L5+Booth,Heath+Bascom


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name: Mr. Booth**
 * Date of Lesson: 5 Explain**
 * Grade Level:** **8th grade**
 * Topic: Measurement and data analysis**

__**Objectives**__

 * Student will understand that measurements are approximations**
 * Student will know the difference between precision and acuracy**
 * Student will be able to do demonstrate appropriate and consistent measurement techniques**

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - B. Data Measurement and Approximation Grade 8 Students convert across measurement systems and within a system for different units in derived measurements. //**Rationale:** Students must understand how to quantify the physical world around them.//

__**Assessment**__
Students will have a checklist for data to collect and roles they will play in the activity. I will circulate the groups to ensure students are using appropriate measurement techniques, have participated in each role and collect the required data.
 * Formative (Assessment for Learning)**

Students will have a checklist for data to collect and roles they will play in the activity. I will circulate the groups to ensure students are using appropriate measurement techniques, have participated in each role and collect the required data.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will continue using a Blog to record their learning. The data collected will be manipulated and then organized into a Prezi and an oral presentation.
 * Technology**

Students continue to examine data related to the solar system and basic physics concepts.
 * Science:**

__Groupings__
Students will continue working in cluster groups teams for the remaining lessons in the unit. For this lesson, the team members will rotate through the different roles within their groups. The assigned roles are competitor, record keeper/photographer, spotter and data collector.

__**Differentiated Instruction**__
Logical/Mathematical -These learners will benefit from the data sheet used to record their data in an organized manor  Visual/Spatial -These students will see the distances represented by the numbers they are collecting  Bodily/Kinesthetic - These students will enjoy actually competing in the events  Intrapersonal -These learner will enjoy studying their own performance  Interpersonal - These learners will benefit from teamwork in collecting data.  Naturalist - These students will enjoy taking the class outside.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Additional events or measurements could be added to allow these students the opportunity to explore deeper.
 * Extensions**

Students will continue using a Blog to record their learning. The data collected will be manipulated and then organized into a Prezi and an oral presentation.
 * Technology**

__**Materials, Resources and Technology**__
a nice day permission from administrator field space markers for boundaries measuring devices data recording sheets clipboards / pens objects or weights to be thrown camera

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach Ball -These learners get to go outside and move as well as change roles throughout the class period. Microscope - The activity is a data collection experiment that allows these learners to analyze data that relates to them and that they collected. Clipboard - These learners will benefit from the data recording sheet. I will also explain how the event will work ahead of time. Puppy - This learning style is engaged by the group dynamic of the activity.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

(See content notes) Students will demonstrate appropriate and consistent measurement techniques.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - B. Data Measurement and Approximation Grade 8 Students convert across measurement systems and within a system for different units in derived measurements. //**Rationale:** Students must understand how to quantify the physical world around them.//

Logical/Mathematical -These learners will benefit from the data sheet used to record their data in an organized manor.  Visual/Spatial -These students will see the distances represented by the numbers they are collecting.  Bodily/Kinesthetic - These students will enjoy competing in the event.  Intrapersonal -These learner will enjoy studying their own performance.  Interpersonal - These learners will benefit from teamwork in collecting data.  Naturalist - These students will enjoy taking the class outside.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Technology - Students will continue using a Blog to record their learning. The data collected will be manipulated and then organized into a Prezi and an oral presentation.

Students will have a checklist for data to collect and roles they will play in the activity. I will circulate the groups to ensure students are using appropriate measurement techniques, have participated in each role and collect the required data.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Students will have a checklist for data to collect and roles they will play in the activity. I will circulate the groups to ensure students are using appropriate measurement techniques, have participated in each role and collect the required data.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will work in their cluster groups for this lesson. At their desks during day 1 and as a team during the field day activity.


 * Day 1:** What is the difference between precision and accuracy?
 * Discuss precision and accuracy
 * Review weight calculations for objects to be used in field day (from previous lesson) as a class
 * Discuss the relationship between gravity and mass
 * Detail a time line for the event day tomorrow
 * Detail the roles students will take on during the field day
 * Discuss appropriate behavior to the event day


 * Day 2:** What is the mass of a football?
 * Gather in classroom
 * Questions?
 * Field day

Students will revisit the idea that measurements are approximations. They will be refining their skills at collecting data for the final project of the unit. This also translates into many common real life skills, such as planing a garden or building a shed. The hook of the lesson is the field day activity where students will take an object, who's weight they have calculated, toss it for distance and measure the results.
 * Where, Why, What, Hook Tailors:** - Kinesthetic, interpersonal, mathematical, naturalist

Students will study and measure the distances they can throw their calculated objects and experience roles that are consistent with this type of field event. They will be given a data sheet to record the results for use in the next lesson. The class will discuss the difference between accuracy and precision (see content notes.) We will investigate the relationship of mass and gravity in the equation W=M*G.
 * Equip, Explore, Rethink, Revise, Tailors: List MI's** Visual, naturalist, logical, interpersonal

Students will now take the objects that they calculated in lesson 4, throw it for distance, then measure and record that data. Students will then take the data collected by them, and about them, into lesson 6 for manipulation and presentation. Students will be able to demonstrate appropriate and consistent measurement techniques. They will be grouped in cluster teams and will take turns moving through the team roles of competitor, record keeper/photographer, spotter and data collector. I will circulate the groups during the activity to ensure students are on task and able to complete the data collection. Students will have peer support or input to allow student to refine their thinking on balancing accuracy and precision.
 * Explore, Experience, Revise, Refine, Tailors: List Mi's** Interpersona

Students will have a checklist for the data to be collected and the roles they will play during the activity. This data will be manipulated and presented in the final lesson of the unit.
 * Evaluate, Tailors: List MI's** - Logical

Accuracy - As close to the true value as possible Precision - Repeatability with consistent techniques. Ideal to balance both
 * Content Notes**

The relationship, between mass and gravity in weight, allows the mass of their objects to be directly related to the fraction of gravity on student's assigned planets. 1/4 of Earth's gravity on their home planet will equal them throwing an object that is 1/4 the mass of the 2 lbs object here on Earth. In the equation W=MG if either M or G is modified by a coefficient, such as 1/4, that coefficient will move from gravity to mass to maintain the same weight when gravity is reset to Earth's constant from their planet's.

Mass of football = 14-15 oz

Data Recording sheet
 * Handouts**