L6+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: 6 Self Knowledge**
 * Grade Level:** **8th grade**
 * Topic: Measurement and data analysis**

__**Objectives**__

 * Student will understand that collected data has meaning**
 * Student will know the differences between unit systems**
 * Student will be able to do reflect on what data tells them**

__**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 be evaluated by a rubric for a Prezi they will complete in this lesson. Students will have started this project in lesson 3 and will be expected to add their collected data, lesson 4, and rework, if necessary, the product according to expectations set by the rubric. There will also be a rubric for the oral presentation of the content of the Prezi. Students will be given these rubrics prior to completing the project and will have seen a "training" rubric in an earlier lesson.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will be adding to and modifying the Prezi they began in lesson 4. This will collect all their data and calculations in one place and allow creative presentation of that data.
 * Technology:**

Students continue to work with basic physics concepts.
 * Science**

__Groupings__
Students will continue working in their planet teams through this lesson. There are no "assigned" roles for this lesson. Students will be responsible for dividing the work amongst themselves.

__**Differentiated Instruction**__
Verbal-Linguistic - The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue.  Logical/Mathematical - These learners will benefit from the data conversion and reference sheets created in previous lessons.  Visual/Spatial - These students will enjoy creating a visual product  Bodily/Kinesthetic - The learners will have more freedom then usual to move around during in class work on the project.  Intrapersonal - These students have the opportunity to reflect on their blogs.  Interpersonal - These learners will benefit from the pair and cluster groupings during desk work activities.  Naturalist - These learner will relate better to data they have collected themselves during outdoor activities
 * Strategies**

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

Students will be adding to and modifying the Prezi they began in lesson 4. This will collect all their data and calculations in one place and allow creative presentation of that data.
 * Technology:**

Students who would benefit from extending this matrial would have taken additional measurements during the field day event. These students would be performing additional, more complicated, calculations during this portion of the unit.
 * Extensions**

__**Materials, Resources and Technology**__
Student Prezi accounts from previous lessons Planet data sheets Student collected data and photos 2 student samples (from lesson 3 and the final product for comparison) Rubrics

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach Ball -These learners will benefit from their active involvement in a fun exercise. Microscope -These learners will continue to look deeper into the data they collected within parameters they have been given. Clipboard -These learners will benefit the checklist of required items to complete the project. Puppy - These learners will continue to benefit from the group dynamic for this product and presentation.
 * //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:**

Students will be guided through a process designed to allow them to reflect on what the data they have collected means.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** See content notes

__**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.//

Verbal-Linguistic - The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue.  Logical/Mathematical - These learners will benefit from the data conversion and reference sheets created in previous lessons.  Visual/Spatial - These students will enjoy creating a visual product.  Bodily/Kinesthetic - The learners will have more freedom then usual to move around during in class work on the project.  Intrapersonal - These students have the opportunity to reflect on their blogs.  Interpersonal - These learners will benefit from the pair and cluster groupings during desk work activities.  Naturalist - These learner will relate better to data they have collected themselves during outdoor activities.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Students will be adding to and modifying the Prezi they began in lesson 4. This will collect all their data and calculations in one place and allow creative presentation of that data
 * Technology:**

Students will be evaluated by a rubric for a Prezi they will complete in this lesson. Students will have started this project in lesson 3 and will be expected to add their collected data, lesson 4, and rework, if necessary, the product according to expectations set by the rubric. There will also be a rubric for the oral presentation of the content of the Prezi. Students will be given these rubrics prior to completing the project and will have seen a "training" rubric in an earlier lesson.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will continue to sit and work with their cluster teams. Quick review of conversion process and gravity equations - leave on board Discuss rubrics and additional pieces of Prezi Show changes in my sample from lesson 3 to lesson 6 Questions? Work on project
 * Day 1:** Debrief field day

Each team sends rep to other teams for info on the units they created and their value. Questions? Project work
 * Day 2:** What the Mass of an object that Weighs=14,700 Newtons here on Earth?

Presentations
 * Day 3:** If you weigh 700 Newtons and g=7.6 m/s^2. What is your mass?

Discuss relationships in data.
 * Day 4:** Have a look at every planet's data. Look for relationships.

Students will be reinforcing and honing their data analysis skills. They will explore further into the meaning that can be extracted from data. Daily life contains many unconscious data analysis decisions. (Is there enough time, will the leftovers fit, can I make the light) As these decisions become more complicated students will need the skills to evaluate data consciously using math. The hook for this lesson is my student sample for the lesson. I will contrast the lesson 3 version versus the lesson 6 version to emphasize the changes I made with respect to the rubric.
 * Where, Why, What, Hook Tailors:** Visual, logical

Students will understand that data has meaning. They will continue to explore their data in the context of their assigned planet and it's parameters. As well as manipulate pieces of that data into the units of the other planets. They will have their data sheets from previous lessons and will expand or improve their Prezi from lesson 4 to present to the class. I will review all concepts of the unit briefly, leave the applicable formulas on the board for reference and circulate the groups during the project work to ensure students understand the expectations and are able to work with the formulas.
 * Equip, Explore, Rethink, Revise, Tailors:** Logical, visual, interpersonal, verbal,

Students will be refining and improving a product from lesson 4. They will continue to work in their cluster teams, during the course of this lesson each team will send a representative to the other teams for info on the units of the other planets. This will be part of a required element of their Prezi. Students will be able to reflect on the patterns or relationships in their data as well as the other team's.
 * Explore, Experience, Revise, Refine, Tailors: List Mi's**

Students will be provided with the rubric and opportunities to ask clarifying questions. The rubric will provide students with a detailed list of the expectations. As the final lesson of the unit there is no direct connection with future projects, however the skills and data collected during the unit will then be taken into the next unit and developed further.
 * Evaluate, Tailors:** Logical, verbal, visual

Day 2: Mass=14,700 Newtons / 9.8 m/s^2 = 1500 kg (average weight for a car) Day 3: Mass = 700 Newtons / 7.6 m/s^2 = 92.105 kg
 * Content Notes**

Rubrics
 * Handouts**