learner considerations environmental considerations material resources other resources

OR
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! specific expectations (goals/objective s) learner considerations environmental considerations formative or summative assessment type-strategytool teaching and learning strategies (in brief)

13! other resources

DAY 4

DAY 3

DAY 2

DAY 1

lesson plans
The unit as a whole contains many topics that are united by a common thread and are designed to involve instruction for days or weeks. Lesson plans subdivide the unit into smaller more detailed chunks. Lesson plans are written by teachers for themselves so as to structure the learning for themselves and for the students. Lesson plans are NOT the same thing as scripted curricula. They are not meant to be an absolute guideline for what to say or what to do. For specific guidelines regarding lesson plans and the Salem College lesson plan template, see part II of the Instructional Design Resource Guide.

overall reflection about the unit

Effective teachers are reflective practitioners. This means that we participate in the creation, the delivery, and the critique of the teaching and learning with which we are involved. This part of unit design is the easiest part to overlookbut perversely the most essential. Unit evaluation involves intentional consideration of and deep thinking about the instruction you planned, the way in which it was delivered, the students engagement with learning activities, and the learning outcomes the students attained. It is a celebration of the successes and a plan for intervention for areas of challenge. It involves re-thinking, re-visioning, re-tooling, and re-visiting. Ideally, the overall reflection is composed at the conclusion of the unit, but reflective practitioners also keep anecdotal notes and other ongoing records as the unit progresses. You will compose daily reflections connected to each lesson, so this final piece is designed to synthesize your ideas and experiences across the unit as a whole. For this reason, this portion of the unit design is added after the unit has been created and taught. In composing your final unit reflection, consider: Revised Spring 2012

material resources

! a broad perceptual overview effective selection of standards and objectives effective integration strategies and areas for improvement timing of the unit materials needed or to be deleted effectiveness of people, places, and resources used activities to be modified or deleted differentiation challenges and successes accommodations/ special needs that worked (or didnt) teaching/ learning strategy changes correlation of assessment to learning goals types of assessment used/ to be modified student learning outcomes

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unit plan template

As long as it has all the required components, your unit plan may be structured in many ways. However it must be remembered that all draft versions as well as the final product will be delivered digitally. Use good file management, back-up your files consistently and repeatedly, and remember that a good unit plan is recursive in design. That means you will need to move back and forth between various sections as you edit, refine, deliver, and reflect about your instruction. After you have completed your TAP Design (including the unit plan, individual lesson plans/ daily reflections, and the final reflection) as well as the TAP IMPACT (the plan for and examples of daily formative assessments and a final summative assessment), presented it to the students in your classroom, gathered evidences and artifacts, had each component and the final compilation edited and okayed by your Salem Supervisor, and readied both TAP Projects for final submission, you are likely to have two quite sizeable files! In order for the state to be able to access the TAP DESIGN Project as Electronic Evidence 3 and the TAP IMPACT as Electronic Evidence 4, both components will be submitted to your Salem electronic portfolio on Foliotek. Foliotek accepts many file formats, but there is a limit to file size and the amount of electronic storage you have available (unless you want to purchase more space). For this reason, you are likely to need to compress the file(s). If you are uncertain how to create a zipped or compressed file, be sure to do a Google search for directions, seek out a YouTube how-to video, or use the help feature of MS Word. The following pages present a general template for instructional design. While you do not have to use this exact format, it may prove to be helpful for you to do so.

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UNIT PLAN TEMPLATE LOGISTICS Teacher Grade(s) Level(s): Title of Unit: Length of Unit : STATEMENT OF PURPOSE AND RATIONALE

ESSENTIAL QUESTION(S)

UNIT OVERVIEW plan for unit integration (graphic organizer may be attached as separate document or inserted as digital image) prerequisite teacher content knowledge (may be bullet points; include essential vocabulary)

CONSIDERATIONS ABOUT THE LEARNERS prior knowledge unique learner characteristics (accommodations and differentiation)

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Revised Spring 2012

! physical space temporal resources learning materials personnel resources technological resources

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UNIT TIMELINE specific expectations (goals/objectives) formative or summative assessment type-strategy-tool other resources learner considerations environmental considerations

teaching and learning strategies (in brief)

LESSON PLANS Individual lesson plans should be inserted as separate subsequent pages- insert page breaks between each lesson plan Remember to include artifacts/ individual reflections for each lesson OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit) Revised Spring 2012

DAY 5

DAY 4

DAY 3

DAY 2

DAY 1

material resources

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PART II ! LESSON PLANS

Standards for student achievement have been at the center of K-12 educational reform for more than 20 years. Standards follow the goal of providing a structured approach for aligning curriculum, instruction, and assessment with curriculum framework standards and benchmarks. In creating the Common Core and North Carolina Essential Standards, experienced practitioners developed frameworks that describe what learners should know and be able to do to be successful in achieving their goals. Aligning curriculum, instruction, and assessment with the Common Core and North Carolina Essential Standards and benchmarks can have many benefits. A program that has determined which North Carolina standards and benchmarks are covered by each class and how transitions are handled between classes has a basic curriculum in placeone that will provide new teachers with direction, make decisions about class placement and advancement much easier, and provide solid bases for each teacher's lesson planning.

Definition of Lesson Plan

A Lesson Plan describes how learning is to be organized and facilitated in the classroom and documents specific plans for teaching. It is a written document composed of learning objectives that show alignment with the Common Core and North Carolina Essential Standards as well as descriptions of all assessments, instructional activities, needed materials and resources, and wrap-up/reflection activities for a particular class or series of classes. Lesson plans may take a variety of forms.

Why do lesson plans?

Why not just follow the teachers edition of the text or "wing it" based on experience? Teachers who do take the time to draw up lesson plans variously report the following advantages: LPs stimulate teachers to consider more deeply what can and should be accomplished in a class. All the elements of a great class--modeling, sequencing, reviewing, and checking--are more effective if planned for than left to chance. LPs encourage the teacher to think more deeply on the specific needs of each student in the class. Thus, the specific needs (which can change often) and learning styles of each student can be considered in planning, as well as the learning and teaching styles of the teacher. LPs provide an excellent basis for discussion between peers, program director and teacher, and teachers and students. For new teachers and veteran teachers alike, lesson plans provide good bases for improving program design, planning professional development, and sharing lesson goals with students and even involving them in planning classes. LPs invite teachers to be innovative, to consider a variety of approaches, or try new things that might get better results. Human beings, teachers included, get stuck in comfortable habits (i.e., "ruts"), and busy schedules tempt teachers to "wing it" rather than plan out a class. Time spent on lesson planning often leads teachers out of their ruts.

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19! LPs help teachers be prepared, feel more confident, and deal better with surprises. A good lesson plan can help a teacher feel grounded, more confident, and able to foresee challenges and students' questions. By the same token, with this grounding the teacher is better able to handle digressions and unforeseen challenges and, ironically, be more flexible. LPs deepen the teacher's own knowledge and skills. Thorough lesson planning can push a teacher to make certain she knows the content, understands how to apply the skills to be covered in the planned class or classes, and, after the class(es) assesses how things actually went. LPs can be shared. Written curriculum and lesson plans are forms of "captured wisdom" that can be shared with other teachers or adapted to fit another class level, so they don't have to start from scratch every class. They can also be given to help teachers new to the program (or new to teaching) a sense of what instruction is like in a specific program. LPs provide a good record of what actually occurs in the classroom. Such records can be kept on file to form the bases for future classes, or to help substitute teachers cover classes effectively.

Lesson plan basics

A written lesson plan: describes how learning is to be organized and facilitated in the classroom. documents specific plans for teaching. To develop a lesson plan: Determine what will be taught by identifying one or two standards from the Common Core and North Carolina Essential Standards and name the goals and objectives in the lesson plan. If continuing from a previously taught lesson, the standard(s) could be the same as the prior lesson. Formulate the learning objectives for the lesson (e.g., "at the end of the lesson, learners will..."). Consider both content and skills when identifying Standards and learning objectives.

6 components of a lesson plan

1. Learning outcomes/ objectives: Decide upon clear, measurable learning outcomes and goals to guide what will be taught, and how learners will be evaluated. Desired learning outcomes must be in alignment with the Common Core and North Carolina Essential Standards. The essential question(s) is derived from the desired learning outcomes/goals. Communicate the essential question(s) to students at the beginning of class so purpose of the lesson is clear. Identify 1-3 objectives outlining specifically what learners will be able to know/do as a result of the lesson. Revised Spring 2012

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20! Background Knowledge/ Experiences: Consider any prerequisite knowledge required in order for learners to make sense of the new content. Do learners need to have had any previous experiences in order to complete lesson activities, participate in processes, or construct understandings? Include background in terms of content, skills, procedures, and context. Materials and Resources: Provide a range and variety of materials, including authentic materials to the extent possible (e.g., employment application, prescription for medicine, library card application). Teaching Strategies: Determine the steps of the lesson and how long the lesson components will take. Create activities that are clear in focus, engaging and relate to learner interests. Include authentic and relevant 21st Century strategies and tasks. Refer to the Framework for 21st Century Skills as needed. Teaching strategies can take three parts. o Introductory strategies get students engaged in the topic and connect to/ assess their prior experience, then use that information to adjust the lesson if necessary. o Main instructional strategies present information, offer explanatory or practice activities, and provide exploration of the content. o Concluding strategies summarize content, offer wrap-up ideas and activities, and provide closure to the lesson. Nationally, most science plans will involve a 5-step strategies format (5-E format). Manage "teacher talk" time so learners are active participants throughout the learning process. Differentiate as needed for students' varied learning styles, learning issues/disabilities, or learners that may have greater knowledge/skill than classmates. Include appropriate accommodations as required by IEPs and 504s. Ensure that the teaching strategies and activities correlate to the stated objective(s) from the Common Core and North Carolina Essential Standards. Add enough detail so other teachers might be able to use the lesson. Assessment: Can be created prior to consideration of teaching strategies or learning activities to ensure teaching and assessment are correlated. Use to plan and adjust for what will be taught in following lessons (formative) and to provide feedback to learners (formative). Summative assessment used to evaluate/capture learner progress. Must directly measure whether each learning objective was met, and/or how well it was met. Revised Spring 2012

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21! Use a variety of assessment methods to capture learning, to allow students with different learning styles to shine, and also to enable learners to monitor their own progress. Assessment may also include examples of accommodations and differentiation. Reflection for Students: Devise a way for learners to capture the high points (e.g., what is the goal for learners to take away from the lesson?) Provide opportunities for learners to actively monitor their own progress. Build in discussion time and ask learners to summarize what they learned or apply what they learned to other contexts in their life. Ask learners to evaluate the class or activities; ask for ideas for the next lesson. Make sure to allow time for students to process questions and their responses. Reflection for the Teacher: Reflect on the lesson: what worked well? Did any positive unintended consequences occur, to remember for the next time the lesson is used/adapted? What should be changed in the lesson to be more effective? What differentiation strategies were particularly effective for specific kinds of learners? What to remember about specific learners' needs/goals/accommodations for future classes? Record your reflections in written form as soon after teaching the lesson as possible so your recollections are fresh.

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DEVELOPING THE BASIC COMPONENTS OF A LESSON PLAN

Lesson plans can take a variety of formats. Any lesson plan, regardless of format, should contain at least the following six components: 1. Learning Outcomes/ Objectives 2. Background Knowledge and Experiences 3. Materials and Resources 4. Teaching Strategies 5. Assessment 6. Reflections

Let's consider each of these components in turn.

1. LEARNING OUTCOMES AND OBJECTIVES Learning outcomes are clear statements of what you want your students to know and be able to do as a result of the class or classes. They are written in a way that can be Revised Spring 2012

! assessed or measured (e.g., "Students will be able to name and describe the three branches of the federal government.") The knowledge and skills they reflect should connect to student interests, goals, and assessed needs, and be guided by the Common Core and North Carolina Essential Standards.

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Keep the following in mind when developing learning objectives for a class or series of classes. The content and skills expressed in the learning objectives should reflect your students' interests, goals, and assessed needs (e.g., content such as "events leading to the Civil War or skills such as "learn to pronounce the French /r/".) The content and skills should connect with one, possibly two, of the applicable goals and objectives from the Common Core and North Carolina Essential Standards. Note which goals and objectives you plan to address in your lesson plan, either here, in your activities section, or both. Each class meeting should comprise 1 to 3 learning objectives, 3 at maximum. Any more than 3 will probably prove to be unrealistic in scope. Start with the stem "Students will be able to..." as a handy stepping off point (e.g., "Students will be able to name and describe the three branches of the federal government.") . Wherever possible, a learning objective should be stated in terms of measurable student outcomes (e.g., "Students will be able to name and describe the three branches of the federal government." or "Students will be able to identify at least two non-prescription products that reduce fever.") Think of the objective in terms of a verb that will reflect what you wish students to be able to do by the end of the lesson (e.g., demonstrate, identify, list, name, describe, evaluate, etc.)

A good way to start conceptualizing Learning objectives for a particular class is to consider these "Framing Questions.

1. What do I want my students to be familiar with? Content and skills that answer this question would require only the sharing of informationfor example, the names of the planets in our solar system. Content and skills at this level might involve very simple activities, such as providing information on a handout, and might be assessed with a simple quiz.

2. What knowledge or skills do I think are important for my students to know or be Revised Spring 2012

! able to do? Content and skills that answer this question would require more complex objectives--for example, making certain that a student knows how to effectively use a calculator in a GED test might. Activities would go beyond sharing information to include perhaps in-class practice, small group work, and/or observed demonstrations by way of assessment.

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3. What knowledge or skills do I think my students must understand deeply and retain? At this level of learning, objectives for the class would be quite sophisticated--e.g., be able to navigate social service agencies to get a needed service. Activities might require a project-based approach, which could include research, planning, role plays, reporting, and--for assessment--demonstrations and/or peer critiquing.

4. How do the content and skills connect with the Common Core and North Carolina Essential Standards? Use the Common Core and North Carolina Essential Standards as either a starting point for lesson planning (e.g., where standards and benchmarks provide you with ideas) or as something to check against (e.g., where checking a draft plan against standards and benchmarks provides you with additional ideas.)

Next is a chart of "action verbs" that you can use in designing learning outcomes so they will express the level of knowledge or skill, and even the specific kind of skill that you want your students to demonstrate. Note that the verbs are grouped under headings that describe different kinds of learning outcomes.

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TABLE OF "ACTION WORDS" FOR LEARNING OBJECTIVES Acquiring Knowledge Enhancing Cognitive Skills To reflect To compare To contrast To catalogue To classify To examine To evaluate To forecast To formulate To investigate To modify To organize To plan To research To study To translate To differentiate To analyze To compute To devise To review To synthesize To relate To group To estimate To edit Developing Psychomotor Skills Strengthening ProblemFinding and Solving Capabilities To demonstrate To propose To assemble To practice To adjust To enhance To install To recognize To apply To clarify To operate To determine To detect To decompose To locate To consider To isolate To deconstruct To arrange To fetter out To build To discover To conduct To uncover To manipulate To select To fix To analyze To lay out To evaluate To perform To search To sort To practice To construct To construct To draw To simulate To employ To employ To design To examine To set up To change To practice To diagnose To exhibit To prioritize To diagram Changing Attitudes, Values, Beliefs, and/or Feelings To challenge To defend To judge To question To accept To share To adopt To advocate To bargain To cooperate To endorse To justify To persuade To resolve To select To dispute To approve To choose To feel To care To express To reflect To protest To sort To control To value

To identify To list To define To describe To state To name To prepare To recall To express To categorize To chart To rank To distinguish To explain To outline To inform To label To specify To tell To memorize To reproduce To recognize To recite

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! To emphasize what has been conveyed about learning objectives, consider these examples of weak and strong learning objectives. Note that the strong learning objectives contain both clearer and more meaningful action words and measurable criteria for acceptable performance. WEAK LEARNING OBJECTIVES Students will... 1. learn how to describe symptoms for illnesses. 2. know the names of the planets in our solar system. 3. be able to recognize the fifty states in the United States and their capitals.

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STRONG LEARNING OBJECTIVES Students will be able to... 1. identify at least two basic symptoms for three common illnesses. 2. write the names of all the planets in our solar system. 3. state the names of the New England states and rank them by size.

Regarding the weak learning objectives, note that the action verbs--"learn," "know," and "become familiar with"--are vague in terms of what achievements are hoped for. And, there is no indication of how achievement will be measured. In contrast, the strong learning objectives state more clearly what is to be achieved and how achievement will be measured. Well-conceived learning outcomes make envisioning the assessments of a lesson a lot easier. 2. BACKGROUND KNOWLEDGE AND EXPERIENCES Subject matter knowledge, strategy knowledge, personal knowledge, cultural knowledge, and self-knowledge are all specialized forms of prior knowledge/background knowledge. Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture. When teachers link new information to the student's prior knowledge, they activate the students interest and curiosity, and infuse instruction with a sense of purpose. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. It is the proper entry point for instruction, which should build on what is already known, and a major factor in comprehension--that is, making sense of our learning experiences. Teachers can use a variety of instructional strategies to activate and illustrate students prior knowledge and background experiences. Dialoging such as class discussions and visualizations like graphic organizers prompt students to make connections to their prior understandings and encourage metacognition (students thinking about their own thinking). This helps learners to transfer their thought processes to a conscious level and connect new information with known. By tapping their students' prior knowledge in all subject areas, teachers can plan lessons that will: clarify incomplete or erroneous prior knowledge, determine the extent of instruction necessary in a particular topic area, and discern necessary adjustments to planned independent activities and assessment materials. Teachers also can use prior knowledge to make instruction more meaningful. Many educational researchers also emphasize the importance of incorporating parallels between a student's cultural background and lesson design. As the world changes, students must learn to understand and appreciate the experiences and contributions of people from different backgrounds. Culturally responsive education links curriculum, instruction, and Revised Spring 2012

! 26! assessment to experiences, language and culture-- in other words, instructional design for diverse learners is absolutely dependent upon a teachers awareness of the prior knowledge and background experiences of the students. There are many strategies that may be used to activate background knowledge and/or to give the teacher a sense of where his/her students are in relationship to lesson content and objectives. Strategies include (but are not limited to): Discussions: Teacher-to-student and whole-class discussions are great ways to activate students prior knowledge by allowing them opportunities to orally share their ideas and discuss their opinions. The art of discussion is an important piece in the learning process. A common mistake many teachers make is to present a question or idea and expect most of their students to respond and discuss. It can be frustrating for both the teacher and students to listen to a select few students have a discussion. To conduct successful discussions, teachers need:
To be armed with the right types of questions and ready to respond to various answers To be able to use teachable moments to spark student interest and keep the discussion lively To use the discussion as a jumping off point for new content To pose questions that directly relate to students and their prior knowledge To allow the students to lead the discussion with teacher facilitation and probing To accept all appropriate answers as correct and encourage additional responses by others To permit think time and use strategies such as think-pair-share before having students respond. Teachers should recognize that a quiet student can hide during a group discussion, thus keeping the teacher from truly knowing what the individual student does or does not know.

KWL Chart: The traditional KWL Chart can be used with any content area to start students thinking about what they KNOW about a topic, what they WANT TO KNOW about that topic, and what they have LEARNED at the end of the unit. It can be adapted for research by adding a column between the W and the L that requires students to think about HOW they will use resources to find the answers to their questions. Students can create individual KWL Charts, or the activity can be completed as a whole class. A KWL Chart can be used as an pre-assessment for learning because a teacher can quickly tell what students already know and understand about a topic. Students can create individual KWL Charts, or the activity can be completed as a whole class. Brainstorming: Brainstorming is a strategy to activate prior knowledge by encouraging students to focus on a topic. The teacher begins by posing a question or introducing a topic. Students give all possible answers, words, or ideas. Contributions are made without criticism or judgment. This strategy encourages students to take risks in sharing their ideas and opinions. Students build their knowledge on each others contributions. Brainstorming can be recorded in a variety of ways including a simple list; a table or T chart; a mind map or web; alpha-boxes; etc. There are many mind-mapping and graphic organizers available free online. Revised Spring 2012

27! Picture Books: Picture books have been used in the primary grades for decades, but they are an oft-neglected quick and convenient way to help older students activate their prior knowledge as well! There is a new focus on picture books that deliver difficult content in simple language. Picture books are a great model for student writing, as they contain vivid language and a variety of text structures. The beauty of using picture books in the upper grades, including middle and high school, is that they can be read in a few minutes and provide students with information connected to the concept or skill being introduced. Anticipation Guide: An Anticipation Guide is used to start students thinking about what they know (or think they know) about a topic. The teacher develops the Anticipation Guide by creating 5-10 statements about the content students will be exploring. Students read each statement and Agree or Disagree with it. They do not have to share their answers, but they have to put an answer for each statement. After they have agreed or disagreed with each statement, students are to read the related text, and they can change or revise their answers if they learn something new. The Anticipation Guide may be used as an assessment for learning, but should not be used for a grade. THIEVES; The THIEVES strategy (Manz, 2002) will help students survey a content textbook to activate their prior knowledge. The strategy prescribes a certain previewing technique that follows the acronym. If students learn this technique, they will be able to use it before they read a chapter and also as they review for a test. Using the THIEVES strategy, students will survey a content text in the following manner: Title Students sometimes skip the title, but it provides valuable information by establishing the topic and the context of the chapter. If the text is written in chronological order, the title may indicate where the chapter would fit on a timeline. Some questions that the student may ask while looking at the title include:
What do I already know about this topic? How does it connect to the previous chapter? How can I turn this title into a question to focus my reading?

Headings Headings indicate the important sections of the

chapter. They help students identify the specific topics covered. Students can turn the headings into questions to create a more focused look at information covered in the chapter. Some questions that the student may ask while looking at the headings include:
How does this heading let me know what I will be reading about? What topic will be discussed in the paragraphs below this heading? How can I turn this heading into a question that can be answered when I read this section?

Introduction The introduction provides an overview of the chapter.

It may come after the title and before the first heading. Sometimes the goals and objectives of the chapter are stated in the introduction. Some questions that students may ask when previewing the introduction include:
Is the introduction marked or do I have to locate it? Does the first paragraph introduce the chapter? What important information will I find in the introduction?

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Do I already know anything about this?

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Every first sentence in a paragraph First sentences are often the

topic sentences of the paragraph, and by reading these a student can get an idea of the information that will be contained in the chapter. Visuals and Vocabulary Students should look at all visuals (pictures, charts, tables, maps and graphs) contained in the chapter. They need to read the captions and labels on each. This enables students to learn a little about the topic before they begin to read. Some questions that students may ask about the visuals include: How do these visuals relate to the content of this chapter? What can I learn from them? How do the captions help me understand the visual? Vocabulary unlocks the meaning of the content. Students need to understand vocabulary in order to comprehend the text. Vocabulary may or may not be identified as key words. It might be highlighted or italicized in the text. Some questions that students may ask about the vocabulary include: Is there a list of key words and are they defined In the glossary?! Are there important words in boldface or italics? ! Do I know the important words?! Are there other words I dont know?! End-of-Chapter Questions These questions indicate important points and concepts from the chapter. Just reading these questions will help students target information that is important in the text and establish a purpose for reading. Some questions that students may ask about the end-of-chapter questions include: What do these questions ask? What information will be important in this chapter? How do I locate this information in the text? Summary Many texts contain a summary at the end of the chapter. Students can read the summary to activate prior knowledge and give them an idea of the important concepts contained in the chapter.

Bloom Balls:!!Bloom Balls are created by piecing together 12 circles. Each circle represents another piece of information students develop and that helps them organize their background information and broaden their knowledge. A Bloom Ball is also a great higher-order thinking activity that allows students to practice their cooperative skills and exhibit their creativity. There are many free online templates and activities with the Bloom Ball.
3. MATERIALS AND RESOURCES Listing the materials and resources that will be needed for a class, whether it be a Revised Spring 2012

! 29! simple photocopy or a piece of equipment, will make lesson planning more efficient and the class run more smoothly. Use authentic materials suggested by your students' interests or pulled from a real-life situation wherever possible. For example, using an actual check or deposit slip for math work will be more meaningful for students that a mock checkbook in a workbook. By the same token, authentic childrens literature, newspaper articles, public information documents, newsletters, magazines, etc. will usually be more relevant, and motivating, to students than materials assigned from, say, a commercially-produced reader.

