Missy+McCoskey

Graphing (lesson 3 August 11, 2011)

= Daily Lesson GAME Plan = || model and solve problems, using multiple representations such as graphs, tables, and linear equations ma4 3.6 draw or use visual models to represent and solve problems ma2 3.3 select, create and use appropriate graphical representation of data (including scatter plots) and box plots (box and whiskers) ma3 1.8|| compare different representations of the same data and evaluate how well each representation shows important aspects of the data ma3 1.1 use fractions, decimals and percents to solve problems ma5 3.3 [] || || (Cennamo, Ross, & Ertmer, 2009). Instructional Objectives: Students will create a digital story of the last lesson they completed focusing on cafeteria meals. Students will show photos of the meals they rated with their ratings and discuss how they arrived at their findings. They will also show the charts and graphs they created and explain how they created them as well as showing the best representation of their data. Students will also explain why it is the best representation. This presentation will be shared with the cafeteria staff, so Students will present their ideas in a positive and constructive way. || 15 minutes 30 minutes 15 minutes 20 minutes 30 minutes 30 minutes |||| According to Spotlight on Technology: Digital Storytelling, Part 1, using digital storytelling allows students to be creative, strengthens visual literacy, is cross curricular and encourages critical thinking. First, I will show my digital story to students. Students will get into their groups and discuss what they want to have in their digital story. As stated in “Spotlight on Technology: Digital Storytelling, Part 2,” students will create a concept map. As suggested in “Spotlight on Technology: Digital Storytelling, Part 2,” students will plan each screen and what will be depicted as well as what will be the script for that page. The group may assign a page or two to each student. Students will search the internet for photos they can legally use of the food or upload photos taken earlier in the unit as referred to by “Spotlight on Technology: Digital Storytelling, Part 2.” Students will put the story together. The class will view and evaluate each digital story. Then they will give feedback to each other. Students will edit and revise their stories for presentation to the cafeteria staff. || Computers, excel, wiki, camera || Accommodations and Extensions: Students may be given more time to complete projects. They may also receive adjustments on projects if necessary on an individual bases according to IEP. The group with which I am currently working has no special needs or IEPs. Back-Up Plan: This activity could be completed on paper and written out in a regular book form instead of computer generated. ||
 * Lesson Title: Digital Graphics |||| Related Lessons: ||
 * Grade Level: Middle School (8th grade math) |||| Unit: Graphing ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information fluency
 * 4) Critical thinking, problem solving, and decision making
 * 5) Technology operations and concepts
 * ==ACTION== ||
 * Before-Class Preparation: I will create a digital story showing students how to create a digital story. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 minutes
 * Note student groupings will be the same as for the last lesson, environmental modifications needed, etc: Students will be grouped according to ability level. Students who are more familiar with spread sheets and computer technology with those who are less experienced. Students will be grouped by pairs or groups of three. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will submit the final product, but will also be informally assessed as I walk around the room watching what they are doing. A rubric will be given to students so they know exactly what is expected.
 * ==EVALUATE==

AND EXTEND
|| The project that students will do will be evaluated according to the specifics on the rubric. I will also evaluate each step of the way as well as the final project. Participation points will be awarded for participation. This requires each person to put their name on what they did to contribute to the project. Students will also be evaluated on their evaluation of each other and their input on editing recommendations for other groups. This will be done through written suggestions viewed by the group and turned in to me for evaluation. Students will also receive a rubric for this activity. LESSON REFLECTIONS AND NOTES: Emphasis will be on expressing the findings found through using math skills, developing technology skills and making informed decisions. Students will be showcasing their previous work and presenting it in a positive way to cafeteria workers. Students will also be evaluated on their evaluation of each other and their input on editing recommendations for other groups. ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: I will evaluate recommendation sheets and completed project using the rubric. ||

References

Department of Secondary andElementary Education. (2011, June20). Grade Level Expectations. RetrievedAugust 3, 2011 from [|http://dese.mo.gov/divimprove/ curriculum/GLE/documents/cur-math-gle-0408.pdf]