CATEGORY Printed Materials

Visual Aids

Audio-Visual

Computer-Based

People

RESOURCES ! handouts articles pamphlets books overheads ! document cameras! Smartboards! graphs ! manipulatives ! storyboards ! charts & tables ! posters ! slides ! chalk/whiteboards, newsprint! photographs ! maps ! diagrams ! pictures! videotapes & disks ! audiotapes & CDs ! Television ! LCD projections! websites email, listservs threaded discussions, chat rooms, bulletin boards PowerPoint slideshows computer conferencing interactive learning sites guest (onsite) ! social service reps (offsite)! other students!

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! 30! 4. TEACHING STRATEGIES AND ACTIVITIES The teaching strategies in a lesson plan are descriptions of planned instructional work. Create learning outcomes aligned with the Common Core and North Carolina Essential Standards then "fill in" the activities that would help students to gain the desired new knowledge and acquire the desired new skills. Assessments should be devised to match the learning objectives; assessments may be planned before or after learning strategies and activities are created. For example, an ESL teacher might initially set out a learning objective for students to be able to orally report important information on each of their family members (name, age, gender, and so forth). However, after considering assessments, it might occur that being able to write that information accurately would be highly important for, say, job applications or health clinic questionnaires. The learning objective and assessment would be updated and very probably new activities to support the added requirement for writing skills would be added. It might be helpful to consider the following general categories of teaching strategies and activities: Warm-Up Work: Activities that establish a safe environment for subsequent learning--e.g., asking for an oral recap of the last class or two things learned during the past week. A simple task listed on the board could also allow students who arrive early (or on time!) to use that time profitably. Opening Activity: Stage-setting sorts of activities that ask what students already know about a new topic are respectful of their prior knowledge and experience. They also connect the new information to students interests and own experience, and give the teacher important information about how to present information and at what level, depending on prior knowledge. These activities could be recaps, brainstorms, or free writes. Main Activities: These descriptions may be in list, outline, or even narrative form. They should have an obvious connection to the learning objectives and lead logically to assessments. Including an estimation of time needed for each activity will lead to more realistic planning. They should give enough information so that they might be followed by another person not teaching the class (e.g., an observer, substitute, or new teacher). Learning strategies should also be designed to accommodate different learning styles and strengths among learners as well as differing levels of prior knowledge and ability. EXAMPLES OF INSTRUCTIONAL STRATEGIES Ice breakers: building trust; orienting newcomers; sharing knowledge and experiences. Board work or newsprint: introducing content, collecting responses; student and teacher demonstrations of writing or math. Modeling: demonstrating a process; sharing examples of good written work or, conversely, common challenges. Intervention: stepping into an ongoing process to facilitate, resolve impasses. Drills: direct teaching sight words, critical symbols (e.g. for poisonous substances), multiplication tables, formulas Small group work: performing tasks or solving problems together, perhaps grouping by skill level; practicing roles, such as reporter or facilitator. Revised Spring 2012

31! Brainstorming: drawing from students' own knowledge and experience; group planning for projects, prioritizing, categorizing lists: getting at main ideas and supporting ideas; planning a writing draft. Active listening: to others, to tapes; note-taking; asking questions; taking dictation; warming up for reading passages aloud. Active reading: note-taking; predicting; using context clues; asking questions. Active viewing: to movies, TV programs, role plays or demos; note-taking; asking questions. Process writing: developing/prioritizing ideas, generating support, outlining, critiquing (one on one or in groups), drafting, editing, proofreading, publishing. Oral presentations: reporting on personal or group responses to class; summarizing personal experience or results of research. Games: jigsaw exercises to find critical content; drawing or following maps to specific destinations; find/resolve the grammar/mechanics/calculation error. Manipulatives: math blocks and rods; build words, sentences, or paragraphs from pieces. Debate: express/support personal or group opinion; compare positions; refute/defend positions. Projects: multi-stage learning events, such as researching new content and eventually reporting or writing findings/conclusions. Role-plays: simulating a real-life situation, such as a job interview. Peer work: working together; mentoring; listening and responding; critiquing. Learning stations: setting up skills and content areas (reading, math) to allow diversity, spontaneous grouping, and kinetic movement. Field trips/guest speakers: going to or drawing from community resources. Overhead transparencies, LCD projection: sharing materials; sharing real-time responses (with marking pens and keyboard, respectively) Computer technology: Web-based research; interactive learning sites; developing PowerPoint slideshows or Excel spreadsheets. Reflective activities: free writing, journal writing, with non-judgmental feedback from teacher.

Please be mindful that your instructional planning reflects both constructivist practices AND 21st Century teaching and learning ideals. The webpage for the Framework for 21st Century Skills may be a helpful tool.

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5. ASSESSMENT Assessments are tools such as presentations, quizzes, projects, check-ins, observations or other instruments used to measure whether students have gained the new knowledge or acquired the skills described in the learning objectives. A strong learning objective will suggest its own activities and assessments. In fact, some experts in the field believe that planning assessments before activities is a very effective practice. Basically, the teacher considers how students will demonstrate that they have gained the knowledge or achieved the skill described in a given learning objective. For example, the learning objective "Students will be able to write the names of the planets in our solar system with 80% accuracy" would suggest a simple quiz by way of assessment. On the other hand, the learning objective "Students will be able to orally differentiate between appropriate and inappropriate reasons for calling in sick and give at least one example of each" would suggest a more complex assessment, perhaps an oral report or presentation, or a culminating debate between students or small groups. If assessments are planned directly after learning objectives are laid out, planning activities becomes a kind of "filling in" between the learning objective and the assessment. In the second example above, if the teacher decides to require an oral report, she might logically include brainstorming, note taking, speaking practice, and/or creating a rubric among her activities for that class or series of classes. Teachers should note that the Common Core and North Carolina Essential Standards are a great source of assessment (and teaching strategy) ideas because they are written as indicators of acquired knowledge and skills and provide specific examples in the form of activities. The table, Matching Assessments To Objectives, Purpose, and Students, is designed to help you design appropriate and effective assessments to Revised Spring 2012

! 33! determine if your students are meeting learning objectives. The table will also provide you with a sense of the variety of forms that assessments can take, for example: selected response: Test takers select a response from a list, as in True/False or multiple choice questions. There is "one right answer." Often quizzes and tests are made up of selected response questions. constructed response: Students create their own responses, such as providing an answer to a math problem, writing an essay, or performing a task. There is generally one right answer although the steps to obtain the answer may vary. authentic: Use of real-life materials and tasks. project- or performance-based: Extended, multi-stage activities generally involving real-world tasks or blending in- and out-of-school resources

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! MATCHING ASSESSMENTS TO OBJECTIVE, PURPOSE, AND STUDENTS STUDENTS LEARNING TYPES OF NOTES OBJECTIVES ASSESSMENT
beginning writers (K) Write own name, names of family members, address, and phone number Fill in worksheet Blank form

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Classroom directory page Middle-grades health Identify required immunizations and diseases prevented Quiz or worksheet: matching words to definitions, multiple choice response, T/F Visit local clinic or pediatrician; obtain department of health records; examine and list/schedule upcoming required shots Workbook practice, worksheet, or quiz/test Math journal entries containing problems, solutions, and entries explaining how problems were solved, alternative methods, difficulties, etc. Measure surface in home and calculate areas or volumes (i.e. cubic of refrigerator) Measure square footage of room and calculate amount of paint needed to cover the walls or tiles needed to put on the floor Teacher generates prompt and creates/ applies rubric to drafts Teacher generates prompt; students develop own rubric/ apply rubric to drafts Students determine personal essay topic from controversial news story, current event, own life occurrence; students develop own rubric/ apply rubric to drafts

Very basic type of constructed response More authentic especially if it is from a local police station or library More constructed response; also authentic to personal experience and relevance Selected response

Highly authentic; project-based

Elementary math

Use specified geometric formula for problemsolving

Selected or constructed response Constructed response; addition of critical thinking and personal relevance

Authentic assessment

Authentic assessment and critical thinking skills

HS English

Write a concise 200 word essay without mechanical errors

Deeper understanding of task; peer/ selfassessment and critical thinking Authentic and relevant task; peer/selfassessment; critical thinking; promotes selfdirection and reliance

EXAMPLES OF "AUTHENTIC" TASKS & ASSESSMENTS Revised Spring 2012

! Making audio tapes to practice/check fluency Anecdotal records of outside work Book reports* Drawings and diagrams Favorite authors report Field trip reports Interviews Inventories of workplace items Investigations or research Journals Learning logs, reading logs Lists of books read Models with descriptions Open-ended problems Photographs and documentation Problem-solving activities Progress Reports Project reports Research papers Developing rubrics Self-evaluations Simulations Skits and role plays Student-selected best work: Portfolios** Teacher observations with rubric Writing samples Video tapes Work samples

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*This activity and most others can take many forms: personal responses; summaries of main ideas; written or oral form; study circle or small group activity. **This activity and similar ones can be in written form, collected in e-form, put on disk, or expressed/reported using PowerPoint.

6. REFLECTIONS Reflection activities have many important purposes in the overall lesson: They are important ways to help students summarize what they have learned and for teachers to determine what's been accomplished or not been accomplished. Asking students to summarize what they have learned helps them to synthesize and retain new knowledge. The time devoted to wrap-up can encourage learners to consider ways they can apply newly-learned skills to other areas of their lives. These activities give students a sense that they are genuinely making progress, which is continually mentioned among thinkers and researchers as a critical element for promoting learner persistence and lifelong learning. Building in regular time for summarizing and reflecting gives students practice in important metacognitive critical thinking skills. The teacher may discover if students are still unsure of something or especially Revised Spring 2012

! excited to know more about something, which will point the way for the next class.

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In addition to reviewing students responses to the lesson, the teacher must self-reflect. What activities worked best? Was the time anticipated for each activity adequate? Did the students actively engage in the lesson? Were there any unintended consequences that occurred? Was the differentiation adequate? What changes to the lesson should be made for the next time? What is the next logical lesson to build upon new knowledge, remediate for any confusion, or extend students understandings? There are many ideas and prompts to help with the design of useful Reflection activities. These are simply collections of ideas and techniques; no one should feel that they have to do them all. Reflection Ideas and Prompts for Students Reflection is an active, not a passive exercise. At the end of a lesson, it is important to ask learners to summarize, synthesize, apply, or extend their learning. One way to stimulate student participation in reflection exercises is to read what they write or draw and to respond. This response can be one on one, or addressed to an entire class. E.g. After reading everyones reflections about todays math class, it was clear that we need to review how to plot coordinate pairs on the xy axis. Simple whole-class reflection questions: What worked well in today's class? What did not work well in today's class? List three things you want to remember about today's class How could today's class have been more effective? Explain what was new to you today. [Use pictures, numbers and/or words.] Today I learned... I really liked working on... I had trouble with... Deeper whole-class reflection questions: How might you use [new knowledge, new skill] outside of this classroom? Give an example of when it might be useful to [use newly learned skill, apply newly acquired knowledge] The most interesting part of todays class was.... Three things I learned that I never knew before were..... The least interesting part of todays class.... Application reflection and practice: Present a similar problem to those discussed in class, and ask students to explain in words, numbers, or pictures how they would solve the problem. Present a dilemma related to the days lesson and ask students to respond to it-- e.g. If we doubled the length and the width of the rectangle, would the area double? Why/why not? OR When is 10% larger than 50%? Present an outside-of-school situation and ask learners what new knowledge or skills they might use in that situation. Post Class Reflection Questions for Teachers Learning Objectives: Did your students achieve the lesson objectives? How do you know? Were the objectives specific enough for you to be able to measure learning? Revised Spring 2012

37! If the students did not meet the objectives, do you want to carry them over to the next lesson and/or change them? Did you look at the Common Core Standards when forming your learning objectives? Were they aligned?

Curriculum/Content: What topics unexpectedly emerged and how did you handle that? What knowledge and skills did you assume students had in going into this lesson? Were your assumptions correct? Materials and Resources: How did the use of materials help students acquire the knowledge and skills being developed in this lesson? Going forward, could use of authentic materials be incorporated into instruction? Lesson Design/Activities: How did you incorporate the Common Core and North Carolina Essential Standards into the lesson? Did the lesson allow enough practice/application to achieve the standards/benchmarks? Was the lesson sufficiently balanced in terms of giving students opportunities to practice multiple skills? (speaking & listening, critical thinking, etc). Did the activities engage learners in a focused topic of interest? Why/why not? Were activities chunked sufficiently to facilitate skills/knowledge acquisition? Were activities sufficiently designed to support learning outcomes, especially more sophisticated kinds of outcomes, such as supporting a personal opinion? How did you build in review into your lesson? Who talked during the lesson and how much? Why or why not? Did students actively participate in the lesson, why/why not? How did you address students varied learning styles, learning issues/disabilities, or learners that may have greater knowledge/skill than classmates? Assessment/Evidence of Learning/Next Steps What tools did you use to capture learning, give feedback to learners and/or inform your instruction? In what areas did students improve per these tools? How well did the activities work and why? What does the assessment data tell you about the design of the next lesson? How did you enable the students to capture the high points or summarize or apply what they learned? How were students engaged in evaluating the lesson and giving input for the next lesson?

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Salem Lesson Plan Format

GRADE/CLASS: UNIT TOPIC: desired learning outcome(s): essential question(s) from learning objective: Common Core/North Carolina Essential Standard(s): learner prior knowledge/ learner background experiences: materials and resources needed: teaching strategies: Differentiation strategies should be infused throughout. Differentiate for content, product, and process. introductory strategies main instructional strategies concluding strategies assessment (utilize a blend of traditional and performance assessments): EC accommodations/modifications to strategies or assessments: (refer to IEPs or 504 plans) reflection: SUBJECT AREA(S): DAY:

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III. TEACHERS AS PRACTITIONERS (TAP) DESIGN PROJECT Introduction to TAP DESIGN

In June of 2009, all institutions of higher education (IHEs) having initial licensure programs in education were required to submit Blueprints for re-visioning to the North Carolina Department of Public Instruction. These Blueprints were to lay out how each IHE intended to provide electronic evidence that its teacher candidates displayed proficiency with the North Carolina Teacher Standards.
NORTH!CAROLINA!TEACHER!STANDARD!
1.!!!TEACHERS!DEMONSTRATE!LEADERSHIP! a. Teachers lead in their classrooms. 1. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study. 2. 3. 4. Draws on appropriate data to develop classroom and instructional plans. Maintains a safe and orderly classroom that facilitates student learning. Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint. !

b. Teachers demonstrate leadership in the school. 1. Engages in collaborative and collegial professional learning activities. 2. 3. Identifies the characteristics or critical elements of a school improvement plan. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.

c. Teachers lead the teaching profession. 1. Participates in professional development and growth activities. 2. Begins to develop professional relationships and networks.

d. Teachers advocate for schools and students. 1. Implements and adheres to policies and practices positively affecting students learning. e. Teachers demonstrate high ethical standards 1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. 2.!!!TEACHERS!ESTABLISH!A!RESPECTFUL!ENVIRONMENT!FOR!A!DIVERSE!POPULATION!OF! STUDENTS

a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. 1. Maintains a positive and nurturing learning environment. b. Teachers embrace diversity in the school community and in the world. 1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.

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NORTH!CAROLINA!TEACHER!STANDARD!
2. 3. !

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Incorporates different points of view in instruction. Understands the influence of diversity and plans instruction accordingly.

c. Teachers treat students as individuals. 1. Maintains a learning environment that conveys high expectations of every student. d. Teachers adapt their teaching for the benefit of students with special needs. 1. Cooperates with specialists and uses resources to support the special learning needs of all students. 2. Uses research-verified strategies to provide effective learning activities for students with special needs.

e. Teachers work collaboratively with the families and significant adults in the lives of their students. 1. Communicates and collaborates with the home and community for the benefit of students. 3.!!TEACHERS!KNOW!THE!CONTENT!THEY!TEACH! a. Teachers align their instruction with the North Carolina Standard Course of Study. 1. Develops and applies lessons based on the North Carolina Standard Course of Study. 2. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students learning.

b. Teachers know the content appropriate to their teaching specialty. 1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 2. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity.

c. Teachers recognize the interconnectedness of content areas/discipline. 1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines. 2. Relates global awareness to the subject.

d. Teachers make instruction relevant to students. 1. Integrates 21st century skills and content in instruction. 4.!!TEACHERS!FACILITATE!LEARNING!FOR!THEIR!STUDENTS! a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. 1. Identifies developmental levels of individual students and plans instruction accordingly. 2. Assess and uses resources needed to address strengths and weaknesses of students.

b. Teachers plan instruction appropriate for their students. 1. Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.

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NORTH!CAROLINA!TEACHER!STANDARD!
!

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c. Teachers use a variety of instructional methods. 1. Uses a variety of appropriate methods and materials to meet the needs of all students. d. Teachers integrate and utilize technology in their instruction. 1. Integrates technology with instruction to maximize students learning. e. Teachers help students develop critical-thinking and problem-solving skills. 1. Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving. f. Teachers help students to work in teams and develop leadership qualities. 1. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership. g. Teachers communicate effectively. 1. Uses a variety of methods to communicate effectively with all students. 2. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.

h. Teachers use a variety of methods to assess what each student has learned. 1. Uses multiple indicators, both formative and summative, to monitor and evaluate students progress and to inform instruction. 2. Provides evidence that students attain 21st century knowledge, skills and dispositions.

The Teachers As Practitioners (TAP) DESIGN Project was accepted by DPI to serve as Electronic Evidence 3 (EE3) in the professional portfolio of Salem College Teacher Candidates. The TAP DESIGN involves the creation of a full-integrated teaching unit including all unit design components and daily lesson plans. (Although the assessment will be created simultaneously, it will be pulled out of the unit and lesson design to be submitted separately. Refer to the TAP IMPACT Project that follows.) All candidates for initial licensure at the undergraduate level (i.e. undergraduate or MAT phase 1) are required to create two draft versions of the TAP DESIGN Project. The first version of a unit plan is created during EDUC330/530, Instructional Design. The intermediate draft is compiled during a course particular to each candidates specialty area, specifically: art education candidates EDUC383/583, Teaching Art in the K-12 School elementary education candidates EDUC356/556, Intermediate Literacy music education candidates EDUC 384/584, Teaching Music in the K-12 School MS/ HS content area candidates EDUC385/585, Teaching Content in the MS/HS second language candidates EDUC385/585, Teaching Content in the MS/HS special education candidates EDUC356/556, Intermediate Literacy The final version of the TAP DESIGN Project will be composed during EDUC399/599, Teachers As Practitioners (student teaching), and submitted in final draft format during EDUC394/594, Teachers As Practitioners Seminar. As submitted to DPI in the Salem College Blueprints for Initial Licensure Program ReVisioning, Electronic Evidence 3 is as follows. Revised Spring 2012

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#3 Required Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.

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It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1. Descriptors addressed IF different from those recommended: N/A Name of Evidence: TAP (Teachers As Practitioners) DESIGN This electronic evidence includes the instructional unit to be created, refined, and implemented during Block 4, Teachers As Practitioners (student teaching). The final TAP DESIGN project will be submitted to and evaluated on Foliotek as part of each candidates final portfolio. The rubric for this evaluation is correlated to descriptors from the McCREL rubric for teacher candidate competence; candidates must attain a rating of proficient in each area of the matrix. The TAP Design Project indicates candidates competence in the design, delivery, and assessment of meaningful learning experiences for all students. Candidates will choose a two to three week unit of study from the Teachers As Practitioners (TAP) experience in which and by means of which they demonstrate:

knowledge of student development ability to communicate effectively use of technology to support instruction ability to support unique learners needs, particularly exceptional learners and English Language Learners ability to foster a community that respects diversity and enhances cross-cultural interactions Required Components unit planthe unit plan contains foundational elements for planning the instructional unit <1a2> <3a1> <4a1> <4a2> <4b1> purpose and rationale for teaching the unit specific content knowledge of unit content integration and curricular tie-ins across disciplines in the unit North Carolina Standard Course of Study to be included in the unit special considerations - identification of special-needs students, language considerations, IEP accommodations, resource personnel available, etc. unit timeline-- this portion of the unit overviews the basic content and pacing for the unit including <1a2> <2b3> <2d1> <3a1> <3c1> day-by-day North Carolina Standard Course of Study overview of scope and sequence including a brief description of each lesson brief description of the assessment(s) (formal or informal) associated with each lesson lesson plans supporting the unit that must include <2b3> <2d1> <3a1> <3c1> <3c2> <3d1> <4c1> <4d1> <4e1> <4f1> necessary background knowledge/ prior experience meaningful technology integration a variety of developmentally appropriate methods and materials integrated content areas differentiation (not accommodation) strategies appropriate across content, process, and/or product for the diversity of learners identified as being present in the classroom context, especially ELL and EC new literacies including reading and writing across the curriculum and hypermedia multi-cultural texts and strategies 21st century content and skills (see Framework for 21st Century Learning)

content knowledge and content pedagogy abilities to plan for and assess student learning, including meaningful technology integration

Revised Spring 2012

! authenticity of activities relevance to students lives evidence of collaborative student learning samples of formative assessments for each lesson such as, checklists, rubrics, scoring guides,

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performance assessments, collaborative learning opportunities, etc. student artifacts (photos, formative assessments, audio recordings, video recordings, etc.) for each lesson NOTE THAT THE ASSESSMENT PLAN FOR THE UNIT WILL BE PRODUCED AS EVIDENCE 5, TAP IMPACT reflections about instructional practice in which candidates reflect on the design and implementation of each lesson in the overall instructional design and delivery. <5c1> use notes and reflective writings from mentor conferences held with Salem Supervisor and Cooperating Teacher incorporate notes and anecdotes from weekly conferences based upon the matrix of the Teacher Candidate Evaluation Rubric All required components for this evidence will be made available in the TAP IMPACT section of each candidates Foliotek site. This will facilitate review by cooperating teachers, administrators, Salem Supervisors, Salem faculty, and DPI officials.

Revised Spring 2012

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IV. TEACHERS AS PRACTITIONERS (TAP) IMPACT PROJECT Introduction to TAP IMPACT Project
The Teachers As Practitioners (TAP) IMPACT Project was accepted by DPI to serve as Electronic Evidence 5 (EE5) in the professional portfolio of Salem College Teacher Candidates. The TAP IMPACT involves the creation of an assessment plan to accompany and inform the teaching unit (TAP DESIGN) created as EE 3. (Refer to the preceding section for information about the TAP DESIGN Project.) All candidates for initial licensure at the undergraduate level (i.e. undergraduate or MAT phase 1) are required to create two draft versions of the TAP IMPACT Project. The first version of an assessment plan is created during EDUC330/530, Instructional Design. The intermediate draft is compiled during a course particular to each candidates specialty area, specifically: art education candidates EDUC383/583, Teaching Art in the K-12 School elementary education candidates EDUC356/556, Intermediate Literacy music education candidates EDUC 384/584, Teaching Music in the K-12 School MS/ HS content area candidates EDUC385/585, Teaching Content in the MS/HS second language candidates EDUC385/585, Teaching Content in the MS/HS special education candidates EDUC356/556, Intermediate Literacy The final version of the TAP IMPACT Project will be composed during EDUC399/599, Teachers As Practitioners (student teaching), and submitted in final draft format during EDUC394/594, Teachers As Practitioners Seminar. In the final draft, the TAP Impact project will include the following components, which are described in detail in the blueprint below: 1. learning outcomes 2. pre-assessment 3. the assessment plan 4. the evaluation plan 5. student samples Recall the discussion distinguishing assessment from evaluation under the unit timeline section (pages 11-12) of this handbook. As submitted to DPI in the Salem College Blueprints for Initial Licensure Program ReVisioning, Electronic Evidence 5 is as follows.

Revised Spring 2012

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#5 Required Positive Impact on Student Learning: Evidence that demonstrates impact on student learning. It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. Descriptors addressed IF different from those recommended: N/A

Name of Evidence: TAP (Teachers As Practitioners) IMPACT The TAP IMPACT is a plan for assessment; candidates will develop and describe assessment tools and strategies to be included as measures of student learning throughout the TAP DESIGN (electronic evidence 3). Elements of this evidence will be developed to the emerging level of competency during Block 1 and Block 2 Professional Studies courses, will be refined during program-specific courses, and will be presented at the proficient level during Block 4, Teachers As Practitioners (student teaching). The TAP IMPACT demonstrates the candidates competence with: planning for assessment exhibiting attention to the variety of contexts, abilities, and cultures that influence student learning differentiating for content, process, and product showcasing performance-based products of learning that are relevant to student purpose and experiences positively impacting students learning This electronic evidence 5 of the Foliotek site will include: learning outcomes - a context-specific definition of desired student learning and desired learning outcomes in terms of the kinds of learners/ learning needs in the classroom, the unit content, appropriate North Carolina Standard Course of Study, desired technology standards, and the integration of 21st century goals <1a1> pre-assessment - a detailed description of pre-assessment strategies indicating an intentional evaluation or measure of students prior knowledge and/or required background understanding (i.e. an anecdotal overview, a KWL chart, student surveys, a pre-teaching activity, etc.). This evidence may NOT be a quantitative pre-test instrument. <4b1> the assessment plan - a detailed description of the assessment plan for the instructional unit including a summative assessment designed to evaluate both learners understandings and candidates positive impact on student learning. <4h1> evidence must be performance-based evidence must be authentic and relevant to students lives and experiences evidence should utilize qualitative process-oriented goals rather than quantitative product-oriented goals the evaluation plan - a description and supporting documentation for how the assessment(s) will be evaluated (i.e. checklist, rubric), how results will be recorded and communicated to students, and how results will be used in future lessons to improve students learning <5a1> student samples - samples of assessments from three students (it is suggested that candidates select a highachieving, a mid-level, and a low-level student sample) that clearly demonstrate ways in which the candidate has had a positive impact on student learning; samples may be videos, web links, journal entries, graphic organizers, audio recordings, photos of students or projects, etc. <4h2>

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Unit Plan Template LOGISTICS Teacher: ! Grade(s) Level(s): ! Title of Unit: ! Length of Unit:
! ! ! Patricia Federico rd 3 Grade Multiplication: 8 x Table 5 days

STATEMENT OF PURPOSE AND RATIONALE To understand multiplication theory and associated vocabulary; To apply multiple strategies to facilitate memorization and automatic recall of the 8X multiplication table; To enable the learner to express mathematical theory and facts in both conventional and creative ways. Multiplication is the gateway that leads to so many other mathematical functions, such as division, fractions and percentages. It is important for students to develop fluency with multiplication facts so that sufficient space is available in working memory to solve complex word problems and other mathematical operations which require the learner to perform multiple steps to solve a problem. Students will also benefit in a very practical way by becoming more knowledgeable consumers in the marketplace if they are able to use multiplication when purchasing goods and services. This purpose and rationale are aligned with the North Carolina Standard Course of Study as follows: Third Grade Competency Goal 1 for Mathematics: The learner will model, identify and compute with whole numbers through 9,999. 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one digit numbers using: a) Strategies for multiplying and dividing number b) Estimation of products and quotients in appropriate situations. c) Relationship between operations. 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication and division.

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UNIT ESSENTIAL QUESTION(S) What does multiplication mean? Why is it important to learn multiplication facts? What strategies can be used to explain and recall the multiplication facts for the 8 x table? UNIT OVERVIEW Plan for Integration (Mind Map or Graphic Organizer)

Prerequisite Teacher Content Knowledge Knowledge of addition, subtraction, multiplication and division and terms used to identify components in a mathematical equation (i.e. factor, product). Understanding of basic properties for performing these mathematical functions: identity, commutative, associative, and order of operations. Understanding of the Zero Property, Property of One. Ability to use a multiplication table. Familiarity with word problems and strategies used to solve them.

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CONSIDERATIONS ABOUT THE LEARNERS Prior Knowledge Knowledge of addition and subtraction, including multi-digit computations. Newly obtained understanding of the concept of multiplication, including terms and basic properties. Knowledge of multiplication facts from 0 through 7 x table. (Fluency is still being developed.) Familiarity with using a multiplication table. Unique Learner Characteristics Students with Attention Deficit Hyperactivity Disorder (ADHD) may experience difficulty concentrating and remaining still. It is usually best if these students are seated in the front of the classroom in close proximity to the teacher. In addition, students might possibly benefit when they are given an opportunity to move around during practice drills, such as standing up or moving through a line when reciting multiplication facts. Students who are academically gifted may already know the multiplication tables. These students need to be challenged by applying this knowledge in more advanced ways. This could be accomplished by combining multiplication with an English Language Arts objective or by exploring word problems or performing multi-digit calcuations with the 8 x table. Im delighted to see that you are concerned about advanced learners. Students who are low achievers may require extra time and more practice to master multiplication facts. Often these students benefit when they are partnered with a peer tutor. In addition, these students could be given flash cards and other tools to practice at home with a parent/guardian or older sibling. English language learners sometimes lack confidence to ask and answer questions or to verbally express new knowledge. Sometimes these students benefit by working with a partner on drills and practices. In this way, the student practices new vocabulary as well as informal conversation.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical Space Desks will be arranged in rows and grouped in pairs. With this configuration, perhaps each row would consist of six desks, grouped two each, with adequate aisle space in between the pairs to allow a teacher to assist either student in the pair without disturbing any other student. This arrangement would also allow students to work in dyads during practice drills. Practice drills would also require part of the room to be designated as a listening/viewing area, perhaps a carpeted area with cd players and headphones. This area should also have a couch and four bean bag chairs for small group work. A third area would be set up for computer use. I love the couch and bean bag area!

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Temporal Resources Overall, teaching multiplication requires several unit plans that are taught over a minimum of three months. This particular unit on the 8 x tables should completed within about one week. It is expected that each math lesson will last about 45 minutes. On the last day of the unit, the lesson will combine math and language arts objectives, will flow into the language arts instructional time, and could possibly extend into the next day. Learning Materials The students will need individual whiteboards, dry-erase markers, whiteboard erasers, clipboards, pencils, lined paper, and blank paper to perform calculations and update their math dictionaries. For the practice drills, graphic organizers, flash cards, multiplication bingo, teaching videos, a cd player, television, VCR, and laptops with Internet access are required. The teacher will need an Active Board with Internet access and a microphone, a document camera, and a white board. These tools will bring the lesson to life with interesting graphics, interactive exercise and videos. She will also need popsicle sticks labeled with the students names. UNIT OVERVIEW AND TIMELINE
Specific expectations (goals/ objectives) students recall multiplication facts; explain multiplication properties; construct multiplication table with new 8 x facts Teaching & Learning Strategies (in brief) whole group instruction using: the Hook: introducing the Crazy 8s brainstorming Call & Response Formative or Summative Assessment typestrategy-tool pre-lesson assessment-1 minute test of prior facts KWL Chart multiplication table (working in small groups) Considerations Learner Environment Material/ Other Resources Active Board, pre-lesson assessment, student dry erase boards, clipboards, pencils, paper, math dictionaries, multiplication table, School House Rock video

Day 1

students who experience difficulty focusing will be given preferential seating

desks arranged in rows, grouped in pairs; for small group work, students will move desks or work on the carpeted area with clipboards

! students will memorize the 8x multiplication facts to develop fluency whole group instruction w/ At Bats Cold Call Pepper Vegas post-drill assessment exit ticket struggling students will be provided with flashcards, worksheets and answer cards for extra practice at home scaffolding will be provided for struggling learners, such as web-based games with tiered levels of difficulty; advanced learners will create games and read plays which use multiplication ADHD students with short attention spans will be given opportunities to get up, stretch and move around during the lesson guiding questions will be provided for students who struggle with math concepts or with written expression desks arranged in a divided Ushape to allow students to do multiplication calesthenics, songs and games students will have a choice of working at desks, tables, carpeted area, couches or bean bag chairs

5! Active Board, School House Rock video, Popsicle sticks labeled with student names, Multiplication Rock/Rap CD, multiplication table Active Board, laptop lab, School House Rock video, bingo gameboards, answer cards, cross word blanks, flash cards, Breakfast at Dannys Diner, graphic organizers, multiplication table Active Board, document camera, textbook, School House Rock video, graphic organizers, multiplication table Active Board, laptop lab, School House Rock video, math journals, math dictionaries, multiplication table

Day 2

Day 3

students will enhance math fluency by using a variety of learning/ memory techniques

students demonstrate fluency by applying knowledge of 8x tables by multiplying with 3 factors and solving word problems students express understanding of multiplication with math journals and epen pal letters

whole group instruction, transitioning to small groups for practice: Bingo, Answer Card, Multiplication Cross Words, Dannys Diner, Honorpoint and other websites, flashcards whole group instruction, with modeling, board= paper Cold Call Vegas

Day 4

use assessments from Day 1 & 2 to group students for learning centers graphic organizers/ Venn diagram, anecdotal notes as teacher circulates student conferences brainstorming word problems math journals

desks grouped in rows

whole group instruction to review strategies, then students work indepently on multiplication table and writing assignments

complete blank multiplication table peer review teacher conferences

desks in rows, grouped in pairs for peer review; long table for teacher conferences

Notes: use of Active Board and laptop lab always implies Internet access Timeline is thorough and flows logically from one learning outcome to the next.

Day 5

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LESSON PLANS Salem Lesson Plan Format GRADE/CLASS: 3rd UNIT TOPIC: Multiplication: 8x Table SUBJECT AREA(S): Mathematics DAY: 1

Desired learning outcome(s): The learner will recall prior knowledge of the 1x1 to 7x12 multiplication tables to partially construct the 8x table. The learner will use addition and subtraction to compute the unknown parts of the 8x table. Essential question(s) from learning objective: How can knowledge of the 1x1 to 7x12 multiplication tables be recalled to partially construct the 8x table? How can addition and subtraction be applied to compute the unknown parts of the 8x table? NCSCOS goal and objective(s): Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. Objective 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations c. Relationships between operations. Objective 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication and division). Learner prior knowledge/ learner background experiences: Knowledge of addition and subtraction, including multi-digit computations. Newly obtained understanding of the concept of multiplication, including terms and basic properties. Knowledge of multiplication facts from 0 through 7 x table. (Fluency is still being developed.) Familiarity with using a multiplication table.

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Materials and resources needed (include authentic literature selection): Active Board, with Internet access document camera 1 Minute Test of Multiplication Facts for 1x1 through 7x12 multiplication tables KWL chart multiplication table, completed through 7x12 table manipulatives for counting arrays, consisting of 12 columns and 12 rows School House Rock video: Figure 8 individual dry erase boards, markers, and erasers for student use clipboards pencils and paper math journals Teaching strategies anticipatory strategies (background knowledge) A one minute multiplication quiz will be given to students to assess prior knowledge of the 1x1 through 7x12 multiplication tables. When the quiz is completed, the answers will be displayed on a document camera, thereby providing instant feedback to students. The quizzes will then be collected and later analyzed to detemine if some learners need skills reinforcement for multiplication fact families that were (?) To further stimulate background knowledge, we will complete a KWL chart about multiplication. In this context, we will discuss the definition of multiplication and the commutative property. By understanding the commutative property, students will be guided to understand how knowing the 1x1 through 7x12 multiplication tables enables the students to already know the 8x1 through 8x7 math facts. Students will then complete these 8x multiplication facts on their tables. We will conclude this part of the lesson by defining what we want to know: 8x8 through 8x12. developmental strategies To introduce the lesson, I will access a website that I created (http://www.weebly.com/weebly/main.php) which depicts things that are associated with the number eight: crazy 8 card game, octopus, spider, octagon, age of most 3rd graders, octave, etc. Ideally, if I can ever teach this lesson to students, I would continue to develop the website with student reflections, helpful hints, and links to Internet games and videos that pertain to multiplication. Wonderful! After this presentation, I will review what multiplication is: repeated addition, duplicating identical sets, etc. Students will write down the essential questions in their math journals. As a class, we will first solve the 8x10 problem by skip counting. Students will work independently and will be assigned to solve one of the four remaining unknown answers on the 8x table (8x8 through 8x12). This will be a part

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of the problem solving for some of the other problems. Guidelines will be given as follows: 1. 2. 3. 4. 5. solving the 8x8 fact: take the product of 8x4= and double it. solving the 8x9 fact: take the product for 8x10 and subtract 8 solving the 8x10 fact: (done with whole group) skip count by tens solving the 8x11 fact: take the product for 8x10 and add 8 solving the 8x12 fact: solve using an array and manipulatives.

Students will write their answers on their dry erase boards. When requested, they will hold their answers up so the I can check for understanding. We will then review all the answers together and discuss why each one was solved in a particular way. I will conclude this part of the lesson by summarizing how we used both addition and subtraction to complete the unknown parts of the 8x table. concluding strategies To conclude the lesson, the students will complete the answers on their cumulative multiplication table for the 8x fact family. I will circulate around while students are working on this assignment to check for understanding. Once this is finished, I will play the Multiplication Rock video segment entitled Figure Eight, and students will be invited to call out the answers when the 8x multiplication problems appear in the video.

Assessment (utilize a blend of traditional and performance assessments) One minute multiplication quiz of prior knowledge (1x1 through 7x12 tables) KWL chart to assess prior knowledge Informal assessment of answers on dry erase boards for 8x8 through 8x12 problems Completion of 8x table on the cumulative multiplication table Informal assessment of reasons students provide for solving unknown 8x problems Wrap-up and reflection by the students Students will pick one of the five new multiplication facts (8x7 through 8x12) learned today and write a few sentences explaining how the solution was found for that particular problem. They must explain the solution in terms of either addition, subtraction, skip counting, using an array, etc. Reflection by the teacher Resources used in creating this lesson plan Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.

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North Carolina Standard Course of Study retrieved on February 12, 2011 from: http://www.ncpublicschools.org/curriculum/ School House Rock, Inc. (Producer), & Dorough, B. (Music Director). (1995) Multiplication rock: Disney school house rock! [Video cassette]. Available from Buena Vista Home Video, Burbank, CA.

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LESSON 1 Checking for Knowledge: Multiplication Facts Please answer the following questions. You will have 1 minute to provide answers. Work quickly but do not rush. Write the first answer that comes to mind. 1. 1 X 8 = __________ 2. 4 X 2 = __________ 3. 6 X 3 = __________ 4. 5 X 8 = __________ 5. 2 X 9 = __________ 6. 7 X 3 = __________ 7. 4 X 12 = __________ 8. 10 X 2 = __________ 9. 7 X 11 = __________ 10. 6 X 8 = 11. 3 X 9 = __________ __________ 21. 4 X 7 = __________ 22. 5 X 6 = __________ 23. 4 X 11 = __________ 24. 6 X 6 = __________ 25. 5 X 12 = __________ 26. 1 X 11 = __________ 27. 2 X 8 = __________ 28. 3 x 3 = __________ 29. 7 X 8 = __________ 30. 6 X 5 = __________ 31. 2 X 7 = __________ 32. 4 X 4 = __________ 33. 7 X 12 = __________ 34. 2 X 11 = __________ 35. 5 X 5 = __________ 36. 2 X 2 = __________ 37. 7 X 10 = __________ 38. 3 X 12 = __________ 39. 2 X 8 = __________ 40. 4 X 3 = __________

12. 2 X 12 = __________ 13. 4 X 8 = 14. 6 X 9 = 15. 7 X 7 = 16. 3 X 5 = 17. 2 X 6 = 18. 3 X 9 = __________ __________ __________ __________ __________ __________

19. 6 X 12 = __________ 20. 3 X 8 = __________

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LESSON 1

KWL Chart
What I Already Know About Multiplication What I Want to Learn About Multiplication What I Learned about Multiplication

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LESSON 1

Multiplication Table X 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

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Salem Lesson Plan Format GRADE/CLASS: 3rd UNIT TOPIC: Multiplication: 8x Table SUBJECT AREA(S): Mathematics DAY: 2

Desired learning outcome(s): The learner will practice the 8x multiplication facts to develop fluency. The learner will articulate why it is beneficial to memorize multiplication facts. Essential question(s) from learning objective: How can we practice the 8x multiplication facts to develop fluency? Why is it beneficial to memorize these facts? NCSCOS goal and objective(s): Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. Objective 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: d. Strategies for multiplying and dividing numbers. e. Estimation of products and quotients in appropriate situations f. Relationships between operations. Objective 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication and division). Learner prior knowledge/ learner background experiences: Knowledge of addition and subtraction, including multi-digit computations. Newly obtained understanding of the concept of multiplication, including terms and basic properties. Knowledge of multiplication facts from 1 through 8 x table. (Fluency is still being developed.) Familiarity with using a multiplication table. Materials and resources needed (include authentic literature selection): Active Board, with Internet access document camera popsicle sticks, each labeled with a students name multiplication table, completed through 8x12 table answer cards (see attached)

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School House Rock video: Figure 8 math journals individual dry erase boards, markers, and erasers for student use clipboards pencils and paper

Teaching strategies anticipatory strategies (background knowledge) To activate background knowledge, I will display several numbers and terms on the whiteboard, such as: 40, commutative property, 8, property of one, 80, repeated addition, 0, array, 32, zero product property, 48, associative property, 96, product, 56, multiplication, 16, factor, 88, multiples, 64, 24, multiplication table and 72. Using the Cold Call/Pepper techniques, I will ask all students to stand up. Next, I will randomly select students by drawing popsicle sticks, each labeled with a students name, to identify the multiplication fact sentence or property definition that is associated with each number/term on the board. When the student answers, s/he will sit down. All students will be instructed to follow along and think through the answers, even when it is not their turn. This exercise will also help to informally assess students knowledge of facts. When all students are seated, they will write in their math journals one fact or property that was particularly challenging for them. As always, they will use complete sentences and grade level writing conventions when making their journal entries. Im delighted to see literacy strategies integrated into your math lessons! developmental strategies I will transition to the core lesson by discussing the importance of practicing multiplication facts until they are memorized. I will discuss the meaning of fluency in the context of reading, then in the context of math. Next, I will review the essential questions and the students will record them in their math journals. We will conclude that it takes practice to develop mathematical fluency. The following instructional strategies will be introduced to promote fluency: 1. At Bats: I will then use the At Bats technique to reinforce the 8x table. I will vary the way the question is presented by sometimes giving a product, sometimes factors, other times true/false or multiple choice. Our goal will be for students to answer 96 questions (8x12=96), giving each student at least 4 turns. Students will keep a running tally of the number of questions answered, and each time we get to a multiple of 8, the class will stand up and do a human wave. After all 96 questions have been answered, I will immediately transition into a call and response.

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2. Call and Response: students will line up in a double row and I will alternate between the two rows, asking questions about the 8x table. We will do 88 questions (8x11=88) in this manner. 3. Multiplication Calesthenics: Students will either do jumping jacks, push ups from a standing position, or a head, shoulders, waist, knees, and toes series of movements as we recite the 8x8 through 8x12 multiplication facts. The factors will be written on the board so students dont lose their places. We will practice this exercise 8 times and then the class will vote on whether we do it another 8 times or move on to the next part of the lesson. This exercise combines the At Bats technique with body movement. In the middle of the lesson, this relieves restlessness. 4. I have Who has Game: In this game, each student is given a card that has a product and a multiplication equation without a product. In a Call and Response fashion, each student reads his/her equation and the student who has the product to the equation answers and then presents his/her equation. (Game cards are attached.) This is a lot of fun, but can be ineffective if kids dont know their facts. concluding strategies To conclude this lesson, students will gather in on the carpeted area in the middle of the room. We will watch an 8x table video. A choice of three videos will be presented and students will vote on which one to watch. The choices will consist of the following: 1. School House Rock, Figure 8 Song 2. Multiplication Fact Song (8x7=56), retrieved from http://www.youtube.com/watch?v=9x8RoocUtck 3. Multiplication Table 8, retrieved from http://www.youtube.com/watch?v=nNK9Q-mDS1U Students will be encouraged to sing along or call out answers. Students will then return to their seats and take a one minute post-drill quiz on the 8x table and complete an Exit Ticket. The Exit Ticket questions will be: 1. On a scale of 1-10, how fluent do you feel? (1= not at all fluent, 10=completely fluent) Justify/explain your rating. 2. Explain how the multiplication tables are the math equivalent to sight words. The post-drill assessment will be used to match practice drills to the students readiness/skill level in the next days lesson. Assessment (utilize a blend of traditional and performance assessments) Informal assessment during anticipatory and developmental strategies One minute post-drill quiz of prior 8x table Journal entries Exit ticket fluency rating

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Accommodations/modifications to strategies or assessments Struggling students will be provided with flashcards, worksheets and answer cards for extra practice at home. Worksheets will be obtained from http://www.superteacherworksheets.com/multiplication.html. Wrap-up and reflection by the students

Reflection by the teacher OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit) Resources used in creating this lesson plan: Hasenbalg, M. (1999 September 11). The math forum @ Drexel [Answer card]. Suggested techniques. Retrieved on May 1, 2011 from http://mathforum.org/t2t/faq/faq.multiplication2.html#hasenbalg Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Mathsongs1. (2010 February 28). Multiplication fact song (8x7=56) [Video file]. Retrieved on May 6, 2011 from: http://www.youtube.com/watch?v=9x8RoocUtck MultiplicationTable. (2007 September 4). Multiplication table 8 [Video file]. Retrieved on May 6, 2011 from: http://www.youtube.com/watch?v=nNK9Q-mDS1U North Carolina Standard Course of Study retrieved on February 12, 2011 from: http://www.ncpublicschools.org/curriculum/ School House Rock, Inc. (Producer), & Dorough, B. (Music Director). (1995) Multiplication rock: Disney school house rock! [Video cassette]. Available from Buena Vista Home Video, Burbank, CA. Stamper, J.B. (2003). Breakfast at Dannys diner:A book about multiplication. New York, New York: Grosset & Dunlap. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

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Willingham, D. T. (2009). Why dont students like school? San Francisco, CA: JoseyBass. Wingard-Nelson, R. (2005). Multiplication made easy. Berkeley Heights, NJ: Enslow Publishers, Inc. Wingard-Nelson, R. (2008) Division and multiplication. Berkeley Heights, NJ: Enslow Publishers, Inc.

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LESSON 2
M ultiplication Answer Card for 0X0 thru 12 X 12 All products for the multiplication times tables are contained in the square below. There are only 60 answers for all 13 fact families! Cut out this square and use it as a reference when practicing multiplication. If helpful, circle or highlight the products for the 8 x table.

Multiplication Answer Card for 0 X 0 thru 12 X 12 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 30, 32, 33, 35, 36 70, 72, 77 10, 11, 12, 14, 15, 16, 18 20, 21, 22, 24, 25, 27, 28 60, 63, 64, 66

40, 42, 44, 45, 48, 49 90, 96, 99

50, 54, 55, 56

80, 81, 84, 88

100, 108, 110, 120, 121, 132, 144

Source: Maureen Hasenbalg, The Math Forum at Drexel University (http://mathforum.org/)

Practicing with the Answer Card 1-9 Answer (Product) 1 2 3 4 5 6 7 8 9 Factors Used 1x1 1x2 1x3 1x4 1x5 1x6 1x7 1x8 1x9 10-18 Factors Factors Answer Used Used (Product) 10 11 12 2x2 14 15 2x3 16 18 2x4 3x3 Factors Used Factors Used Factors Used

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LESSON 2
M ultiplication Answer Card for 0X0 thru 12 X 12

20-28 30-36 Answer Factors Factors Factors Answer (Product) Used Used Used (Product) 20 30 21 32 22 33 24 35 25 36 27 28 40-49 50-56 Answer Factors Factors Factors Answer (Product) Used Used Used (Product) 40 50 42 54 44 55 45 56 48 49 60-66 70-77 Answer Factors Factors Factors Answer (Product) Used Used Used (Product) 60 70 63 72 64 77 66 80-88 90-99 Answer Factors Factors Factors Answer (Product) Used Used Used (Product) 80 90 81 96 84 99 88

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

Factors Used

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Salem Lesson Plan Format GRADE/CLASS: 3rd UNIT TOPIC: Multiplication: 8x Table SUBJECT AREA(S): Mathematics DAY: 3

Desired learning outcome(s): The learner will enhance fluency by using a variety of learning and memory techniques. Essential question(s) from learning objective: What learning and memory techniques can be used to enhance fluency? NCSCOS goal and objective(s): Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. Objective 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: g. Strategies for multiplying and dividing numbers. h. Estimation of products and quotients in appropriate situations i. Relationships between operations. Objective 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication and division). Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.02 Use oral and written language toanswer open ended questions, report information on a topic and explain own learning. Learner prior knowledge/ learner background experiences: Knowledge of addition and subtraction, including multi-digit computations. Newly obtained understanding of the concept of multiplication, including terms and basic properties. Knowledge of multiplication facts from 0 through 8 x table. (Fluency is still being developed.) Familiarity with using a multiplication table.

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Materials and resources needed (include authentic literature selection): Active Board, with Internet access laptop lab document camera multiplication table, completed through 8x12 table School House Rock video: Figure 8 individual dry erase boards, markers, and erasers for student use clipboards pencils and paper Teaching strategies anticipatory strategies (background knowledge) To begin the lesson, I will ask students to write on their dry erase boards a product for one multiplication sentence of the 8x table. One at a time, the student will come to the front of the room and hold up their dry erase board so the class can see the product. In Call and Response fashion, the student will call out the product and the class will state the factors associated with that product. developmental strategies I will write 8x7=? on the whiteboard and ask students to record the answer on their dry erase boards. We will brainstorm how we know 56 is the correct answer: use an array, count 7 sets of 8 objects, use 8x6=48+8=56, etc. I will introduce the 5678 video (56=7x8), retrieved from http://www.youtube.com/watch?v=9x8RoocUtck, to help students remember this fact. Next, I will review the essential question and instruct students to write it in their math journals. We will then discuss other memory aids for 6x8, 8x8, and 8x9. Students will be asked to share any memory aids that they might have created on their own. Students will record any that are helpful in their math journals. We will end the whole group instruction portion of the lesson with a quick round of I Have, Who Has (attached). I will then introduce a variety of learning tools that will assist the students in achieving fluency for the 8x multiplication table, as well as reinforcing fluency in other multiplication tables that were previously studied. Students will choose from the following activities: a. web-based games (including games with tiered levels of difficulty to challenge a range of skills levels) from the following websites: i. http://www.superteacherworksheets.com/multiplication.html ii. http://www.multiplication-games.org/ iii. http://www.helpingwithmath.com/resources/games/mult_table8/ matching.html b. working in pairs with flash cards, from the dollar store or retrieved from: http://www.superteacherworksheets.com/multiplication/multiplicationflashcards-large.pdf c. answer card (see attached)

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d. multiplication bingo, retrieved from http://www.superteacherworksheets.com/multiplication/multiplicationbingo.pdf e. multiplication concentration, retrieved from http://www.aplusmath.com/Games/Concentration/Multiplication_Conce ntration.html f. multiplication crosswords, from: http://users.tpg.com.au/puzzles/page36.html g. websites identified by the teacher that reinforce memorization, such as www.honorpoint.com h. creating multiplication crossword puzzles by accessing the puzzle maker application at http://www.teach-nology.com/cgibin/crossword.cgi i. reading Dannys Diner: A book about Multiplication and recording the problems solved. (can be done individually or in a group) Students will be able to work independently, in pairs or in small groups. They will have the option of rotating to another activity after 10 or 15 minutes of practice. The results of the pre and post drilling assessments will be used to focus on the right facts. Students will also have the option of testing out of learning center activities by scoring 100% on a multiplication test which consists of all fact families that have already been studied. (Test will consist of 50 questions and will be retrieved from http://www.superteacherworksheets.com/multiplication/multiply0-8.pdf.) After testing out, a learning contract can be created that addresses advanced math skills. During practice, I will circulate around and observe students and keep anecdoctal notes about learning strategies and learner progress. I will also conference with some students as needed to help guide them through any learning obstacles. About midway through the practice sessions, all students will be called to meet on the carpet for multiplication calesthenics. concluding strategies To conclude this lesson, students will return to their seats for a quick Cold Call. I will then share comments about how I saw the activities helping students to become fluent. We will end by completing the L part of the KWL chart that was started at the beginning of the unit.

Assessment (utilize a blend of traditional and performance assessments) Anecdotal notes from observations and student conferences One minute post-drill quiz of prior 8x table Journal entry: fluency rating KWL chart scored drills and tests from www.honorpoint.com Opt out test of multiplication facts from 0-8 times table

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Accommodations/modifications to strategies or assessments Struggling students will be provided with flashcards, worksheets and answer cards for extra practice at home. Students who already demonstrate fluency with the 8x multiplication table can take an opt out test. Wrap-up and reflection by the students Students will post another journal entry about rating their fluency on a scale of 1-10. They will comment on why the think their fluency improved, remained the same or was worse than the day before. Reflection by the teacher Resources used in creating this lesson plan: Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Murphy, S. J. (1996). Too many kangaroo things to do! New York, NY: HarperCollins Publishers, Inc. North Carolina Standard Course of Study retrieved on February 12, 2011 from: http://www.ncpublicschools.org/curriculum/ School House Rock, Inc. (Producer), & Dorough, B. (Music Director). (1995) Multiplication rock: Disney school house rock! [Video cassette]. Available from Buena Vista Home Video, Burbank, CA. Stamper, J. B. (2003). Breakfast at Dannys diner:A book about multipliction. New York, New York: Grosset & Dunlap. Superteacherworksheets.com. (2010). Multiplication (Basic). Multiplication Games: I have/ Who has. Retrieved on May 6, 2011 from: http://www.superteacherworksheets.com/multiplication/multiplicationihavewhohas.pdf Superteacherworksheets.com. (2010). Multiplication (Basic). Multiplication worksheets and games (basic facts). Retrieved on May 6, 2011 from: http://www.superteacherworksheets.com/multiplication.html Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Willingham, D. T. (2009). Why dont students like school? San Francisco, CA: JoseyBass.

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Wingard-Nelson, R. (2005). Multiplication made easy. Berkeley Heights, NJ: Enslow Publishers, Inc. Wingard-Nelson, R. (2008) Division and multiplication. Berkeley Heights, NJ: Enslow Publishers, Inc.

! LESSON 3 At Bats and Call & Response Questions ! 1x8=! ! ! 8x9=72! T/F! ! 8x5<48! T/F! ! 8x10=! ! ! 16! ! ! 8x10<70! T/F! ! 8x12>106! T/F! ! 8x11=80,! 84,!88! ! 48! ! ! 8x11=! ! ! 8x2=18! T/F! ! 6x8>48! T/F! ! ! 8x4=34! T/F! 3x8=! 80! 8x8>56! T/F! 8x10=85! T/F! 8x4=32! T/F! 7x8=! 8x3=24! T/F! 8x7=58! T/F! 8x1=8! T/F! 8x5=! 8x11=! 8x7<64! T/F! 8x12=94! T/F! 8x11>90! T/F! 8x4=28,! 30,!32! 8x6=40,! 42,!48! 8x12=96! T/F! 8x8=! 8x12=!

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8x8=64! T/F! 5x8=!

2x8>20! T/F! 8x5=50! T/F! 8!

8x8=64! T/F! 8x9=74! T/F! 8x9<80! T/F! 56!

64! ! 8x6=!

8x2=! 14,16,24! 8x11=88!

4x8>34!

8x6<54!

9x8=!

8x8=!

8x3=!

8x12<90! T/F! 8x9=64,! 68,!72! 8x8<72! T/F! 8x12=88,! 92,!96! 8x2=16! T/F! 8x4=!

8x1<10! T/F! 32!

8x6=48! T/F! 8x1=!

10x8=!

8x5=40! T/F! 8x10=64,! 72,!80! 6x8=!

8x7=56,! 64,!68! 8x5=32,! 35,!40! 1x8>7! T/F! 8x3<28! T/F! 8x2<16! T/F! 96!

8x3<16! T/F! 8x8=56,! 64,!72! 88!

8x3=16,! 22,!24! 72!

2x8=!

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8x9=!

7x8>52! T/F! 8x4<24! T/F! 8x1=9! T/F! 8x12=!

4x8=!

8x11<88! T/F! 8x7=!

8x10=80! T/F! 8x3=26! T/F! 1x8=! 1,8,16!

8x6=46! T/F! 8X9>75! T/F! 40!

8x2=!

8x7=56! T/F! 3x8>26! T/F!

8x10>80! T/F!

5x8>45! T/F!

! Lesson 3 I have.., W ho has... (adapted from superteacherworksheets.com )

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I have 8. Who has 8x9?

I have 72. Who has 8x3?

I have 24. I have 56. Who has Who has 8x7? 8x2?

! !

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I have 16. I have 96. Who has Who has 8x12? 8x4? I have 32. I have 48. Who has Who has 8x6? 8x10?
!

! !

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I have 80. I have 64. Who has Who has 8x8? 8x5? I have 40. I have 88. Who has Who has 8x11? 8?
!

! LESSON 3 Post-Practice Assessm ent ! 1x8=! ! ! 8x9=! ! ! 8x5=! ! ! 8x10=! ! ! 8x10=! ! ! 8x12=! ! ! 8x11=! ! ! 8x11=! ! ! 8x2=! ! ! 6x8=! ! ! 8x4=! 5x8=! 8x8=! ! 8x10=! 8x3=! ! 8x7=! 8x11=! 8x7=! 8x12=!

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3x8=!

8x2=! ! 8x11=!

2x8=!

8x12=!

8x8=!

8x6=!

8x4=!

8x1=!

8x5=!

8x11=!

8x9=!

4x8=!

8x12=!

7x8=!

8x5=!

8x8=!

8x4=!

8x9=!

8x3=!

8x9=!

8x6=!

9x8=!

8x8=!

8x6=!

8x5=!

8x7=!

8x8=!

8x1=!

8x6=!

10x8=!

8x12=!

8x10=!

8x5=!

8x12=!

8x3=!

8x1=!

8x3=!

8x8=!

6x8=!

1x8=!

8x2=!

8x11=!

2x8=!

8x8=!

7x8=!

4x8=!

8x3=!

8x4=!

8x7=!

8x9=!

8x6=!

8x4=!

8x2=!

8x2=!

8x10=!

5x8=!

8x10=!

8X9=!

8x12=!

8x7=!

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LESSON 3
M ultiplication Answer Card for 0X0 thru 12 X 12 All products for the multiplication times tables are contained in the square below. There are only 60 answers for all 13 fact families! Cut out this square and use it as a reference when practicing multiplication. M ultiplication Answer Card for 0 X 0 thru 12 X 12 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 30, 32, 33, 35, 36 70, 72, 77 10, 11, 12, 14, 15, 16, 18 20, 21, 22, 24, 25, 27, 28 60, 63, 64, 66

40, 42, 44, 45, 48, 49 90, 96, 99

50, 54, 55, 56

80, 81, 84, 88

100, 108, 110, 120, 121, 132, 144

Source:!!Maureen!Hasenbalg,!The!Math!Forum!at!Drexel!University! (http://mathforum.org/t2t/faq/faq.multiplication2.html#hasenbalg)! !!

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Salem Lesson Plan Format GRADE/CLASS: 3rd UNIT TOPIC: Multiplication: 8x Table SUBJECT AREA(S): Mathematics DAY: 4

Desired learning outcome(s): The learner will demonstrate fluency by applying knowledge of the 8x table to word problems and multiplying with three factors. Essential question(s) from learning objective: How can fluency with the 8x table be demonstrated? NCSCOS goal and objective(s): Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. Objective 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: j. Strategies for multiplying and dividing numbers. k. Estimation of products and quotients in appropriate situations l. Relationships between operations. Objective 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication and division). Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.02 Use oral and written language toanswer open ended questions, report information on a topic and explain own learning. Learner prior knowledge/ learner background experiences: Knowledge of addition and subtraction, including multi-digit computations. Newly obtained understanding of the concept of multiplication, including terms and basic properties. Knowledge of multiplication facts from 1 through 8 x table. (Fluency is still being developed.) Familiarity with using a multiplication table. Materials and resources needed (include authentic literature selection): Active Board, with Internet access document camera

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multiplication table, completed through 8x12 table School House Rock video: Figure 8 textbook math journal math dictionary individual dry erase boards, markers, and erasers for student use clipboards pencils and paper

Teaching strategies anticipatory strategies (background knowledge) To begin the lesson, I will engage students in a quick Call and Response for the 8x table. I will then display a series of multiplication problems on the document camera. Students will be asked to solve the problems independently. Answer format will varysome will require a factor, others a product, and still others a greater than/less than/equal or true/false answer. This exercise will serve as an assessment tool for determining which students have become fluent with 1x1 through 8x12 multiplication tables. developmental strategies To transition to the core lesson, I will write the following problem on the Active Board: 1 X 2 X 8 =. I will use a Think Aloud technique to demonstrate how to solve this problem. As I engage in the Think Aloud, students will be instructed to duplicate what I write on the Active Board (board=paper). Next, I will write the following problem: 1 X (2 X 8)=, and I will lead students in the same think aloud activity, using the board=paper technique. I will then ask students to record a journal entry about how the parenthesis affected the answer. Finally, I will again write the problem on the Active Board with the following change: (1 X 2) X 8= and demonstrate how to solve it by engaging in a think aloud activity. Students will again record a journal entry about how the parenthesis affected the answer. I will explain the Associative Property of Multiplication and the students will record the definition in their math dictionaries (board=paper). To conclude this part of the lesson, we will briefly discuss the essential question and students will record it in their math journals. At this time, we will stretch and do multiplication calesthenics. I will select a student who will pick the multiplication fact family that will be used during these exercises. Students will then take their seats and return to the lesson by working independently on problems that will be posted on the Active Board. During this time, I will circulate around and note which students seems to be experiencing difficulty in completing the assignment. When the assignment has been completed, I will use the Cold Call technique to check answers for these problems. Next we will access the Crazy Eights website (http://thecrazyeights.weebly.com/), watch the slide show and reflect on everything weve learned since beginning this unit. We will then transition to word problems. I will use the same format of

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modeling the problem with a Think Aloud activity and board=paper technique. Students will solve one problem independently. We will review the solution together to check for understanding. concluding strategies To conclude this lesson, students will demonstrate knowledge of the 8x table and the commutative property by writing two multiplication problems using two factors and then by writing two multiplication problems using three factors. For example, 8 X 2 = 16, 2 X 8 = 16 and 2 X (2 X 8) = 32, (2 X 2) X 8 = 32.

Assessment (utilize a blend of traditional and performance assessments) Anticipatory: Call and response and written problems Developmental: Call and Response, journal entries and independent work Concluding: creating mathematical equations which demonstrate and understanding of the 8x table and the Associative Property of Multiplication Wrap-up: exit ticket Accommodations/modifications to strategies or assessments Struggling students will be provided with flashcards, worksheets and answer cards for extra practice at home. Wrap-up and reflection by the students Students will earn an exit tickety by orally stating one thing they learned about multiplying with three factors or solving word problems. Reflection by the teacher Resources used to create this lesson plan Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Maletsky, E. M. (2004). Harcourt math: North Carolina edition. Orlando, FL: Harcourt, Inc. North Carolina Standard Course of Study retrieved on February 12, 2011 from: http://www.ncpublicschools.org/curriculum/ School House Rock, Inc. (Producer), & Dorough, B. (Music Director). (1995) Multiplication rock: Disney school house rock! [Video cassette]. Available from Buena Vista Home Video, Burbank, CA.

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Stamper, J.B. (2003). Breakfast at Dannys diner:A book about multiplication. New York, New York: Grosset & Dunlap. Willingham, D. T. (2009). Why dont students like school? San Francisco, CA: JoseyBass. Wingard-Nelson, R. (2005). Multiplication made easy. Berkeley Heights, NJ: Enslow Publishers, Inc. Wingard-Nelson, R. (2008) Division and multiplication. Berkeley Heights, NJ: Enslow Publishers, Inc.

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Salem Lesson Plan Format GRADE/CLASS: 3rd UNIT TOPIC: Multiplication: 8x Table SUBJECT AREA(S): Mathematics, Language Arts DAY: 5

Desired learning outcome(s): The learner will demonstrate an understanding of multiplication theory and facts by communicating with peers about their learning experiences. Essential question(s) from learning objective: How can we demonstrate our understanding of multiplication theory and facts to our peers? NCSCOS goal and objective(s): Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. Objective 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: m. Strategies for multiplying and dividing numbers. n. Estimation of products and quotients in appropriate situations o. Relationships between operations. Objective 1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication and division). Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective 4.02 Use oral and written language toanswer open ended questions, report information on a topic and explain own learning. Learner prior knowledge/ learner background experiences: Knowledge of addition and subtraction, including multi-digit computations. Newly obtained understanding of the concept of multiplication, including terms and basic properties. Knowledge of multiplication facts from 0 through 8 x table. (Fluency is still being developed.) Familiarity with using a multiplication table. Familiarity with accessing websites on the Internet and using e-mail Writing skills necessary to compose an e-mail message

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Materials and resources needed (include authentic literature selection): Active Board, with Internet access document camera KWL chart from previously lessons Laptop lab multiplication table, completed through 8x12 table School House Rock video: Figure 8 individual dry erase boards, markers, and erasers for student use clipboards pencils and paper math journals math dictionaries textbook Teaching strategies anticipatory strategies (background knowledge) To begin the lesson, I will display the KWL chart that was used during previous lessons in this unit. We will review the chart together and then brainstorm to determine if any information is missing from the L column. This chart will remain posted so students can refer to it when working on their e-mail messages. I will play the Multiplication Rock video one final time as we all sing along. developmental strategies To transition to the core lesson, I will lead the class in choral reading of the essential question. Students will the write the essential question in their math journals. I will then explain the e-penpal project, which consists of corresponding with a group of third graders from Northern California. To describe this project, I will access the following web page on epals.com: http://www.epals.com/profile/view/156763?searchvals=jmp%3Dp%33%26st%3Dxs %26lg%3DEnglish%26dcp%3Dmultiplication%26ixp%3D%31%30%26cf%3D%32% 30 and read it to the class. I will explain that we will describe our experiences, feelings and accomplishments of learning the 8x tables with third graders in California. They, in turn, will also describe their multiplication experiences with us. We will then brainstorm to come up with potential topics that students could write about. Topics could include the following: o a description of what activities were most helpful in learning the 8x table o an explanation of what multiplication is o a summary of the visual aids and videos that were associated with this unit o any mnemonic devices that were helpful in learning the 8x table o an explanation of how knowledge of the 8x tables will help us in the future, both in the classroom and beyond o a comparison of learning the 8x table to another multiplication table (i.e.1-7x)

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To model this activity, I will compose an e-mail to the teacher in Northern California to describe what our class has been learning in math: Dear Ms. Fletcher, Our class just learned the 8x multiplication table. I am proud of how hard they have worked in becoming fluent with these math facts. In order to accomplish this, students participated in many activities, such as Internet games, using flash cards, answer cards and even doing multiplication calesthenics! I really enjoyed all the energy and enthusiasm that students exhibited during the learning process. We are celebrating our accomplishments by expressing what weve learning in e-mails to you and your students. I cannot wait to hear about your experiences! Sincerely, Trisha Federico Third Grade Teacher, Elementary School Somewhere in Forsyth County Students will then log onto the laptop computers and begin the writing process. I will access and play a short video from the Composing Kandinsky website (http://wn.com/COMPOSING_KANDINSKY) which students will find quite engaging. During the drafting process, students will be able to refer to the KWL chart, their math journals, math dictionaries, multiplication tables and textbooks. I will circulate around and assist students who are experiencing difficulty in completing the assignment. Students will be provided with a checklist of points to consider when composing the e-mail message. When they have completed the draft, they will select another student for a peer review of their message. The peer will complete the checklist and offer suggestions for improvement to the author. concluding strategies To conclude this lesson, students will share a learning experience with the class that they are including in the e-mail message.

Assessment (utilize a blend of traditional and performance assessments) Anticipatory: KWL chart to check for understanding Developmental: observations of students during the drafting process, noting which students are having difficulty expressing their multiplication learning experiences, reviewing the writer/peer checklists Concluding: sharing learning experience

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Accommodations/modifications to strategies or assessments Students who are having difficulty with brainstorming will use Kidspiration software to access a graphic organizer to facilitate the process. English Language Learners will use translation software to help with unknown vocabulary. ADHD students who might experience difficulty recording thoughts on paper can use a tape recorder to initally record this information. Wrap-up and reflection by the students To reflect on the entire unit, students will orally answer one of the unit essential questions: What does multiplication mean? Why is it important to learn multiplication facts? What strategies can be used to explain and recall the multiplication facts for the 8 x table? Reflection by the teacher Resources used to create this lesson plan Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Maletsky, E. M. (2004). Harcourt math: North Carolina edition. Orlando, FL: Harcourt, Inc. North Carolina Standard Course of Study retrieved on February 12, 2011 from: http://www.ncpublicschools.org/curriculum/ School House Rock, Inc. (Producer), & Dorough, B. (Music Director). (1995) Multiplication rock: Disney school house rock! [Video cassette]. Available from Buena Vista Home Video, Burbank, CA. Willingham, D. T. (2009). Why dont students like school? San Francisco, CA: JoseyBass. OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)

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LESSON 5

! Checklist for E-Pen Pal Writing Project

Nam e of W riter ______________________________ ________________________ Self-Assessm ent Checklist Self-Assessm ent Questions Did I use a variety of complete sentences? Did I use correct subject/verb agreement? Did I use correct capitalization at the beginning of sentences, for proper names and geographical place names, special events, and titles? Did I use a punctuation mark at the end of the sentence? Did I use commas in greetings, dates, city and state? Did I use apostrophes in contractions? Did I proofread my writing for spelling and use resources (dictionaries and word walls) as needed? Did I create a readable document with legible handwriting? Is this my best work?

Classm ate Checklist Name of Classmate: Classm ate Checklist Questions Did the writer use a variety of complete sentences? Did the writer use correct subject/verb agreement? Did the writer use correct capitalization at the beginning of sentences, for proper names and geographical place names, special events, and titles? Did the writer use a punctuation mark at the end of the sentence? Did I use commas in greetings, dates, city and state? Did I use apostrophes in contractions? Did the writer carefully proofread his/her work? Are there many words that are misspelled?

Teacher: Rebecca Craps Grade Level: Sixth Grade, Science Title of Unit: The Edible Schoolyard Project: What's in our dirt? Length of Unit: Approx. 6-7 days STATEMENT OF PURPOSE AND RATIONALE Learning Objectives a. b. c. d. Students will identify and describe various types of soil. Students will identify attributes of soil samples. Students will measure and analyze specific characteristics of soil samples. Students will evaluate and explore how human activities impact the pedosphere, and what it means to maintain and promote healthy soil.

In order for students to learn to take care of the earth, and use its resources responsibly, it is important that they first understand the composition of the earths surface. In this unit students will identify common characteristics of various types of soil. They will use methods of scientific inquiry to conduct experimental analysis of the soil in the schoolyard. Students will use technology in their own soil analysis, and will also study how technology is used on a larger scale to monitor soil conditions. Finally, students will explore how human activities impact soil conditions in order to make conclusions about how to responsibly care for the earth. Well stated! North Carolina Standard Course of Study -- 6th Grade, Science Competency Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere. 3.05 Analyze soil properties that can be observed and measured to predict soil quality including: Color. Horizon profile. Infiltration. Soil temperature. Structure. Consistency. Texture. Particle size. pH. Fertility. Soil moisture. 3.06 Evaluate ways in which human activities have affected Earth's pedosphere and the measures taken to control the impact: Vegetative cover. Agriculture. Land use.

Nutrient balance. Soil as a vector.

3.08 Conclude that the good health of environments and organisms requires: Monitoring of the pedosphere. Taking steps to maintain soil quality. Stewardship. Essential Questions What specific characteristics and properties would you look for to determine if a soil is useful for planting a vegetable garden? What are three important reasons for being good stewards of our soil resources? UNIT OVERVIEW Plan for Integration Nicely done!

Prerequisite teacher content knowledge (important vocabulary in italics) The lithosphere is made up of the earths crust, and the upper mantle layer. The pedosphere is the outermost layer of the earth where soil is located. It exists because of the interaction between the lithosphere, atmosphere, biosphere and hydrosphere.

 Soils are complex systems made up of both organic and inorganic materials. Three major classifications of soils are sand, silt and clay; however, there are many different classification systems that further breakdown the types of soils based on both characteristics and common uses. Sand has the largest particle size (ranging from 0.5 mm to 2 mm) of the three major soils. Within the sand category there are often varying particle sizes, including: coarse, mediumgrain and fine. Due to its particle size, sand has a high rate of infiltration (does not hold water well). Sand is most often made up of quartz, but in certain geographic areas may be made of other types of rock, such as feldspar, calcite or volcanic rock. Silt has a medium particle size (ranging from .002 mm to .5 mm). Clay has the smallest particle size (smaller than .002 mm). The properties of soil that may be measured or observed are: color, horizon profile, texture, infiltration, pH, soil temperature, structure, consistency, fertility and moisture. Soil texture looks at the proportion of sand to silt to clay. Percentages of each of the three categories present in a sample are compared to a soil texture triangle in order to determine which soil texture class a particular soil falls into. The soil triangle and soil texture classes represented on a soil triangle are:

Common categories of soil structure include: granular, platy, blocky and prismatic. Soil color is a characteristic that may be determined through visual observation. Soil color often gives scientists an idea of the minerals that make up the soil, as well as an idea about the organic content (carbon) in the soil. A Munsell notation and color book may be used to determine the true color of the soil. Soil horizons are horizontal layers (parallel to the surface) that have specific characteristics which vary from the layers above and below them. The common order of soil horizons is: O (organic), A (surface soil), B (subsoil), C (parent rock). Other horizons that are less common include: P, E, D, and R. Soil infiltration describes the rate at which the soil absorbs water. It is measured in inches per hour or millimeters per hour. Runoff occurs when the rate of precipitation is greater than the rate of infiltration. Infiltration may be measured with simple experiments, or for exact measurements an infiltrometer may be used. The pH of soil is an important factor in determining what kind of plants will survive, and thrive, in a certain location. Soil pH may be measured using litmus paper, a powdered barium sulfate pH test kit, or a pH meter. Soil pH is also predictable based on the horizons present. Soil temperature is measured with a thermometer, and is used when investigating diseases, pests, and in determining seed activity.

 An important factor in soil fertility is a soil that is balanced in its nutrients and organic material. Soil fertility may be determined by observing physical characteristics, such as color, texture and smell. It may also be determined with a soil test that measures the levels of certain nutrients, as well as pH. Soil tests may be run at a professional laboratory, or with an at home test kit. Ver thorough! Shows your expertise in the content. CONSIDERATIONS ABOUT THE LEARNERS Prior Knowledge Students will have learned about how living organisms interact with the environment. They will know what the ecosystem is, and how soil composition plays an important role in sustaining life within the ecosystem. Students will have a basic knowledge of the nutrients in soil, both organic and inorganic, based on their work in fifth grade science. They will know about the many forces that affect landforms, including erosion. They will have basic knowledge of runoff in the water cycle and will have been introduced to the definition and function of gravity. Students may also have a basic knowledge of the different types of soil, both through previous educational experiences as well as personal experience. In fourth grade science students learned how to make observations, as well as how to recognize the composition of minerals (many of which are also represented in soils). More specifically, students learned basic, observable properties of soil (color, texture, capacity to hold water) in third grade science, as well as how to determine the basic components of soil. Students also learned the important role certain nutrients play in soil for healthy plant growth. Unique Learner Characteristics Every student possesses unique learning characteristics that must be taken into account when developing units and lessons. Reading Level: Students will be on different reading levels. It is important for the teacher to recognize this, and to provide reading resources at varying levels of difficulty in order to provide every student an opportunity to read and comprehend the material. A variety of books, articles, reference guides and website at different levels of difficulty will be provided for research purposes. Students will also be given a reading guide to assist them in finding the information they are looking for, regardless of the level of the reading material. Attention Challenges: Students with diagnosed attention deficit and hyperactive disorders will be provided accommodations based on their IEP or 504. However, certain measures will be taken in the classroom in order to avoid attention challenges for all students. Such measures include limiting off-task time/behavior by providing learning opportunities that are organized and engaging. Students will be allowed to move about in a structured and predictable manner. Groups will have assigned representatives to obtain materials or turn in work products in order to minimize distractions. Groups will work in pairs in a designated area of the classroom. Materials will be provided for all pairs, or all students, in order to minimize waiting/sharing of important resources. Autism: Many high- to mid-functioning students with autism are in typical classrooms for subjects such as science. It is important for the teacher to be aware of every activity in the

classroom, and how it affects any students with autism. Hands on activities and experiments may be very engaging, but sensory issues should be addressed and modified as necessary. Students with autism may also benefit from dry runs of experimental procedures before the activity so they know what to expect. It is also beneficial in group work situations for the teacher to engineer groups in such a way that reliable students are paired with students with autism in order to ensure a positive experience for all students. Graphic organizers and class schedules will be key to success for a student with autism in a typical classroom. A basic schedule may be as simple as picture cards that show the class working as a whole, the class moving outdoors, the class working on experiments, and the class moving back inside. Physical Disabilities/Challenges: Unit activities will require movement around the classroom, as well as transitions from the classroom to the schoolyard. Arrangement of desks, and outside location should take into account any physical disabilities or challenges. Some students with physical disabilities may require seating outside for the experimental part of the unit. Other students who have asthma or insect allergies may need inhalers or epinephrine pens available as necessary while working outside. Again, you have clearly and thoroughly showcased your thoughtful planning! CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical Space Desks will be arranged in such a way that there is open space for experimental and class participation in lessons, as well as ease of transition to group work. The diagram below shows a basic arrangement of desks that serve the purpose of class work, group work and individual work.

Temporal Resources The unit will require a minimum of six, 50 minute class periods. More time may be required based on time and outside resources for experiments.

Learning Materials Teacher Resources: buckets, sand, clay, picture book Mud, smart board, schoolyard, trowels and shovels, litmus strips, coffee cans, permanent markers, rulers, jars with lids, timers, Munsell notation and color book (at least one, preferably one per pair), computers (at least one per pair, preferably one per student), EPA Scientist costume materials, boards with headlines, resource books, articles and websites, computers with access to Scoop on Soil game, Scoop on Soil Presentation slides, large paper or poster board Student Resources: pencil, lab notebooks (composition books) UNIT OVERVIEW AND TIMELINE
Day One Specific expectations (goals/objectives) 1) Students will identify and describe the main categories of soils. 2) Students will identify and describe observable characteristic s of soils. 3) Students will define measurable characteristic s of soils. Day Two 1) Students will identify and describe equipment used to measure the attributes of soil. 2) Students will determine the best scientific inquiry procedure to use to measure and observe the attributes of a soil sample. Days Three/Four 1) Students will analyze and measure the characteristics of a soil sample following their own experimental procedure. 2) Students will compare the results of their measurements to standards of healthy soil. 3) Students will draw conclusions about the health of their soil samples. Hook: Picture book Mud; student experiments; lab manual results chart; exit ticket 3, 2, 1. Day Five Days Six/Seven

1) Students will 1) Students will investigate the create Public cause and effect Service relationship Announcements between humans in order to and soil health. inform and 2) Students will persuade others compare human about soil impact on soil health, and the health at a global importance of level to human caring for soil impact on soil resources. health at a local level.

Teaching & Learning Strategies (in brief)

Hook with buckets of soil, Whats In The Bucket graphic organizer, Scoop on Soil website and presentation, word wall, 3, 2, 1 exit ticket

Hook: EPA Costume/Skit, equipment on display; WHO graphic organizer as a team; Mission card and procedure development; 3, 2, 1 exit ticket.

Hook: Dust Bowl YouTube video, discussion with partner; Mission card, cause/effect graphic organizer, research from various sources; open topic selection; exit ticket 3, 2, 1.

Hook: PSA posters, group collaboration, website research, project development and completion, self/group evaluations, Exit Ticket 3, 2, 1

Day One Formative or Summative Assessment typestrategy-tool Formative: Teacher observation of graphic organizers; contributions to word wall; cold call; exit ticket 3, 2, 1. All students will complete a graphic organizer; All students will contribute to a word wall that will be posted throughout the whole unit, both as a reminder of the fundamental topics as well as a word bank while students are working. Desks angled toward front of room for whole class work; middle of room interactive area used for hook is visible for all students; materials and resources placed in two locations to minimize distractions.

Day Two Formative: Observation of graphic organizer; Observation during group work/procedure development; exit ticket 3, 2, 1. All students will complete a graphic organizer; demonstration and use of equipment will include resources for students with physical disabilities; students with Autism will be prepared ahead of time for the equipment. Desks will be angled toward the front of the classroom so all students can see the equipment demonstration; desks will also be grouped, somewhat, to make transitions between whole class and group work more efficient.

Days Three/Four Formative: lab manual chart review; exit ticket 3, 2, 1.

Day Five Formative: Groupled graphic organizer; exit ticket 3, 2, 1.

Days Six/Seven Formative: Group work, exit ticket 3, 2, 1 Summative: PSA project and group/self evaluations

Learner Considerations

Picture directions of how to use equipment; resources for students with physical disabilities; Articles will be of different reading levels

Articles will be of different reading levels; guided reading (pointing out important aspects of articles); Specific website addresses and instructions how and where to access the information;

Students will be working in preassigned groups based on mixed abilities; students will have access to a variety of levels of reading and research materials; students are given an open choice about the medium for their project

Environmental Considerations

Posted reminders of key vocabulary; Students will continue to work in the schoolyard where they will have enough equipment for each pair to conduct their own measurements and analysis; Articles of different reading levels

Desks will be arranged in teams; all students will need to access laptops in the classroom for research;

Classroom will be arranged in a way that is beneficial to all learners based on their individual academic, behavioral and physical needs; Desks that are already in pairs are easily moved into groups.

Day One Material Resources Two opaque buckets (bucket A filled with clay soil, bucket B filled with sand; tops covered with only a space to reach one hand into the bucket); Whats in the Bucket Graphic Organizer; Blank word wall; Scoop on Soil (http://urbanext.ill inois.edu/soil/inde x.html). Smartboard

Day Two Costume, equipment graphic organizer, TopSecret Mission cards, experimental equipment, cards identifying each piece of equipment.

Days Three/Four Shovel/trowel; coffee can; ruler; permanent markers; jar with lid; pH test kit and litmus paper; Munsell notation and color book; lab journals.

Day Five Articles of various reading levels; internet addresses; Out of the Dust excerpts; research materials; graphic organizers

Days Six/Seven Posters of famous PSAs, computers for all students, video camera, digital voice recorders, Poster Board, magazines, scissors, markers

Other Resources

Smartboard

Schoolyard

Laptop for each student

Laptop for each student

LESSON ONE: What is Dirt? Grade: Sixth Grade Subject Area: Science Unit Topic: The Edible Schoolyard Project: What's In Our Dirt? Day: One Desired Learning Outcomes 1) Students will identify and describe the main categories of soils. 2) Students will identify and describe observable characteristics of soils. 3) Students will define measurable characteristics of soils. Essential Questions from Learning Objectives What are the similarities and differences between sand, silt and clay? What the most important observable and measurable characteristics of soils?

North Carolina Standard Course of Study Goal and Objective Competency Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere. 3.05 Analyze soil properties that can be observed and measured to predict soil quality including: Color. Horizon profile. Infiltration. Soil temperature. Structure. Consistency. Texture. Particle size. pH. Fertility. Soil moisture. Learner prior knowledge/learner background experiences Students will have a basic knowledge of the nutrients in soil, both organic and inorganic, based on their work in fifth grade science. They will know about the many forces that affect landforms, including erosion. They will have basic knowledge of runoff in the water cycle and will have been introduced to the definition and function of gravity. Students may also have a basic knowledge of the different types of soil, both through previous educational experiences as well as personal experience. In fourth grade science students learned how to make observations, as well as how to recognize the composition of minerals (many of which are also represented in soils). More specifically, students learned basic, observable properties of soil (color, texture,

capacity to hold water) in third grade science, as well as how to determine the basic components of soil. Materials and resources needed Two opaque buckets (bucket A filled with clay soil, bucket B filled with sand; tops covered with only a space to reach one hand into the bucket); Smartboard; Whats in the Bucket Graphic Organizer; Blank word wall; Scoop on Soil (http://urbanext.illinois.edu/soil/index.html). Teaching strategies a. anticipatory strategies Hook: Two opaque buckets, labeled A and B will be in the middle area of the classroom on a table. The buckets will be covered, with only a space for students to reach into the buckets with one hand. All students will take a turn coming up to reach into each of the two buckets. While students are making their way to the front, a slideshow of places around the world with different types of soils will be playing on the Smartboard. b. developmental strategies After all students have a chance to feel the two soils, they will complete a Whats in the Bucket graphic organizer (below). Students will first fill in their prediction of what is in each bucket, as well as any shared and/or unique characteristics they noticed in touching the contents. The contents of the bucket will then be revealed to the students and they will fill in the actual contents of each bucket, as well as any additional characteristics they observe.

The teacher, with students help, will use the Smartboard to navigate and explore the Scoop on Soil website, including a short presentation, and students will continue to add characteristics to their graphic organizers as they learn new vocabulary words and concepts.

Following the website exploration/presentation teacher will have students contribute important vocabulary words, terminology, and factors of soil health (from the website) to the word wall. The word wall will be a large billboard near the front of the classroom that is covered in paper, where words and basic definitions are written. It will be posted throughout the entire unit for students to use as a reference. Teacher will use Cold Call, to randomly ask students to identify and explain the words they think are most important to the unit.

c. concluding strategies Students will write the names of three additional students in the class that they are interested in working with in a pair for the remainder of the unit. As an exit ticket, students will tear out one sheet of paper from their notebooks. On one side, students will complete a 3,2,1 by writing three things they learned, two questions they still have, and one thing that surprised them about the lesson. On the back of the paper students will write any additional questions or comments for the teacher, as well as any additional words they want to contribute to the word wall.

Assessment

Formative assessment will include: teacher review of students graphic organizers as they are filling them out; teachers observation of students participation during class; students contributions to the word wall; and the exit ticket 3,2,1 as described above. Accomodations/modifications to strategies/assessments All students will complete a graphic organizer, which will be particularly helpful for students with special needs. Students will be filling in note cards with their preferred partners for the unit project. All students will contribute to a word wall that will be posted throughout the whole unit, both as a reminder of the fundamental topics as well as a word bank while students are working. Wrap-up and reflection by the students Students will have an opportunity to write on the back of their exit ticket any questions or concerns they still have about the lesson for the day.

LESSON TWO: You be the Scientist Grade: Sixth Grade Subject Area: Science Unit Topic: The Edible Schoolyard Project: What's In Our Dirt? Day: Two Desired Learning Outcomes 1) Students will identify and describe equipment used to measure the attributes of soil. 2) Students will determine the best scientific inquiry procedure to use to measure and observe the attributes of a soil sample. Essential Questions from Learning Objectives What equipment is used to measure and analyze soil? Which pieces of equipment are used to measure which soil attributes?

North Carolina Standard Course of Study Goals and Objectives Competency Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere. 3.05 Analyze soil properties that can be observed and measured to predict soil quality including: Color. Horizon profile. Infiltration. Soil temperature. Structure. Consistency. Texture. Particle size. pH. Fertility. Soil moisture. Learner prior knowledge/learner background experiences Students will have a basic knowledge of the nutrients in soil, both organic and inorganic, based on their work in fifth grade science. They will know about the many forces that affect landforms, including erosion. They will have basic knowledge of runoff in the water cycle and will have been introduced to the definition and function of gravity. Students may also have a basic knowledge of the different types of soil, both through previous educational experiences as well as personal experience. In fourth grade science students learned how to make observations,

as well as how to recognize the composition of minerals (many of which are also represented in soils). More specifically, students learned basic, observable properties of soil (color, texture, capacity to hold water) in third grade science, as well as how to determine the basic components of soil. Materials and resources needed EPA Scientist Costume, WHO equipment graphic organizer, Top-Secret Mission cards, 1 large coffee can, disposable (non-latex) gloves, a permanent marker, a ruler, a glass jars with a lid, pH test kit and litmus strips, a graduated cylinder, a thermometer, a copy of a Munsell Notation and Color book, student lab notebooks (black and white composition books), a soil probe with a soil sample in it, cards identifying each piece of equipment. Teaching strategies a. anticipatory strategies Hook: A set of experimental materials and a soil probe with a visible soil sample will be out on display in the front of the classroom as students arrive. Each piece of equipment will be labeled and students will be given an equipment graphic organizer with photos and names of each piece of equipment. Teacher will be dressed as an EPA scientist and will address the students with a short, dramatic skit about a contaminated soil site in the area. b. developmental strategies Students will transition into EPA research teams as assigned by the teacher (based on student requests from the day before). Students will be given a couple of minutes to come up with a team name in the form of Team __________. In their teams, all students will complete a WHO equipment graphic organizer (next page) as the teacher demonstrates and explains how to use each piece of experimental equipment that the students will be using to measure the characteristics of their soil samples. Students will complete the W (what the equipment is used for), H (how the equipment is used) and O (other important information). Students will have a brief time to compare their graphic organizers to ensure everyone in the group has an accurate and complete description and how-to for each piece of equipment. The equipment instruction will take place in the classroom in order to minimize potential outdoor distractions.

Once equipment organizers are complete, students will be given a topsecret mission (below). Using the list of measurements/observations from the scenario, and their completed graphic organizer, students will determine the a step-by-step procedure they will follow for finding the information required in the top-secret mission.

c. concluding strategies Students will prepare their lab notebooks for the following day by copying a simple chart from the board to their notebook for data collection (below).

Exit ticket: 3,2,1 o Students will write on a piece of paper 3 pieces of equipment they learned about, 2 soil attributes and how to measure them, and 1 attribute predicition about the soil in the schoolyard. o On the back of the paper students will each write 3 words that they would like to contribute to the word wall, as well as any questions or comments about the day.

Assessment Formative assessment will include: teacher observation of graphic organizers and team collaboration. Students 3, 2, 1 exit ticket and their contributions to the word wall will also be reviewed by the teacher. Accomodations/modifications to strategies/assessments Students with autism will be prepared ahead of time by giving them an opportunity to enter the classroom before other students to see and touch the experimental equipment. Group pairings were chosen based on the students preferences, as well as the teachers determination that students with special needs may benefit from working with certain typical students. All students are given a graphic organizer to help with organization of the material. During group work students will be given an opportunity to come up to the display table to touch and manipulate the various pieces of equipment. Wrap-up and reflection by the students Students will be given an opportunity to write any questions or comments they have about the lesson on the back of their exit ticket.

LESSON THREE: Digging it! Grade: Sixth Grade Subject Area: Science Unit Topic: The Edible Schoolyard Project: What's In Our Dirt? Days: Three and Four Desired Learning Outcomes 1) Students will analyze and measure the characteristics of a soil sample following their own experimental procedure. 2) Students will compare the results of their measurements to standards of healthy soil. 3) Students will draw conclusions about the health of their soil samples. Essential Questions from Learning Objectives What are the observable characteristics of your soil sample? What characteristics of your soil sample did you measure? What were the results of the measurements of your soil sample? What measured and observed attributes of your soil sample indicate the soil is healthy? North Carolina Standard Course of Study Goals and Objectives Competency Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere. 3.05 Analyze soil properties that can be observed and measured to predict soil quality including: Color. Horizon profile. Infiltration. Soil temperature. Structure. Consistency. Texture. Particle size. pH. Fertility. Soil moisture. Learner prior knowledge/learner background experiences Students will have a basic knowledge of the nutrients in soil, both organic and inorganic, based on their work in fifth grade science. They will know about the many forces that affect landforms, including erosion. They will have basic knowledge of runoff in the water cycle and will have been introduced to the definition and function of gravity. Students may also have a basic knowledge of the different types of soil, both through previous educational experiences as well as personal experience. In fourth grade science students learned how to make observations, as well as how to recognize the composition of minerals (many of which are also represented in

soils). More specifically, students learned basic, observable properties of soil (color, texture, capacity to hold water) in third grade science, as well as how to determine the basic components of soil. Materials and resources needed Picture book Mud, 15 large coffee cans, disposable (non-latex) gloves, 15 permanent markers, 15 rulers, 15 glass jars with lids, pH test kit and litmus strips, 15 thermometers, 15 copies of Munsell Notation and Color book, student lab notebooks (black and white composition books), 5 soil probes, dedicated space in the schoolyard Teaching strategies a. anticipatory strategies Teacher will read the picture book Mud by Mary Lyn Ray to the class, followed by a brief discussion about what students remember or enjoy about playing in the dirt.

b. developmental strategies The class will relocate outside and choose an area (within a larger, designated space) for their teams site. Students will follow their written procedures (from the previous class) for measuring each of the soil attributes assigned in their mission. Students will record notes and results in their data charts in their lab manual. c. concluding strategies Students will make a note in their lab manual where they need to begin their experimental work the following day. Exit ticket: 3,2,1 o Students will write on a piece of paper 3 things they think they did well, 2 challenges they faced, and 1 thing they wish they would have done differently. o On the back of the paper students will write any questions, comments or concerns about the day.

Assessment Formative assessment will include: teacher observation of students work during experiment; 3, 2, 1 exit ticket responses. Accomodations/modifications to strategies/assessments Students with Autism will be given a schedule for the class going outside, as well as reminders at the beginning of class, and a few minutes before the transition. Students will be working in groups so they are able to assist one another. Shaded and seating areas will be provided outside for students with physical disabilities or other medical considerations. Outdoor location will take into consideration any students with physical disabilities (proximity to accessible entrance/exit, terrain, etc). Wrap-up and reflection by the students Students will have an opportunity to write any questions, comments or concerns on the back of their exit ticket.

LESSON FOUR: Its Our Responsibility Grade: Sixth Grade Subject Area: Science Unit Topic: The Edible Schoolyard Project: What's In Our Dirt Day: Five Desired Learning Outcomes 1) Students will investigate the cause and effect relationship between humans and soil health. 2) Students will compare human impact on soil health at a global level to human impact on soil health at a local level. Essential Questions from Learning Objectives What are the primary ways in which humans impact soil health? What are specific examples of humans impact on soil health? North Carolina Standard Course of Study Goals and Objectives Competency Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere. 3.06 Evaluate ways in which human activities have affected Earth's pedosphere and the measures taken to control the impact: Vegetative cover. Agriculture. Land use. Nutrient balance. Soil as a vector. 3.08 Conclude that the good health of environments and organisms requires: Monitoring of the pedosphere. Taking steps to maintain soil quality. Stewardship. Learner prior knowledge/learner background experiences Students will have a basic knowledge of the nutrients in soil, both organic and inorganic, based on their work in fifth grade science. They will know about the many forces that affect landforms, including erosion. They will have basic knowledge of runoff in the water cycle and will have been introduced to the definition and function of gravity. Students may also have a basic knowledge of the different types of soil, both through previous educational experiences as well as personal experience. In fourth grade science students learned how to make observations, as well as how to recognize the composition of minerals (many of which are also represented in

soils). More specifically, students learned basic, observable properties of soil (color, texture, capacity to hold water) in third grade science, as well as how to determine the basic components of soil. Materials and resources needed Dust Bowl YouTube video, Copies of Out of the Dust (at least one per group), printouts of the Soil Conservation Act of 1935, Research resources, Top Secret Mission cards for each group, Cause and Effect graphic organizer. Teaching strategies a. anticipatory strategies Students will watch a YouTube video: http://youtube/x2CiDaUYr90

Students will briefly discuss with a neighbor what they would have done differently to prevent such a disaster. Students will have an opportunity to call out their predictions and they will be written on the board for reference later in the lesson.

b. developmental strategies Students will be given their second Top Secret Mission card (below).

Students will be given cause and effect graphic organizers (below). All students will fill in their own organizer, but they will work together in their research teams.

Students will begin filling out their cause and effect graphic organizers using exerpts from Out of the Dust by Karen Hesse, exerpts from the text of the Soil Conservation Act of 1935, and other resources available in the classroom.

Excerpt from the Soil Conservation Act of 1935 (Above)

Students will complete their cause and effect graphic organizer. They will research various causes/human impacts on healthy soil, and will list a minimum of 5 major causes/impacts, the effects. Teams will each select one cause/impact for the focus of their Public Service Announcement.

c. concluding strategies Exit ticket: 3,2,1 o Students will write on a piece of paper 3 human impacts on soil health, 2 major causes of negative human impact on soil, and 1 thing they believe humans can do to take care of soil. o On the back of the paper students will write any questions, comments or concerns about the day. Assessment Formative assessment will include: teacher observation of students work during research; individual completion of cause and effect graphic organizer; 3, 2, 1 exit ticket responses. Accomodations/modifications to strategies/assessments Students will be working in groups so they are able to assist one another. A variety of reading materials and websites will be provided to accomodate students of varying reading levels. All

students will be using a graphic organizer that they will keep in their folder for future access to the information. Wrap-up and reflection by the students Students will have an opportunity to write any questions, comments or concerns on the back of their exit ticket.

LESSON FIVE: Question/Answer Grade: Sixth Grade/Science Subject Area: Science Unit Topic: The Edible Schoolyard Project: What's In Our Dirt? Day: Six/Seven Desired Learning Outcomes 1) Students will create Public Service Announcements in order to inform and persuade others about soil health, and the importance of caring for soil resources. Essential Questions from Learning Objectives Why is it important to take care of soil resources? North Carolina Standard Course of Study Goals and Objectives Competency Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere. 3.06 Evaluate ways in which human activities have affected Earth's pedosphere and the measures taken to control the impact: Vegetative cover. Agriculture. Land use. Nutrient balance. Soil as a vector. 3.08 Conclude that the good health of environments and organisms requires: Monitoring of the pedosphere. Taking steps to maintain soil quality. Stewardship. Learner prior knowledge/learner background experiences Students will have a basic knowledge of the nutrients in soil, both organic and inorganic, based on their work in fifth grade science. They will know about the many forces that affect landforms, including erosion. They will have basic knowledge of runoff in the water cycle and will have been introduced to the definition and function of gravity. Students may also have a basic knowledge of the different types of soil, both through previous educational experiences as well as personal experience. In fourth grade science students learned how to make observations, as well as how to recognize the composition of minerals (many of which are also represented in soils). More specifically, students learned basic, observable properties of soil (color, texture, capacity to hold water) in third grade science, as well as how to determine the basic components of soil.

Materials and resources needed Posters of famous PSAs, computers for all students, video camera, digital voice recorders, Poster Board, magazines, scissors, markers Teaching strategies a. anticipatory strategies Hook: There will be PSA posters up all around the front of the classroom when students come into class. Students will watch a famous PSA video. There will be a brief whole class discussion about what a PSA is, and why they are important. b. developmental strategies In their research teams, students will access the AdCouncil website for Students (http://www.adcouncil.org/default.aspx?id=597).

Students will also be given links to the Advertising Educational Foundation AdCouncil Retrospective website (http://www.aef.com/exhibits/social_responsibility/ad_council/2148) where students can access and review past Public Service Announcements. In their teams, students will decide on the type of Public Service Announcement they want to create (video, music video, photo essay, brochure, magazine advertisement, billboard, etc). The medium used is entirely up to the students. Students will use their lab journal notes from their experiments, and all unit graphic organizers, as well as research resources in the classroom (and approved research materials on the internet) in order to create their public service announcement. Students will be given the following rubric to use in developing their project:

c. concluding strategies Student teams will have the opportunity to share with their classmates their Public Service Announcement. It will not be a formal presentation, but instead a time for students to share their work with classmates, and for classmates to commend them and to ask questions. Students will complete the following self evaluation and peer evaluations for each member of their team regarding their participation in the PSA project. The evaluations will be used as a part of the summative assessment. a. Evaluations will include:

i. Ratings from 1 (poor) to 5 (best) for: communication skills, group participation, contribution to the product, reading/research contribution. ii. An open comments section where students will write from 3-5 sentences about their own or their peers participation in the product. iii. Students will give an overall grade to their peers from 1-25 points (20 points for the numbered ratings, 5 points total for the open writing section). Exit ticket: 3,2,1 a. Students will write on a piece of paper 3 important lessons they learned in the unit, 2 things that surprised them, and 1 thing they want to do to make sure our soil resources remain healthy. b. On the back of the paper students will write any questions, comments or concerns about the day.

Assessment Formative assessment will include teacher observation of students work together in their groups, as well as student answers to the 3, 2, 1 exit ticket. Summative assessment will include the team project, as well as the individual and group evaluations completed by each student at the end of the project. Final project grades will take into account the project rubric, itself, as well as the evaluations. Accomodations/modifications to strategies/assessments Students will be working in groups which will enable them to assist classmates who may need help. Students will have a rubric in order to help them all understand what is expected on the final project. A variety of levels of reading materials will be provided for research purposes. PSA examples will be provided in visual, auditory and print form. Wrap-up and reflection by the students Students will submit a self-evaluation and peer evaluations for all group members. The evaluations will factor into their grades on the final project, but will also serve as a form of feedback and reflection. Students will also have an opportunity to write any questions, comments or concerns about the day on their exit ticket.

!
LOGISTICS Teacher: Shelley Lane Grade(s) Level(s): 8th grade math Geometric Relationships ! Title of Unit: Length of Unit: 5 days ! ! STATEMENT OF PURPOSE AND RATIONALE To learn properties related to right triangles. To apply the use of geometric drawings and models in problem solutions. To demonstrate the use of the Pythagorean theorem through real-life applications. To calculate and graph the distance between two points on the coordinate plane.

The Pythagorean theorem is an essential part of mathematics, providing a foundation in various fields such as geometry and trigonometry. The theorem states that in any right triangle, the sum of the squares of the two right-angle sides will always equal the square of the hypotenuse. It is therefore possible to determine the length of one side of a right triangle by knowing any the length of any other two other, and it can be used to determine distance on the coordinate plane. The Pythagorean Theorem has many real-world applications. For example, we know that some streets form right triangles, cities blocks are formed in corners of right triangles, and that buildings, houses, etc., contain right triangles. The concepts taught in this unit can help us to figure out distances between two points when traveling and can assist in architecture, surveying, and construction. These concepts are even used in triangulation, which helps rescue personnel locate a cell phone making an emergency call. NCSOS Competency Goal 1: The learner will understand and compute with real numbers. 1.01 Develop number sense for the real numbers. a. Define and use irrational numbers. b. Compare and order. c. Use estimates of irrational numbers in appropriate situations. 1.02 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. NCSOS Competency Goal 2: The learner will select and use appropriate tools to measure two- and threedimensional figures. 2.02 Solve problems involving perimeter/circumference and area of plane figures. NCSOS Competency Goal 3: The learner will understand and use properties and relationships in geometry. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. NCSOS Competency Goal 5: The learner will understand and use linear relationships and functions.

! 5.04 Solve equations using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots. UNIT ESSENTIAL QUESTION(S) ! How!is!the!Pythagorean!Theorem!used!to!classify!triangles?! What!are!some!of!the!real9world!applications!of!the!Pythagorean!Theorem?! !

UNIT OVERVIEW Plan for Integration (Mind Map or Graphic Organizer) Im so glad to see Theater Arts and Healthful Livingso often they are neglected when we integrate content!
Science(5.05!!Working!in! groups!of!394,!students!will! choose!a!major!city!in!the!U.S.! and!make!predictions!about! urban!sprawl!over!the!next! decade.!!They!will!design!a!scale! map!to!demonstrate!the! forecasted!results.!

English(Language(Arts(2.02!! Computer(Technology(3.05((
Students!will!create!and!present!a!Power! Point!presentation!examining!the! Pythagorean!theorem!and!its!various! proofs.!!They!will!research!the!project! using!multiple!sources!of!print!and!non9 print!information.!(

Theatre(Arts(4.05(
Students!will! demonstrate! responsible!behavior! such!as!sharing,! compromising!and! negotiating!within! diverse!groups.!

Geometric,Problems,&, Relationships,
Social(Studies(1.02!!
Students!will!identify!the! American!Indians!that! inhabited!the!regions!that! became!the!Carolinas.!! Design!and!construct!a! scale!model!of!the!region,! plotting!the!location!of! each!tribe.! !

7.01!Students!
will!practice! positive! audience! etiquette!during! presentations.!

Healthful(Living(8.02(( Computer(Technology(2.04((
Students!will!establish!and!implement! personal!physical!activity!goals.!!They! will!evaluate!their!progress!toward! goals!by!tracking!and!plotting!the! weekly!and!monthly!results!in!a! spreadsheet.!

Prerequisite Teacher Content Knowledge Teachers should have a solid understanding of the real number system, including whole numbers, integers, and rational and irrational numbers. They should know the history behind the Pythagorean Theorem including its use in building the Great Pyramids of Egypt, the theorem itself (the formula and its converse), and applications in real world situations. Teachers must know how to graph ordered pairs on the coordinate plane and how to use the Pythagorean Theorem to determine the distance between two points. They also must be able to apply the formulas to calculate area, perimeter, and circumference of geometric figures. CONSIDERATIONS ABOUT THE LEARNERS Prior Knowledge This unit will build off of prior knowledge that students have gained both in previous courses and in units already completed in the Eighth Grade Mathematics curriculum. Pre-assessment may be necessary to gauge the knowledge that has been retained from prior instruction. The background knowledge listed below is essential in order to complete this unit successfully: Students must understand and be able to perform standard arithmetic operations of addition, subtraction, and multiplication. Students must be able to identify whole numbers and integers. Students should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Students should recognize a right triangle as one in which one angle equals ninety degrees. Students must understand how to calculate the area and perimeter of a triangle. Students should recall how to solve for variables in algebraic equations by performing inverse operations on each side of the equation. Students should remember that a coordinate plane is formed by two number lines that intersect at their zero points, and that it has two axes and four quadrants. Students should be able to identify rational and irrational numbers. Students should recall how to plot rational and irrational numbers on the number line. Students must understand how to graph ordered pairs on the coordinate plane.

Unique Learner Characteristics The characteristics of the students in each class period will impact teaching methods and strategies used. Below are examples of unique learners that one might encounter in a typical classroom. Learning disabilities: Adaptations and modifications may be needed to accommodate these students special needs and learning styles. For example, they may require extended time for completion of assignments or tests, or the teacher or a peer may need to provide a visual demonstration of an assigned task. A students IEP or 504 Plan should outline all necessary accommodations. Emotional or behavioral disorders: Provide a structured daily routine and communicate any changes of that routine to students as quickly as possible. Assign classroom jobs as appropriate to encourage responsibility. Use small flexible grouping and closely monitor group activities in case intervention becomes necessary.

! English Language Learners (ELL): Students may require extended time to complete assignments or tests. Additional accommodations such as visual supports or reading directions aloud may also benefit these students. CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical Space If there are no constraints in terms of space and number of students, the classroom should be arranged as outlined below, with desks grouped in pairs facing the smartboard/whiteboard at the front of the room. There should be sufficient space between the pairs of desks to allow for teacher and student movement throughout the room. Arranging the classroom in this manner is effective for focused instruction, classroom management, and easy transition to small group work. For this unit, students will work either individually, in pairs, or in small groups.

GROUP! TABLE! !

WHITEBOARD!

TEACHERS! DESK!

Temporal Resources Core courses in middle school, including mathematics, meet daily for approximately forty-five minutes. The information contained in this unit, including final assessment, should be thoroughly covered in five to seven days. Adjustments can be made if students experience difficulty with any of the content. Learning Materials Smartboard/whiteboard or overhead projector Laptop computer Notebook Textbooks Blank paper Graph paper Pencils Writing journals Index cards Measuring tapes Rulers

! Handouts Rubrics

UNIT OVERVIEW AND TIMELINE Beautifully planned! Specific expectations (goals/objectives) DAY 1 (1) Students will discover the relationship among the sides of a right triangle. (2) Students will learn the Pythagorean Theorem. DAY 2 (1) Students will learn converse of the Pythagorean Theorem. (2) Students will apply geometric properties and relationships, including the Pythagorean Theorem, to solve real-life problems. DAY 3 (1) Students will plot ordered pairs on the coordinate plane. (2) Students will apply the Pythagorean Theorem to calculate the distance between two points on the coordinate plane. Ordered pair activity for warm-up. Name the Steps during instruction. Math journal to address the EQ. Peer review of journals with editing checklist provided. 3-21 Exit Ticket to conclude. DAY 4 (1) Students will apply the distance formula to calculate the distance between points on the coordinate plane. (2) Students will apply their knowledge of calculating distance to real-world situations. Cold Call with Pepper to review key unit concepts. Graphic organizer for guided practice. One Sentence Summary of key concepts on index card used as Exit Ticket. DAY 5 (1) Students will work in small groups to produce a circuit of ten problems related to the unit. Circuit to be completed by their classmates as a final assessment for the unit. Projectcentered guidance and direction.

Teaching & Learning Strategies (in brief)

Formative or Summative Assessment typestrategy-tool

Paired activity will be used as an introductory Hook. Board=Paper for note-taking during instruction. Circulate during instruction and completion of paired activity; engage students and offer reinforcement. Entry in Math journal to conclude lesson. Formative assessment through observation of paired activity and evaluation

The Hook used to introduce lesson with a video clip. Group activity using ThinkPair-Share strategy followed by whole group discussion. Check for Understanding through observation and questioning of groups. Exit Ticket used to wrap up.

Formative assessment through observation of group activity and evaluation

Formative assessment of math journal, peer evaluation, and 3-2-1 Exit

Formative assessment through observation and completion of

Summative assessment of project. Rubric provided by teacher.

! of math journal. of Exit Ticket. Ticket. paired activity; review of EQ response. Some students may need teacher/peer assistance or additional time for completing math journal entries. Provide key vocabulary to complete One Sentence Summary Includes peer and selfassessment of participation. Grouping of students for project should be considered in order to ensure a mixture of struggling students and advanced learners.

Learner Considerations

Environmental Considerations

Material Resources

Groups may need to be assigned to ensure struggling students are matched with advanced learners. Some students may need teacher/peer assistance or additional time for writing math journal entries. Desks face the front of the classroom during teacher instruction and paired activity. Aisles should be clear for student and teacher movement through classroom. Smartboard or whiteboard, pencil, notebook, measuring tape, math journal.

Some students may be hesitant to participate in whole group discussion. Struggling students may need encouragement to offer answers in group setting.

Some students may need additional time or assistance in completing the 3-2-1 sheet. Provide key vocabulary to complete One Sentence Summary.

Desks face the front during teacher instruction, shifted into groups of 3-4 for activity.

Desks face the front of the classroom during teacher instruction. Aisles should be clear for teacher movement through classroom. Smartboard or whiteboard, pencil, notebook, photo, large grid, math journal, editing checklist, 3-21 Exit Ticket.

Desks face the front of the classroom during teacher instruction; shifted into groups of 3-4 for map activity.

Desks arranged in small assigned groups of 3-4 students for project work.

Smartboard or whiteboard, laptop, pencil, graph paper, ruler, index cards.

Smartboard or whiteboard, pencil, paper, notebook, maps, graphic organizer, index cards.

Pencil, blank paper, math journal, textbook, project instructions, rubrics.

TEACHER: Shelley Lane

! GRADE/CLASS: 8th Grade UNIT TOPIC: Geometric Relationships SUBJECT AREA(S): Mathematics DAY: One

Desired learning outcome(s): Students will calculate the length of any side of a right triangle given the lengths of the other two sides. Essential question(s) from learning objective: How is the Pythagorean Theorem used to determine the perimeter of a right triangle? NCSCOS goal and objective(s): NCSOS Competency Goal 2: The learner will select and use appropriate tools to measure two- and three-dimensional figures. 2.02 Solve problems involving perimeter/circumference and area of plane figures. NCSOS Competency Goal 3: The learner will understand and use properties and relationships in geometry. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. Learner prior knowledge/ learner background experiences: Students must understand and be able to perform standard arithmetic operations of addition, subtraction, and multiplication. Students must be able to identify whole numbers and integers. Students should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Students should recognize a right triangle as one in which one angle equals ninety degrees. Students must understand how to calculate the area and perimeter of a triangle. Students should recall how to solve for variables in algebraic equations by performing inverse operations on each side of the equation.

Materials and resources needed (include authentic literature selection): Smartboard or whiteboard, pencil, notebook, measuring tape, graphic organizer (Appendix A), math journal. Teaching strategies: Anticipatory strategies (background knowledge) Hand every other student entering the classroom a measuring tape and pair him/her with the next student that enters. Challenge each pair of students to identify and measure five right angles in the classroom (ex. desk, chalkboard, door, window). Both students in each pair should sketch and label each right angle in their notebooks and note the measurement of each leg of the angle. Developmental strategies

! Using Board=Paper strategy, ask students to complete a graphic organizer to note terms, definitions, and concepts during the lesson. Review right angles and right triangles with students. They should define a right angle as one with a measurement of 90 degrees and a right triangle as one with one right angle. Review squares and square roots of numbers with students. They should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Ask students to identify the parts of a right triangle. The sides that form the right angle are called the legs, and the side opposite the legs is the hypotenuse. Introduce the Pythagorean Theorem to the class. Explain that the theorem is a geometric relation among the three sides of a right triangle. Explain that the formula for the Pythagorean Theorem is a2 + b2 = c2, where a and b represent the legs of the right triangle, and c represents the hypotenuse. Work through 2-3 examples of the theorem on the smartboard, randomly calling on students for input. Be sure that students understand that the theorem can be used as long as the length of two sides of the triangle are known. In other words, given the lengths of any two sides of a triangle, the length of the third side can be calculated.

Concluding strategies Using the right angle measurements that the students took at the beginning of class, students should calculate the length of the hypotenuse of each right triangle. Students may either work indendently or with the person with whom they were partnered at the beginning of class. Assignment will be turned in at the end of class for evaluation. Assessment: Preassessment during paired activity to assess background knowledge. Circulate during paired activity to ensure comprehension of concepts presented during lesson, engaging students in discussion and checking for any areas that need reinforcement. Calculations from paired activity and entries in math journal will be reviewed to ensure understanding. Accommodations/modifications to strategies or assessments Allow ELL students, EC students, and struggling readers additional time to complete entry in math journal. Group struggling students with high-achieving peers for assistance. Wrap-up and reflection by the students Students will make an entry in their math journals at the end of class. Working independently or in pairs, students should specifically address the Essential Question and define important terms right angle, right triangle, legs, hypotenuse, Pythagorean theorem. Reflection by the teacher N/A Your lesson is thoroughly and planned with a logical sequence of instruction! TEACHER: Shelley Lane GRADE/CLASS: 8th Grade SUBJECT AREA(S): Mathematics

UNIT TOPIC: Geometric Relationships

DAY: Two

Desired learning outcome(s): Students will determine if a triangle with sides of given lengths is a right triangle. Students will apply geometric properties and relationships, including the Pythagorean Theorem, to solve real-life problems. Essential question(s) from learning objective: What is the converse of the Pythagorean Theorem? How can the theorem be applied in real-world situations? NCSCOS goal and objective(s): NCSOS Competency Goal 1: The learner will understand and compute with real numbers. 1.02 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. NCSOS Competency Goal 2: The learner will select and use appropriate tools to measure two- and three-dimensional figures. 2.02 Solve problems involving perimeter/circumference and area of plane figures. NCSOS Competency Goal 3: The learner will understand and use properties and relationships in geometry. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. Learner prior knowledge/ learner background experiences: Students must understand and be able to perform standard arithmetic operations of addition, subtraction, and multiplication. Students must be able to identify whole numbers and integers. Students should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Students should recognize a right triangle as one in which one angle equals ninety degrees. Students must understand how to calculate the area and perimeter of a triangle. Students should recall how to solve for variables in algebraic equations by performing inverse operations on each side of the equation.

Materials and resources needed (include authentic literature selection): Smartboard or whiteboard, laptop, pencil, paper, graph paper, ruler, index cards.

Teaching strategies: Anticipatory strategies (background knowledge)

! Introduce todays lesson with a Hook to engage students. Ask students if they can name the movie in which the Pythagorean Theorem is misquoted. Show the video found at this link: http://www1.teachertube.com/viewVideo.php?video_id=145155 This is a brief clip from The Wizard of Oz in which the Scarecrow states that the sum of the square roots of any two sides of an isosceles triangle is equal to the square root of the remaining side. Ask students to identify the error in his statement. I think this will be so engaging! Developmental strategies Review the formula for the Pythagorean Theorem (a2 + b2 = c2) and its application to right triangles. Be sure students understand that the theorem can be used to calculate the length of any side of a right triangle as long as the length of the other two sides is provided. In other words, if given the lengths of any two sides of a triangle, the length of the third side can be calculated. Explain the converse of the Pythagorean Theorem, in which the lengths of the sides of a triangle can be used to determine if it is a right triangle. Briefly discuss the history of the theorem and its use in building the Great Pyramids in Egypt. Ask students to identify occupations today that might use the theorem (construction, architecture). Identify other real-world situations in which the Pythagorean Theorem can be used. Step through the example below: ( In(a(baseball(diamond,(the(distance(from(one(base(to(the(next(and(to(home(plate(is(90(feet,( and(each(base(forms(a(right(angle.((How(far(does(the(second(baseman(have(to(throw(the(ball( to(get(the(runner(out(before(he(gets(to(home(plate?((( In(this(example,(the(lines(from(home( plate(to(first(base(and(first(base(to( second(base(represent(the(legs(of(the( right(triangle.((The(formula(should(be( set(up(and(solved(as(follows:( ( 902(+(902(=(c2( 8100(+(8100(=(c2( 16,200(=(c2( c(=(16,200( ! Answer:((127.3(feet( ! ( ( ( Divide the class into groups of 2-3 students to create real-world problems using the Pythagorean Theorem. Using the Think-Pair-Share activity, each student will create a problem on graph paper, then pair with his/her group member(s) to discuss the problem.

Concluding strategies Conclude the lesson with a whole group discussion in which one problem from each group is shared with the class. Each student will turn in his/her problem at the end of class for assessment.

! Assessment: Check for Understanding through observation and questioning during small group activity. Real-life problems created during activity and Exit Ticket responses will be reviewed to verify understanding. Accommodations/modifications to strategies or assessments Pair ELL students, EC students, and struggling readers with high-achieving peers for small group activity. Allow additional time to complete Exit Ticket if necessary. Wrap-up and reflection by the students Students will complete an Exit Ticket on an index card provided answering these prompts: 1. What is the converse of the Pythagorean Theorem? 2. Identify two occupations in which the Pythagorean Theorem might be used. 3. I still dont understand Reflection by the teacher N/A

TEACHER: Shelley Lane GRADE/CLASS: 8th Grade UNIT TOPIC: Geometric Relationships SUBJECT AREA(S): Mathematics DAY: Three

Desired learning outcome(s): Students will plot ordered pairs on the coordinate plane. Students will apply the Pythagorean Theorem to determine the distance between two points on the coordinate plane. Essential question(s) from learning objective: How is the distance between points on the coordinate plane determined? NCSCOS goal and objective(s): NCSOS Competency Goal 1: The learner will understand and compute with real numbers. 1.01 Develop number sense for the real numbers. a. Define and use irrational numbers. b. Compare and order. c. Use estimates of irrational numbers in appropriate situations. NCSOS Competency Goal 3: The learner will understand and use properties and relationships in geometry. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. Learner prior knowledge/ learner background experiences: Students must understand and be able to perform standard arithmetic operations of addition, subtraction, and multiplication. Students should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Students should recognize a right triangle as one in which one angle equals ninety degrees. Students must understand how to calculate the area and perimeter of a triangle. Students should recall how to solve for variables in algebraic equations by performing inverse operations on each side of the equation. Students should remember that a coordinate plane is formed by two number lines that intersect at their zero points, and that it has two axes and four quadrants. Students should recall how to plot rational and irrational numbers on the number line.

Materials and resources needed (include authentic literature selection): Smartboard or whiteboard, pencil, photo, large grid, tape, notebook, math journal, editing checklist (Appendix B), 3-2-1 Exit Ticket (Appendix C).

Teaching strategies: Anticipatory strategies (background knowledge) Several weeks before this lesson, take a photo of the class. Have the photo enlarged to approximately 3 tall and 5 wide. Draw a grid (coordinate plane) on the back of the photo with approximately the same number

! of squares as students in the class. Label the back of each piece of the photo with its corresponding point on the coordinate plane. On the day of this lesson, tape a 3x5 grid to the whiteboard. As the students enter the classroom, randomly give each a piece of the photo. Once all of the pieces have been distributed, allow the students to come to the board one or two at a time to place their square on the grid until the photo is reassembled. Another engaging strategy! Developmental strategies Review the coordinate plane, including the origin and the x- and y-axis. Remind students that all of the points on the coordinate plane can be graphed using ordered pairs of numbers. Explain that the distance between two points on the coordinate plane can be determined by drawing a right triangle and using the Pythagorean Theorem. Name the Steps, directing students to write in their notebooks: 1. Plot the two ordered pairs on the coordinate plane. 2. Find the point that will form a right triangle with the two plotted points. 3. Determine the lengths of the legs by counting the spaces on the grid. 4. Substitute the lengths of the legs into the Pythagorean Theorem. 5. Solve the equation to calculate the distance.

Example: Using the ordered pairs B(5,1) and C(0,4) as shown below, draw a right triangle using the point at A(0,1). Ask students to identify the distance between points A and B, and between A and C. Students should recognize that these are the lengths of the legs of the right triangle. Demonstrate that these numbers can be applied to the Pythagorean Theorem to solve for the distance between B and C.

a2 + b2 = c2 32 + 52 = c2 9 + 25 = c2 34 = c2 c = 34 c = 5.83 The distance between B and C is 5.83.

Concluding strategies Students should work independently to summarize the lesson in their math journal. They should specifically address the Essential Question and define important terms (i.e. origin, ordered pair, coordinate plane). Once

! their notes are complete, students should exchange notebooks with their seat partners and complete the Editing Checklist provided. Assessment: Preassessment will take place during warm-up activity to measure background knowledge of plotting ordered pairs. Review of entries in math journals and 3-2-1 Exit Ticket to ensure comprehension of material presented in lesson. Accommodations/modifications to strategies or assessments Some students may be hesitant to participate in whole group activity; be sure to encourage and engage as needed. Struggling readers/writers may require additional assistance for math journal entry; provide list of vocabulary terms or outline to follow. Wrap-up and reflection by the students Students will complete a 3-2-1 sheet as an Exit Ticket. The student will identify three facts that they learned during the lesson, identify two questions that they still have about the lesson, and answer the EQ. Reflection by the teacher N/A I am pleased that you plan to incorporate literacy in your math instruction!

TEACHER: Shelley Lane GRADE/CLASS: 8th Grade SUBJECT AREA(S): Mathematics

! UNIT TOPIC: Geometric Relationships DAY: Four

Desired learning outcome(s): Students will be able to calculate the distance between two points on the coordinate plane by applying the distance formula. Students will apply their knowledge of calculating distance to real-world situations. Essential question(s) from learning objective: What is the formula used to calculate distance between two points on the coordinate plane? NCSCOS goal and objective(s): NCSOS Competency Goal 3: The learner will understand and use properties and relationships in geometry. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. Learner prior knowledge/ learner background experiences: Students must understand and be able to perform standard arithmetic operations of addition, subtraction, and multiplication. Students must be able to identify whole numbers and integers. Students should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Students should recognize a right triangle as one in which one angle equals ninety degrees. Students must understand how to calculate the area and perimeter of a triangle. Students should recall how to solve for variables in algebraic equations by performing inverse operations on each side of the equation. Students should remember that a coordinate plane is formed by two number lines that intersect at their zero points, and that it has two axes and four quadrants.

Materials and resources needed (include authentic literature selection): Smartboard or whiteboard, pencil, paper, notebook, graphic organizer (Appendix D), maps (Appendix E), index cards. Teaching strategies: Anticipatory strategies (background knowledge) Begin class with short period of Pepper combined with the Cold Call strategy to review and assess student knowledge of key unit concepts discussed thus far. Examples of questions: What is the square root of 169? What is the formula for the Pythagorean Theorem? Name an occupation that uses the Pythagorean Theorem. What kind of triangle can the theorem be applied to? When given a right triangle where a2 + b2 = 125, what is the length of the hypotenuse of the triangle?

! What is the location of the origin on the coordinate plane?

Developmental strategies Continue the lesson from the day before, in which students learned to calculate the distance between two points on the coordinate plane. Explain that the lengths of the legs of the right angle formed by the two points can also be determined using the formulas +(x1 x2) and +(y1 y2). Give each student a copy of the graphic organizer diagram for calculating distance on the coordinate plane. Complete the graphic organizer as a whole group activity, circulating to monitor and provide direction as needed. Use the boxes to describe the steps in the process and the circles to work through the word problem outlined (text in orange font in Appendix D gives an example of how the graphic organizer could be completed).

Concluding strategies Students should work in assigned groups of 3-4 students to evaluate the total distance of a walking tour of a major city. For example, one group could be given a map of a tour of the monuments in Washington, D.C., while another might have a map of downtown Atlanta, GA, with stops at the CNN Center, the Atlanta Aquarium, and the World of Coke. Once the groups have finished the activity, they should share their results with the class. Assessment: Teacher will Circulate during small group activity to ensure comprehension of material and accurate completion of graphic organizer. Review graphic organizer, completed walking tour activity, and One Sentence Summary to verify understanding. Accommodations/modifications to strategies or assessments Students needing assistance with graphic organizer may be paired with a peer or given a completed version. Struggling students will be grouped with higher achievers during small group activity. Maps can be differentiated for varying levels of understanding and ability. Wrap-up and reflection by the students Students will write a One Sentence Summary on an index card using key vocabulary to address the essential question. Reflection by the teacher N/A This will be an exciting lesson that encourages student creativity and critical thinking! TEACHER: Shelley Lane GRADE/CLASS: 8th Grade UNIT TOPIC: Geometric Relationships SUBJECT AREA(S): Mathematics DAY: Five

Desired learning outcome(s): Students will apply their knowledge of key concepts from this unit to create a circuit of fifteen problems to be completed by their classmates. Essential question(s) from learning objective: What are the key concepts presented in this unit, and how can they be applied in real-world situations? NCSCOS goal and objective(s): NCSOS Competency Goal 1: The learner will understand and compute with real numbers. 1.01 Develop number sense for the real numbers. a. Define and use irrational numbers. b. Compare and order. c. Use estimates of irrational numbers in appropriate situations. 1.02 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. NCSOS Competency Goal 2: The learner will select and use appropriate tools to measure two- and three-dimensional figures. 2.02 Solve problems involving perimeter/circumference and area of plane figures. NCSOS Competency Goal 3: The learner will understand and use properties and relationships in geometry. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. NCSOS Competency Goal 5: The learner will understand and use linear relationships and functions. 5.04 Solve equations using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots. Learner prior knowledge/ learner background experiences: Students must understand and be able to perform standard arithmetic operations of addition, subtraction, and multiplication. Students should recall that the square of a number is that number times itself; conversely, they must understand that the square root of a number is one which, when multiplied by itself, will result in the original number. Students should recognize a right triangle as one in which one angle equals ninety degrees. Students must understand how to calculate the area and perimeter of a triangle. Students should recall how to solve for variables in algebraic equations by performing inverse operations on each side of the equation. Students should remember that a coordinate plane is formed by two number lines that intersect at their zero points, and that it has two axes and four quadrants. Students must understand the Pythagorean Theorem and its applications. Students must know how to plot ordered pairs on the coordinate plane. Students should know how to determine distance between two points on the coordinate plane.

Materials and resources needed (include authentic literature selection):

! Pencil, blank paper, notebook, math journal, textbook, project instructions (Appexdix F), rubrics (Appendices G & H). Teaching strategies: Anticipatory strategies (background knowledge) Students will work in groups of 3-4 to produce a circuit to be completed by their classmates. Students will create a series of fifteen problems that will address all pertinent ideas discussed in this unit. Provide a sample of four to five problems to demonstrate how the circuit should work. Each sheet contains an answer on the top half and a question/problem on the bottom half with a line drawn to separate the two halves. Beginning with the problem on any of the sheets (i.e. everyone should start at different points), students should determine the correct answer and find that answer on the top half of another sheet. Working through the problems, students should be able to progress through all fifteen problems, locating the final answer of the circuit on the top half of the first question/problem worked. Developmental strategies Assign students to their groups (determined in advance). Provide instructions and rubrics to each student. Instructions should include the following information for the project: 1. Questions/problems should cover key concepts discussed in the unit. You may refer to your textbooks, notebooks, and math journals for reference. 2. Circuit questions should not be limited to math problems only. Questions can include vocabulary, multiple choice questions, true/false, formulas, etc. 3. The circuit should work as intended, with participants making a full circle through the series of questions. 4. All group members should participate in the design of the circuit. Members will complete both a group evaluation and a self-evaluation at the end of the project to assess participation in the project. Participation will count for 20% of the final grade. 5. Each group should create a key with answers to all questions and problems used in the circuit. Concluding strategies If time allows, students will work through circuit designed by a different group. This will not be a graded exercise, but merely a test of whether or not the circuit works properly. Assessment: Participation in group project will be peer-assessed and self-assessed. Overall project will be assessed based on elements described in rubric in combination with group participation.

Accommodations/modifications to strategies or assessments Students should be assigned project groups in order to ensure a mixture of struggling students and advanced learners. Project instructions outline a general expectation of types of problems to be designed, but students have flexibility in format and difficulty.

! Wrap-up and reflection by the students Students will complete self-assessment and peer-assessment of group members with regard to participation in project. Reflection by the teacher N/A This is definitely an experience that ranks near the top of Blooms taxonomy. It will require scaffolding, but should be effective with teacher coaching and support.

APPENDIX A Graphic Organizer Pythagorean Theorem

! The __________ __________ of a given number is a number that when multiplied by itself gives the original number. For example, the __________ __________ of 25 are 5 and -5. Can you give another example of a perfect square? _____________________________

When squaring a number, simply multiply a number by ________________. For example, to square the number 8, multiply _____ x _____.

A ____________ angle is one that measures ______ degrees. A ____________ triangle has one right angle.

c! a!

The figure to the left is a right triangle. The sides that form the right angle, a and b, are called the __________. The side opposite the right angle, c, is called the __________________. This side, c, is the _____________ side of a right triangle.

b!

The _____________ _____________ describes the relationship among the three sides of a right triangle. It states that, in a right triangle, the sum of the squares of the lengths of the legs equals the square of the length of the hypotenuse. The formula for the Pythagorean Theorem is _____________________________________ .

Example: In the figure above, the length of side a equals 6 cm and the length of side b equals 8 cm. Using the Pythagorean Theorem, determine the length of the hypotenuse (side c). Show your work.

APPENDIX B EDITING CHECKLIST

Author: Editor: Topic: Pythagorean Theorem

As you read your classmates journal, please make sure that he or she: Correctly spells words Includes appropriate punctuation (periods, commas, etc) Uses complete sentences (no sentence fragments or run-on sentences) Uses capitals when appropriate Uses appropriate grammer Includes additional documentation when necessary (i.e. drawings, formulas) Sets off paragraphs by indenting or blocking

APPENDIX C

3-2-1 Exit Ticket

! Name _____________________________________________ Topic: Distance on the Coordinate Plane Essential Question: How is the distance between points on the coordinate plane determined? Date _______________

Explain or describe 3 things that you learned today. 1. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 3. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Identify 2 questions that you still have about todays lesson. 1. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Answer the 1 essential question above from todays lesson. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

APPENDIX D

Distance on the Coordinate Plane

Problem A group of friends is hiking the Appalachian Trail, and they have scheduled specific stopping points each day to ensure that they stay on schedule. Using a GPS, they plot their current location at point (5, 4) and their destination for that day at point (1, 1). How much farther do they have to travel?

Step One Plot the ordered pairs (x1, y1) and (x2, y2) on the coordinate plane

Step Two Using the distance formula, determine the length of the first leg of the right angle formed by the two points.

Step Three Using the distance formula, determine the length of the second leg of the right angle formed by the two points.
,

Step Four Use the Pythagorean theorem to calculate the distance between the two points. !

Plot,points, (5,,4),and, (1,,1),

, +,(5,B,1),=,4,

+,(X1,,X2),

, +,(4,,1),=,3,

,+,(Y1,,Y2),

,c ,=,,3 ,+,4
2,

2,

c =,9,+,16, c ,=,25, c,=,5

, , 2

APPENDIX E Walking Tour of the Monuments in Washington, DC

You and your classmates are on a trip with your school to Washington, D.C. for a walking tour of the monuments and museums. Using the map provided, calculate the distance that you will travel during the two days that you are in the city. Use the bright yellow stars on the map as the coordinates of each stop on your tour. Assume that each square on the grid equals 0.1 miles and that you can walk directly from one building to another. Day One: The bus will pick you and your classmates up at your hotel and deliver you to your first stop, the National World War II memorial. After a self-guided tour of the memorial, you will walk to the Washington monument, followed by a trip to the Smithsonian. Distance from Natl WWII memorial to Washington monument ____________ Distance from Washington monument to Smithsonian ____________ How far did you walk on Day One? ____________________________ Day Two: The bus picks the group up again at the hotel, this time dropping you and your classmates to explore the National Aquarium. After leaving the aquarium, you will walk to Freedom Plaza for lunch and recreation. You will finish the day with a guided tour of the White House. Distance from National Aquarium to Freedom Plaza ____________ Distance from Freedom Plaza to White House ____________ How far did you walk on Day Two? _____________________________ What is the total distance traveled in the two days combined? ______________________

!
! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

APPENDIX F Final Assessment Math Circuit Instructions

, ,
In order to assess your understanding of the concepts we have discussed in this unit, you will participate in a group and create a Math Circuit as demonstrated in class. Your Math Circuit should contain a minimum of fifteen questions and answers for your classmates to use as a review of this unit. 1. Create at least two problems or questions for each of the key concepts described below. You may use your notebooks, text books, and math journals as reference only. Square roots of whole numbers, fractions, and decimals Solving equations using square roots The Pythagorean theorem Distance between points on the coordinate plane

2. Be creative in the questions that will be used in your circuit. Questions can include math problems, vocabulary, multiple choice questions, true/false, formulas, etc. 3. As with the example shown in class, the Math Circuit created by your group should work as intended, with participants making a full circle through the series of fifteen questions. 4. Create an answer key for the questions and problems used in the Math Circuit. 5. All group members should participate equally in the project. You will complete a group evaluation and a self-evaluation upon completion.

APPENDIX G

FINAL ASSESSMENT RUBRIC Project Evaluation (To be completed by teacher)

Name _________________________________________ Class Period ____________________________________ Criteria Circuit Questions Address Key Concepts of Unit 1 - Unsatisfactory Circuit does not include questions for several major unit concepts. 2 Needs Improvement Questions for several major concepts missing or incomplete. 3 - Satisfactory Major unit concepts addressed but circuit does not contain two questions for each. Good variety in types and difficulty of questions. Date _________________ Final Grade ___________ 4 - Exemplary Circuit includes at least two questions for each key concepts of unit. Score

____ x 5 = _____/20

Utilize Variety of Questions

Little or no variety, only one or two types of questions used.

Some variety, circuit questions too easy/too difficult. Some understanding of concepts, but additional work needed. Errors in design; participants unable to work through circuit without assistance.

Demonstrates Understanding of Key Concepts Circuit Works as Designed

Lack of understanding evident in circuit questions. Significant errors; participants unable to work through circuit.

Good understanding of concepts with minor errors. Minor errors, but participants able to work through circuit.

Excellent creativity in design and varying difficulty of circuit questions. Concrete understanding of key mathematical concepts apparent. No errors; participants able to complete full circuit.

____ x 5 = _____/20

____ x 5 = _____/20

____ x 5 = _____/20

Group/SelfEvaluation TOTAL POINTS

_____/20

______/100

APPENDIX H FINAL ASSESSMENT RUBRIC Group and Self-Evaluation (To be completed by each member of group)
Name _________________________________________ Class Period ____________________________________ Criteria Group Member Name ____________ 1Unsatisfactory Little to no participation, uncooperative with group members. Little to no participation, uncooperative with group members. Little to no participation, uncooperative with group members. Little to no participation, uncooperative with group members. 2 Needs Improvement Some participation but not a significant contributor to project. Some participation but not a significant contributor to project. Some participation but not a significant contributor to project. Some participation but not a significant contributor to project. 3 - Satisfactory Good participation with occasional lapses in cooperation, listening, or sharing. Good participation with occasional lapses in cooperation, listening, or sharing. Good participation with occasional lapses in cooperation, listening, or sharing. Good participation with occasional lapses in cooperation, listening, or sharing. Date _________________ Final Grade ___________ 4 - Exemplary Strong team member cooperates well with others, listens, shares information. Strong team member cooperates well with others, listens, shares information. Strong team member cooperates well with others, listens, shares information. Strong team member cooperates well with others, listens, shares information. TOTAL POINTS Score

____ x 1.25 = _____

Group Member Name ____________

____ x 1.25 = _____

Group Member Name ____________

____ x 1.25 = _____

Self-Evaluation

____ x 1.25 = _____

______/20

! Unit Plan Template LOGISTICS ! ! Teacher: Susan Wilson ! Grade(s) Level(s): Biology Grades 9-12 ! Title of Unit: Biotechnology ! Length of Unit: 5 days ! STATEMENT OF PURPOSE AND RATIONALE To define biotechnology and discuss some of its applications To recognize some of the specific applications of biotechnology in medicine, agriculture and industry To assess the impact of biotechnology on society and the environment To define bioterrorism and explore society preparedness and awareness To examine a specific biotechnology application and design a presentation to explain its use and evaluate its positive and negative features

This unit will enable the student to identify both positive and negative aspects of biotechnology applications and advances. The student will begin this unit with a foundational knowledge of cells and cell structure as the basis for life. Students will have completed units in genetics, ecology and cell structure and function including DNA replication prior to this unit. Students will have awareness of the causes of infectious disease and the differences between a virus and bacteria. The material for this unit will incorporate knowledge from these previous units to allow the student to assess how biotechnology influences everyday life and how it may impact the future for human beings and the world around us. Because biotechnology is integrated into many different disciplines, it is impossible to identify and analyze every application within the classroom environment. To allow students an opportunity to see how many diverse fields utilize this science and maximize exposure to different applications, each student will choose a specific biotechnology use and present his/her findings to the class. This unit will help students recognize the impact biotechnology has on society and how it continues to change our world on both a personal and global level. Well done! NCSCOS Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time.

3.04 Assess the impact of advances in genomics on individuals and society.

Applications of biotechnology.

! UNIT ESSENTIAL QUESTION(S) What is biotechnology? How can biotechnology be used to help or hurt society? UNIT OVERVIEW Plan for Integration

Prerequisite Teacher Content Knowledge Cell structure and function DNA proteins, structure, and replication How mutations occur and the opportunities for positive adaption or negative outcomes RNA and protein synthesis Mendelian genetic principles Function and differences between genes, chromosomes and genomes Recombinant DNA Monoclonal antibodies Viral and bacterial replication Principles of cloning Polymerase chain reaction for DNA copying and genetic fingerprinting DNA fingerprinting Transgenic plants, animals and insects Pharmacogenetics Mechanisms of antibiotic resistance Genetically modified organism (GMO) development, use, positive and negative aspects Biotechnology use in textiles; Bt cotton Pollution-eating bacteria:bioremediation,bioaugmentation,biostimulation History of pesticide and herbicide use; pest resistant crops Biofuels Fermentation Industrial applications of biotechnology: polymer of lactic acid (green plastic); cleaning enzymes; biocatalysts Stem cell therapies and applications Issues in bioethics: government regulation, continuing debate regarding scientific ability vs. morality; religious objections

CONSIDERATIONS ABOUT THE LEARNERS Prior Knowledge Cell structure and function Meiosis amd mitosis DNA proteins, structure and replication Viral and bacterial structure, properties and replication Role of genes and chromosomes Mendelian genetic principles Process of mutation Historical knowledge of the use of pesticides and herbicides

Unique Learner Characteristics Physical disability: Student with cerebral palsy has limited motor skills and requires scribe for note-taking or uses tape recordings of class. Student also has difficulty speaking and responds to discussion by translation from scribe or with entries on laptop computer which can be viewed by teacher or other students. Projects may not be oral in nature and must allow for written or graphic representation. Extra time is allowed for testing so student can enter answers via computer, or testing must allow for scribe to transfer students oral response to paper. Differences in reading level and comprehension: Several students read below grade level. Multiple texts will be provided on a variety of reading levels. Diversity: This unit will deal with some issues which may be controversial based on student religious beliefs. Content should be sensitive to ethical considerations while presenting factual and scientific knowledge. Very important to consider! Disruptive and on-task behavior: To minimize disruptions and to ensure students with short attention spans continue to focus on content, teacher will circulate throughout the room during instruction and will vary instructional techniques.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical Space: Science classroom set-up with science tables seating two students per table arranged in three wide and five long rows with ample space for teacher to circulate throughout the room. Temporal Resources: Class schedule allows for approximately 45 minutes of instructional time. Unit will last five full class periods. Learning Materials: Students will need pen/pencil, handouts, computer and internet access, supplies for project presentation as determined by student. Teacher will need prepared handouts for students, pen/pencil, white board and markers, computer and interent access, hook up for computer to projection screen, projection screen, video camera, printer, overhead projector and transparencies, timely articles on biotechnology applications, novel for reading excerpts to students. UNIT OVERVIEW AND TIMELINE DAY 1 DAY 2 Specific Students will Students will expectations define examine and (goals/objectives) biotechnology evaluate and be able to different recognize applications applications of used in biotechnology everyday life. in agriculture and industry and compose a brief synopsis for presentation to class.

DAY 3 Students will explore various medical applications of biotechnology.

DAY 4 Students will reflect on the history of bioterrorism. Students will compare and contrast possible agents of bioterrorism.

DAY 5 Students will analyze information and then create a presentation on a specific application of biotechnology. Students will share their presentations.

! Teaching & Learning Strategies (in brief) Everybody Writes, followed by Brainstorming, video clip, note-taking with Board=Paper, and Circulate, finish with Exit Ticket Preassessment will take place in brainstorming, formative assessment will occur as teacher observation during Circulate and with use of Exit Ticket Everybody Writes will be used initially to allow time for students that need thinking time to formulate their ideas prior to Brainstorming. Students requiring assistance with Board=Paper will be allowed to use a scribe or supplied with a completed version. Hook, Cold Call from previous day Board=Paper, then Jigsaw with provided articles, Quick Quiz Brainstorming with additional direct instruction, Guest speaker Hook, ThinkPair-Share while teacher Circulates, then full class discussion, Exit Ticket Project centered instruction

Formative or Summative Assessment typestrategy-tool

Cold Call to assess effectiveness of prior day teaching, observation of group activity and presentation, Quick Quiz for closing

Modified KWL, K prior to speaker, W with speaker during question and answer portion, L as Exit Ticket

Exit Ticket will be handout completed by each student, students will also be observed as teacher circulates and in group discussion Student requiring assistance of scribe will have scribe complete handout or student may enter comments on laptop. Notetaking by scribe.Teacher will document key points of discussion with overhead projector so students taking notes will have visual reference.

Rubric with teacher, peer and self assessment

Learner Considerations

Grouping may need to be assigned to allow struggling students to work with more advanced students. Multiple articles at different reading levels may be required for some learners. CP student may use scribe/laptop as desired.

Students requiring assistance with notetaking will be allowed to use a scribe or supplied with written content of instruction. Guest speaker will be taped to allow students to review content.

Students may elect to present their project in various formats including power point, graphic displays or oral arguments.

! Environmental Considerations Typical room layout will be utilized with science tables seating 2 students/table facing forward with adequate space for teacher circulation. Tables will be pushed together to allow grouping for 4 to 6 students per group. Typical room layout will be utilized with science tables seating 2 students/table facing forward with adequate space for teacher circulation. Students will work in pairs as seated at tables.Teacher will continue to circulate to ensure productivity of pairs. Overhead projector will be used to put teacher closer to students during group discussion. Students will be grouped with 4 to 6 students per group and will be divided to ensure different topics are presented in each group. Groups will be sectioned into corners and center of room to allow as much separation as possible since multiple presentations will be occuring simultaneously. Laptop computers, wireless access, back-up power cords, display easels, student generated handouts

Material Resources

Pen/pencil, handout for board=paper, whiteboard and markers, computer to projection screen hookup for viewing video material.

Pen/pencil, articles for group work, small white boards and markers, wrapped candies

Other Resources This is thorough and clearly written.

Pen/pencil, whiteboard and markers, computer to projection screen hookup for viewing video material. Video camera to tape speaker. Guest speaker

Novel for hook, pen/pencil, text for thinkpair-share and handout to prompt t-p-s discussion, overhead projector and transparencies

Lesson #1 Intro to Biotechnology: Bread to Biofuel

GRADE/CLASS: 9th-12th UNIT TOPIC: Biotechnology SUBJECT AREA: Biology DAY: 1

Desired learning outcome(s): Students will define biotechnology and be able to recognize applications used in everyday life. Essential question(s) from learning objective: What is biotechnology? How is biotechnology a part of everyday life? NCSCOS goal and objective(s): NCSCOS Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time. 3.04 Assess the impact of advances in genomics on individuals and society.

Applications of biotechnology.

Learner prior knowledge/ learner background experiences: Students should be able to define biology and understand cell structure and function. Students should know the differences between a gene, a genome and a chromosome.

Materials and resources needed (include authentic literature selection): Pen/pencil/paper; whiteboard and markers; Computer with hook-up to projection screen for viewing video material; handout for Board=Paper (Attachment 1) Teaching strategies anticipatory strategies (background knowledge) Everybody Writes: Ask students: What is biotechnology? What do you think it means? What are some examples? Give students 5 minutes to formulate thoughts and ideas. Brainstorming: Have students use the information generated in Everybody Writes, and write their ideas on the whiteboard in a bubble map format. Hopefully students will be able to use their own ideas and also build upon each other. Offer additional ideas or direction if necessary.

! developmental strategies Video Clip: Play the video clip below to build upon student ideas and to show many of the everyday items that are a product of biotechnology. http://www.youtube.com/watch?v=OcG9q9cPqm4 Board=Paper: Continue introduction of biotechnology definition and applications with handout. Students will complete handout as teacher provides instruction and examples. Teacher will also circulate throughout the room to ensure students are completing handout and provide direction if needed.

concluding strategies Return to brainstorming bubble map and ask students to reflect on their original ideas and the information presented in the video and handout. Ask them to think about how biotechnology has been a part of their lives. Project Assignment: Instruct students as they think about biotechnology to choose an area they would like to know more about. Provide students with assignment handout. Handout includes instructions on format, topic, and grading rubric(Attachments 2 and 3).

Assessment (utilize a blend of traditional and performance assessments) Preassessment will take place during brainstorming to help gauge current level of knowledge. Exit ticket will be used to assess if students can answer essential questions and to guide further instruction. Accommodations/modifications to strategies or assessments Everybody Writes will allow all students to formulate ideas prior to brainstorming. Students requiring assistance with Board=Paper handout will be allowed to use a scribe or will be provided with a completed version. Project assignment will allow for students to choose a topic based on area of interest and to design their projects in different formats. Wrap-up and reflection by the students Exit Ticket: Students will respond to the following: What is biotechnology? Name something you or your family use that is a result of biotechnology? Which area of biotechnology do you want to know more about? Reflection by the teacher Did students appear engaged by the subject matter? Was their level of knowledge surprising? Did students appear to have areas of interest that need to be explored that are not currently a significant part of the unit plan?

! Attachment 1

Biotechnology,
! Biotechnology is the use of cellular and biomolecular processes to solve problems or make useful products. Biotechnology is based on biology (the study of life). The basic unit of life is the cell. Biologists study the structure and functions of cellswhat cells do and how they do it. Biotechnologists use this information to develop products. In the past, biotechnology has been a part of baking bread, brewing alcoholic beverages, and breeding food crops. However, recent developments and advancements in molecular biology have given biotechnology new roles and new potential to change our world. Modern biotechnology can have a dramatic effect on the world economy and society. Biotechnology is making dramatic changes in the following areas: medicine, agriculture, industrial processes, environmental applications and alternative fuels.

Medicine:
The biotechnology industry originated in the 1970s and was based largely on the Recombinant DNA technique which produced human insulin. In1982 this medication became the first biotechnology therapy to gain FDA approval. Since that time, biotechnology has created more than 200 new therapies and vaccines. These products treat diseases ranging from diabetes to cancer to HIV/AIDS. Medications such as Epogen to treat anemia, Zegerid to treat heartburn and CroFab, an antivenom for rattlesnake bites are all products of biotechnology. The science of pharmacogenomics is creating specilaized medicines based on an individuals specific genetic make-up. Biotechnology has also created the ability to perform genetic testing to check for predisposition to certain diseases or to check for the presence of certain genetic diseases. Regenerative medicine and tissue engineering are also applications of biotechnology. Skin and cartilage tissue are well established products of this technology. Scientists are also growing bladders, urethras and kidneys to be used for transplantation. An increased need for transplant organs in humans

! and a critically low supply could be solved by the use of this technology and with the use of xenotransplantation from genetically modified animals. Polymerase chain reaction (PCR), a method of DNA typing is being used to more quickly and accurately identify the presence of infections such as AIDS, Lyme disease and Chlamydia.

Agriculture:
Biotechnology is responsible for the creation of purple carnations, potato plants with 30% more protein and strawberries with enhanced cancer protecting agents. Modern biotechnology offers opportunities to produce more nutritious and better tasting foods, higher crop yields and plants that are naturally protected from disease and insects. Modern biotechnology allows for the transfer of desirable genes, permitting scientists to develop crops with specific beneficial traits and reduced undesirable traits. Genetic modifications have produced fruits that can ripen on the vine for better taste, yet have longer shelf lives through delayed pectin degradation. Tomatoes and other produce have been developed which contain increased levels of certain nutrients, such as vitamin C, vitamin E or beta carotene, which may help protect against the risk of chronic illnesses such as heart disease. Introducing genes that increase available iron levels in rice can help prevent anemia in over one billion people that eat rice as a mainstay of their diet. Biotechnology also allows scientists to genetically alter plants to improve upon their own natural pest defenses and to be resistant to herbicides and pesticides. The genetic information from Bacillus thuringiensis has been transplanted into crops to make the plant lethal to insects that try to eat it. Nontoxic bio-pesticides have also been developed that reduce farmers reliance on conventional toxic chemical pesticides and result in increased crop yields.

Industrial Processes:,
Biotechnology based enzymes are used in products such as laundry detergent. These new enzymes are known as biocatalysts. Enzymes are categorized based on the type of compound they act upon. Proteases break down protein, cellulases break down cellulose, lipases break down fatty acids and oils and amylases

! turn starch into simple sugars. Detergent proteases remove protein impurities and are essential components of modern detergents. Biotechnology is also used in the textile industry for the finishing of fabrics including the stonewash look for blue jeans. Biotechnology also produces biotech-derived cotton that is warmer, stronger, has improved dye uptake and retention, enhanced absorbency, and wrinkle- and shrink-resistance, and polyesters that are breathable and more comfortable. Bioplastics are replacing petroleum based products with biological polymers derived from grains such as corn.

Environmental Applications:,
Biotechnology can speed the clean-up of hazardous waste by using pollution-eating microbes instead of harmful chemicals. Every organism ingests nutrients to live and produces by-products as a result. Different organisms need different types of nutrients. Some bacteria thrive on the chemical components of waste products. Environmental engineers use bioremediation, the broadest application of environmental biotechnology, in two basic ways. They introduce nutrients to stimulate the activity of bacteria already present in the soil at a waste site, or add new bacteria to the soil. The bacteria digest the waste at the site and turn it into harmless by-products. After the bacteria consume the waste materials, they die off or return to their normal population levels in the environment. Bioremediation can also intervene before the pollution occurs. Enzyme bioreactors are being developed that will pre-treat some industrial waste and food waste components and allow their removal through the sewage system. This process saves landfill space by avoiding the use of solid waste disposal methods currently in place.

Fuel Alternatives:
Bioethanol is derived from corn, sugarcane and other crops. Using ethanol instead of gasoline can reduce carbon emissions up to 29%. Bioethanol, also a product generated by biotech enzymes, could provide 25% of US energy needs by 2025.

! Biodiesel is made from soybeans and other oilseed crops. It is used to power farm equipment, trucks and buses., Scientists continue to work on new biofuels by using biocatalysts and enzymes to produce fuel from agriculture byproducts and other organic material.,

The Down Side:

The applications of biotechnology are broad and often intertwined. Agriculture can produce a transgenic pig used to harvest a transplantable heart valve for a human patient; proteases can break down proteins in laundry that can then be used to treat pollution. The advantages are so compelling, that virtually every industry is using some form of biotechnology. Biotechnology holds significant promise, but it is not without risk or controversy. Bioethics, the study of the ethical and moral implications of medical research, is an area of concern for the industry. Biotechnology tenets require that the technology be used to save lives or improve the quality of life. At times there may be disagreements about how much a technology will help vs. how much risk it may contain. Making these ethical decisions will be up to those using the technologyall of us!

***Text in BOLD will be omitted from student handout.***

! Attachment 2 CATEGORY! , , SOURCES, (20%), , , , , , , , , , , , , , , PRESENTATION, (50%),

5,,Stellar! >Required!number! of!sources!>Sources! are!reputable,! provide!factual! information,!and!are! not!outdated! 4,Well,Done! 3,Acceptable! >!Required!number! of!sources!>!Sources! are!somewhat! outdated!or!have! questionable! reputability! VISUAL, DISPLAY/POSTER, BOARD:, >Board/display!is! neat!>Spelling!and! grammar!are!! mostly!correct! >Graphics!are!mostly! labeled>!Oral! guidance!is!brief!but! leaves!some! questions!for!the! audience! *****************! ORAL:, >PowerPoint/! handout!is!clear,! bullets!are! somewhat!lengthy!! >Graphics!are!used! in!a!good!manner >Speaker!conveys! information,!but! delivery!is!dry!and!! does!not!engage! audience! , , ****************, WRITTEN, PRESENTATION:, >Few!grammatical,! punctuation!or! spelling!errors! >Sentence!structure! is!repetitive!and! detracts!from! content! >!Oral!guidance!is! brief!but!leaves! some!questions!for! the!audience! ! >Analysis!is!!basic!or! general>Some! information!is! confusing,!incorrect,! or!flawed! 1,,I,Need,Help! >Sources!are!not! appropriate!in! number!or! reputability!or! timeliness! Comments, !

>Required!number! of!sources!>Majority! of!sources!are! reputable,!provide! factual!information,! and!are!not! outdated! VISUAL, VISUAL, DISPLAY/POSTER, DISPLAY/POSTER, BOARD:! BOARD:, >Board/display!is! >Board/display!is! neat,!attractive,!and! neat!and! creative>Spelling! attractive>Spelling! and!grammar!! and!grammar!are! are!correct>Graphics! mostly!correct! are!appropriately! >Graphics!are! labeled>!Oral! labeled>!Oral! guidance!is!brief!but! guidance!is!brief!and! informative!and! informative! engaging! , *****************! *****************, ORAL:, ORAL:, >PowerPoint/! >PowerPoint/! handout!is!clear,! handout!is!clear,! concise!and!short! concise!and!short! bullets!are!used!to! bullets!are!used!to! make!statements! make!statements! >Spelling!and! >Graphics!are!used! grammar!are! in!a!good!manner! correct>Graphics!are! >Speaker!conveys! used!in!an! information!but! appropriate! delivery!is!a!little!dry! manner>Speaker!is!! ! well!enunciated!and! ! engaging! , *****************! *****************, WRITTEN, WRITTEN, PRESENTATION:, PRESENTATION:, >Less!than!1G2!errors!! >Few!grammatical,! in!grammar,! punctuation!or! punctuation!or! spelling!errors! spelling! >Writing!reflects! >!Writing!reflects! varied!sentence! varied!sentence! structure>!Oral! structure!and! guidance!is!brief!and! engages!reader>! informative! Oral!guidance!is!brief! ! but!informative!and! engaging! >Shows!a!thoughtful,! inGdepth!analysis!of! topic>Subject! knowledge!is!evident! throughout!the! project.!All! information!is!clear,! appropriate,!and! correct! >Shows!a!thoughtful! analysis!of! topic>Subject! knowledge!is!evident! in!much!of!the! project.!Most! information!is!clear,! appropriate,!and! correct.!

VISUAL, DISPLAY/POSTER, BOARD:, >Board/display!is! messy!or!incomplete! >Spelling!and!! grammar!contain! multiple!errors! >Graphics!lack! multiple!labels>!Oral! guidance!is! ineffectual! , ****************, ORAL:, >PowerPoint/! handout!is!unclear,! bullets!are!lengthy! or!unrelated!to!oral! content! >Graphics!are!poor! or!lacking >Speaker! is!unable!to!convey! adequate! information! ! ! ! *****************! WRITTEN, PRESENTATION:, >Spelling!and!! grammar!contain! multiple!errors! >Poor!sentence! structure!>!Oral! guidance!is! ineffectual!

, , CONTENT, (30%),

>Analysis!is!vague!or! absent>!Information! is!confusing,! incorrect,!or!flawed!

Attachment 3 Biotechnology Presentation Assignment Biotechnology is everywhere. It is a part of our day-to-day lives and continues to change our world with innovative applications. Its your turn to explore an application of biotechnology that interests you. You will research the application and present your findings. Your presentation should provide information on the basic science behind the application, which industries or services use the technology and how it has changed the industry, why it is beneficial and any controversy surrounding its use. Your presentation must include: Information from at least three reputable sources, appropriately cited. If applicable, you may use a maximum of one resource that was presented in class. Sources should be timely (biotechnology is changing rapidly) and factual (be sure you are not relying too heavily on manufacturer claims vs. proven results). A take home component for your classmates (this may be a copy of your presentation or a brief synopsis-see format options below) Format Options: Graphic presentation (poster, tri-fold: must include descriptive and labeled information and brief oral explanation of purpose and content) Oral presentation (may take the form of information session, product pitch, or oral argument: must include brief power point or written outline) Written presentation (product/service brochure, letter, written report: must include brief oral explanation of purpose and content) Topic Options: Bioremediation vs. bioaugmentation vs. biostimulation BioSteel Formulation and uses of polylactide(PLA) History and use of BiDil, History and use of glyphosate Bt corn and the Monarch butterfly Golden Rice Edible vaccines Adult vs. embryonic vs. mesenchymal stem cells Xenotransplantation and genetic modifications to decrease rejection Molecular cloning DNA typing : restriction analysis vs. polymerase chain reaction Biodefense Other topics are possible if you have a specific interest: teacher approval required

Lesson #2 Biotechnology from Genes to Jeans

GRADE/CLASS: 9th-12th SUBJECT AREA: Biology DAY: 2

UNIT TOPIC: Biotechnology

Desired learning outcome(s): Students will examine and evaluate different applications of biotechnology in agriculture and industry and compose a brief synopsis for presentation to class. Essential question(s) from learning objective: How is biotechnology used in agriculture and industry? How are these uses beneficial? NCSCOS goal and objective(s): NCSCOS Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time.

3.04 Assess the impact of advances in genomics on individuals and society.

Applications of biotechnology.

Learner prior knowledge/ learner background experiences: Definition of biotechnology and major areas where this technology may be utilized Mendelian genetics and the role of mutations Basic knowledge of the use of pesticides and herbicides Current issues in pollution management Awareness of the detrimental effects of hunger and poor nutrition

Materials and resources needed (include authentic literature selection): Pen/pencil/paper; small whiteboards and markers; wrapped candies A selection of articles from the publication Your World:Biotechnology and You will be utilized. Articles may be accessed at http://www.biotechinstitute.org/your-world-magazine . Hard copies of articles will be provided to groups. Topics will include: transgenic insects, biofuels, biotech crops, bioplastics, bioremediation, and cellulase enzymes

! Teaching strategies anticipatory strategies (background knowledge) Teacher will begin lesson with Food for Thought exercise to demonstrate magnitude of food shortages in certain areas of the world. http://www.biologycorner.com/worksheets/foodforthought.html This activity will help introduce students to the need for biotechnology applications that increase crop yields and manage pests. This activity will be followed with a short period of Cold Call to assess student retention of prior days instruction and to review prior units of instruction on ecology (regarding basics of pollution control and pesticides) and genetics. Example questions: 1) What is biotechnology? 2) Give me an example of biotechnology? 3) Which pesticide was banned in the US after Rachel Carson described its effects on birds? 4) Why do mutations occur?

developmental strategies Students will be separated into groups and provided with articles for discussion. Each group will receive a whiteboard and markers to record information for Jigsaw presentation. Students will answer the following questions on the whiteboard: 1) What is the application called? 2) Is it industrial or agricultural or both? 3) What is the benefit? 4) What is the possible down side?

concluding strategies Students will share their findings with each other and answer questions from classmates and teacher. This will allow students to become familiar with a wide range of applications in a minimal amonut of time.

Assessment (utilize a blend of traditional and performance assessments) Cold Call will help guide teacher with regard to retention of material from prior day and revisit some previous unit instruction to refresh student knowledge. Teacher will circulate throughout the room during group activity to assess group productivity, assure on-task activities, and to provide assistance as necessary. Quick Quiz will determine if Jigsaw instruction was successful.

! Accommodations/modifications to strategies or assessments Grouping will be assigned by teacher to ensure that stuggling students are able to work with more advanced learners. Multiple articles will be provided to each group to allow for differences in reading levels among students.CP student may use laptop or scribe as desired to provide input. Wrap-up and reflection by the students Quick Quiz: List 3 applications of biotechnology used in agriculture or industry that you heard about today. Focus on one of the applications and explain a positive and a negative issue or concern associated with the application you chose. Reflection by the teacher Were groups successful in identifying information to complete questions and was Jigsaw activity effective for instruction of other students? Did the topics covered generate interest or should other applications be used in this activity?

Lesson #3 Body by Biotech

GRADE/CLASS: 9th-12th SUBJECT AREA: Biology DAY: 3

UNIT TOPIC: Biotechnology

Desired learning outcome(s): Students will explore various medical applications of biotechnology. Essential question(s) from learning objective: How is biotechnology advancing the worlds ability to treat injury and illness? NCSCOS goal and objective(s): NCSCOS Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time.

3.04 Assess the impact of advances in genomics on individuals and society.

Applications of biotechnology.

Learner prior knowledge/ learner background experiences: DNA and RNA replication Cell structure and function Students should be familiar with the use of medications to treat illness or injury

Materials and resources needed (include authentic literature selection): Whiteboards/markers, Outline for teacher instruction, video clip, computer with internet access and hookup to projection screen, index cards, pen/pencil, guest speaker, video camera Teaching strategies anticipatory strategies (background knowledge) KWL will be used throughout the lesson. Brainstorming will be used as the K portion. Question to students: How is biotechnology used in medicine? Teacher will create bubble map on whiteboard as students offer ideas. If necessary, teacher will offer prompts to generate student thinking.

! developmental strategies Direct Instruction will occur after brainstorming to build on student ideas and offer new information on various ways biotechnology applications are used in the medical field. Instruction will include brief information on Recombinant DNA, pharmacogenomics, biopolymers and regenerative medicine. Guest Speaker will then be introduced by instructor. Nikki Holder is a medical assistant to Dr. Anthony Atala. She will discuss his work in regenerative medicine, her part in his research, and her educational path to this position.

concluding strategies Students will have an opportunity to ask questions of speaker. This activity will comprise the W portion of K-W-L.

Assessment (utilize a blend of traditional and performance assessments) K-W-L will assess student prior knowledge, progression of thinking, and content learned from presentation of speaker. Accommodations/modifications to strategies or assessments Students requiring assistance with note-taking will be allowed to use a scribe or supplied with written content of instruction. Guest speaker will be taped to allow students to review content. Wrap-up and reflection by the students Students will complete L portion of K-W-L on an index card and turn in as an Exit Ticket. Reflection by the teacher Was speaker engaging? Did presentaion generate questions from students? Did Exit Ticket reveal student learning?

Lesson #4 The Demon in the Freezer

GRADE/CLASS: UNIT TOPIC: 9th-12th SUBJECT AREA: Biology DAY: 4

Biotechnology

Desired learning outcome(s): Students will reflect on the history of bioterrorism. Students will compare and contrast possible agents of bioterrorism. Essential question(s) from learning objective: What are some specific bioagents the CDC believes could possibly be used in a bioterrorism attack? What makes a bioagent more or less effective as a weapon? NCSCOS goal and objective(s): NCSCOS Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time.

3.04 Assess the impact of advances in genomics on individuals and society.

Applications of biotechnology.

Learner prior knowledge/ learner background experiences: Genetics: how and why mutations occur Difference between bacteria and a virus Viral replication Basics of disease transmission

Materials and resources needed (include authentic literature selection): The Demon in the Freezer: A True Story by Richard Preston, George Washington letter to John Hancock, pen/pencil, information on possible agents of bioterrorism from the Centers for Disease Control, World Health Organization, Department of Homeland Security and the National Center for Biotechnology Information (links to documents below), handout to generate Think-Pair-Share (Attachment 4), overhead projector and transparencies

! Document Links: http://emergency.cdc.gov/agent/anthrax/needtoknow.asp http://www.who.int/csr/disease/Anthrax/anthraxfaq/en/ http://www.who.int/inf-pr-2001/en/pr2001-44.html http://emergency.cdc.gov/agent/plague/faq.asp http://www.who.int/mediacentre/factsheets/fs267/en/ http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001622/#adam_000596.disease.causes http://emergency.cdc.gov/agent/smallpox/overview/disease-facts.asp http://emergency.cdc.gov/agent/smallpox/disease/movies.asp http://www.who.int/mediacentre/factsheets/smallpox/en/index.html http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002332/ http://www.dhs.gov/files/publications/gc_1245185102631.shtm http://www.ready.gov/america/_downloads/prep_biological_fact_sheet.pdf Teaching strategies anticipatory strategies (background knowledge) The Hook will be used to introduce the topic of bioterrorism. The teacher will read pages 220-221 from The Demon in the Freezer: A True Story by Richard Preston. This passage explains the definition of a genome and the possible devastating outcomes that can occur when a foreign gene is introduced into a benign poxvirus. This reading will be followed by a second reading of a letter from George Washington to John Hancock concerning the use of smallpox as a weapon. These readings will illustrate the serious threat of bioterrorism and provide evidence that this threat is not new.

developmental strategies Students will participate in Think-Pair-Share. Each student will receive an article detailing facts about a particular biological agent that could be used in bioterrorism. Students seated side-by-side will be given articles on the same biological agent, although each will be given a different article. Students will read independently and begin to complete the T-P-S handout. Students will then pair with the student seated beside them and share information from the articles to complete the handout. Three agents will be used for this activity: anthrax, smallpox and pneumonic plague. Each row of students will receive the same agent to help facilitate group discussion.

concluding strategies After the handouts are complete, students will share information with classmates in a group discussion (share portion of T-P-S).

! Assessment (utilize a blend of traditional and performance assessments) The teacher will circulate during T-P-S to assess productivity and to assist students as needed. Discussion portion of class will allow teacher to evaluate if students were able to comprehend article content. Students will hand in completed handout as exit ticket. Accommodations/modifications to strategies or assessments Student requiring assistance of scribe will have scribe complete handout or student may enter comments on laptop. Note-taking by scribe.Teacher will document key points of discussion with overhead projector so students taking notes will have visual reference. Multiple articles will be used with varying levels of reading difficulty. Wrap-up and reflection by the students Students will have the opportunity to receive input from other students who read about the same biological agent during group discussion. This will allow students to ask questions or discuss any discrepancies. Students will also gain knowledge about those agents they did not read about in class. Students may share articles with classmates if desired. Reflection by the teacher Were discussions instructional? Did content generate student interest? Does anyone want to read the book?

! Attachment 4 Think-Pair-Share Handout: What is the common name of your organism?________________________________________________ What is the biological name of your organism?_______________________________________________ Is the organism infectious?_______________________________________________________________ How does it spread?____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ What are the symptoms of infection?_______________________________________________________ _____________________________________________________________________________________ Are treatments or vaccines available?_______________________________________________________ If so, what are they?____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ What is the Threat Category of your organism?_______________________________________________ Which aspects of this organism make it a good or bad candidate for use as a bioterrorism agent? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ WOW! What was interesting/fascinating/disturbing about this organism that you would like to share?__________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Lesson #5 Biotech Blitz

GRADE/CLASS: 9th-12th UNIT TOPIC: Biotechnology SUBJECT AREA: Biology DAY: 5

Desired learning outcome(s): Students will analyze information and then create a presentation on a specific application of biotechnology. Students will share their presentations. Essential question(s) from learning objective: How does the biotechnology application you chose impact society? NCSCOS goal and objective(s): NCSCOS Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time.

3.04 Assess the impact of advances in genomics on individuals and society.

Applications of biotechnology.

Learner prior knowledge/ learner background experiences: Students have been exposed to many areas of biotechnology in the previous four days of this unit. Although not all topics shared in the presentations have been mentioned in classroom discussions, the underlying science has been conveyed. Materials and resources needed (include authentic literature selection): Laptop computers with wireless access, back-up power supplies, display easels, student generated handouts, rubric copies for assessments, pens/pencils, envelope to collect rubrics Teaching strategies anticipatory strategies (background knowledge) Group lists will be posted with topic titles to be shared by each student. Titles should be designed by the students to generate interest in their topic.

! developmental strategies Students will share presentations on a topic in biotechnology. Students will be grouped to allow diversity among topics and formats. Each group should contain no more than four students. Each student will be given six minutes to present his findings. After the presentation other group members and the presenting student will complete the provided rubric.

concluding strategies Allow students to circulate throughout the room in the final minutes of class to seek out other topics of interest not presented in their groups

Assessment (utilize a blend of traditional and performance assessments) Presentations will be self-assessed and peer-assessed with the rubric provided. Observation of presentations will occur during the class period, however the instructor will not be able to view each students entire presentation due to the group format. Teacher will also review completed presentations outside the class time period. Accommodations/modifications to strategies or assessments Students are allowed to choose a topic of interest from the list provided. Students may also choose to present in a variety of formats including oral argument, power point presentation, brochure, or graphic display. Wrap-up and reflection by the students At the end of the class period students will be able to circulate throughout the room and view some of the presentations not seen in their groups. A list of all topics and presenters will also be posted so students may search out those topics which they find interesting. Reflection by the teacher Did presentations generate student interest? Were topic choices and formats varied among students? Are there other possibilities to explore in topics, formats, or presentation design?

OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit) REFERENCES Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., Brizee, A., Keck, R. (2011,April 13). Reference List: Electronic Sources (Web Publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/ Balasubramanian, R., Hoban, T., Keener, K. (2011). Biotechnology and its applications. Retrieved from http://www.ces.ncsu.edu/depts/foodsci/ext/pubs/bioapp.html Biotechnology Industry Organization. (2008). Guide to biotechnology 2008. Retrieved from http://bio.org/speeches/pubs/er/BiotechGuide2008.pdf Preston,R. (2002). The demon in the freezer:A true story. New York, NY: Random House. Washington, G. (1775). Letter to congress. Retrieved from http://www.archives.gov/exhibits/eyewitness/html.php?section=4! ! !