Network Socializing (lesson 2, August 6, 2011) generalize patterns represented graphically or numerically with words or symbolic rules, using explicit notation ma 4 1.6 compare and contrast various forms of representations of patterns ma4 1.6 model and solve problems, using multiple representations such as graphs, tables, and linear equations ma 4 3.6 select, create and use appropriate graphical representation of data (including scatter plots) and box plots (box and whiskers) ma3 1.8 || compare different representations of the same data and evaluate how well each representation shows important aspects of the data ma 3 1.10 [] ||  || (Cennamo, Ross, & Ertmer, 2009). Instructional Objectives: Students will rate meals served by the cafeteria to provide feedback for cafeteria staff about which of their meals is best and least liked. Students will learn how to write a good survey, use a social network to distribute the survey and get results. Then students will use work and excel to create graphs, choose the best representation of their findings and create a final report to share with the cafeteria staff. Students will also learn how to present their ideas in a positive and constructive way. || 10 minutes On their own 20 minutes 10 minutes 20 minutes 10 minutes 1 hour 15 minutes 15 minutes 10 minutes |||| Students will be given a rubric to guide the next study. I will introduce students to surveys and we will discuss how and why surveys are used in the real world. We will discuss political phone calls, company surveys and how the information collected can change a company’s focus. Students will be led to discuss the cafeteria and meal choices in a positive way. They will also be encouraged to share what they want to see offered for lunch. Students will be given a digital camera to begin taking photos of school lunches. Then, they will divide into groups and plan out their surveys. According to “Ubiquitous, free, and efficient online collaboration tools for teaching and learning,” google docs is a good place to collaborate on a document. So, students will use google docs to create the survey. Students will need to ask for help from cafeteria staff on how much money can be spent on meals and any limitations or time constraints and governmental rules faced by the kitchen staff. Next students will create their surveys on the wiki and use discussion tabs to get suggestions and feedback. According to “Spotlight on Technology: Social Networking and Online Collaboration, Part 1,” social networks can be useful for classroom collaboration and communication, I will use a social network my students already use. I will review them and make suggestions for editing the surveys and then they will post them to a social network (facebook.com) for feedback. On the wiki students will keep track of to whom they sent the surveys and how many they receive back. They will chart and graph through several types of graphs and choose the best representation. They will choose the least favorite meal to replace with a new meal. Students may even be allowed to prepare the new meal they have selected to serve to students. Then students should follow up with a cafeteria survey of those present to see how they liked the meal. Perhaps a second survey handed out at lunch and collected in a box. Then they need to compare that to the info they got in the first surveys and see if they were successful implementing the change. Students will post reflection. || Newspaper or magazine surveys and results and camera Paper and pencil or computer Computer for email or paper and pencil. Computer Computer Computer Survey/box Surveys and computer Computer || Accommodations and Extensions: Students may be given more time to complete projects. They may also receive adjustments on projects if necessary on an individual bases according to IEP. The group with which I am currently working has no special needs or IEPs. Back-Up Plan: This activity could be completed on paper with graphs and spread sheets written out instead of computer generated. Data could be collected via phone or in person rather than computer access. The final paper could also be written and submitted. || The final report that students will do will be evaluated. I will evaluate each step of the way and the final project will be the report. The final student reflection will be a major part of the evaluation. Along the way I will evaluate their graphs, their reflections and their final written plan. Students will receive rubrics for each step of the project. I could even have some students had out surveys instead of using the social network. Then we could compare the results of using the network and using personal contact. They could describe the difference and explain how it is different. LESSON REFLECTIONS AND NOTES: Emphasis will be on using graphing skills, developing technology skills and making informed decisions. || References
 * Daily Lesson GAME Plan ||
 * Lesson Title: Surveys and graphs |||| Related Lessons: Graphing ||
 * Grade Level: Middle School (8th grade math) |||| Unit: Graphing ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information fluency
 * 4) Critical thinking, problem solving, and decision making
 * 5) Technology operations and concepts
 * ==ACTION== ||
 * Before-Class Preparation: I discussed with the cafeteria coordinator the possibility of working with my students to help them understand how the kitchen meal plans work and what time, money and governmental constraints guide the meal plans. B. Swaim, (personal communication, August 4, 2011) said that she is interested in our findings and suggestions for different meals. Our coordinator is always open and helpful. She is always looking for ways to improve the menus. She is constantly surveying herself to try to find out what changes would be beneficial. Since that is one of her objectives, maybe we can even do that work for her and alleviate some of her work. I will also ask if students could possibly help in the kitchen or observe to see the process of getting a meal out for so many students. This is an authentic problem for students to solve that will directly affect them (Cennamo, Ross, & Ertmer, 2009). ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 minutes
 * Note student groupings, environmental modifications needed, etc: Any or all parts of this assignment can be done on paper instead of through the internet if that is necessary. Students will be grouped in groups of three. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will submit surveys, research findings and graphs, as well as the final recommendation report. Students will post to a wiki, what they are learning. Students will use the discussion tabs to discuss with the class what they are finding and compare their findings between groups. They will also finish the wiki with a final reflection describing what they learned and how that impacted their lives and the result of the meal change.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: I will evaluate the projects completed in this project. Students will receive a rubric to guide them. ||

Department of Secondary and ElementaryEducation. (2011, June 20). Grade Level Expectations. Retrieved August 3, 2011 from [] curriculum/GLE/documents/cur-math-gle-0408.pdf

July 31, 2011
 * Learning from Problems

Daily Lesson GAME Plan || model and solve problems, using multiple representations such as graphs, tables, and linear equations ma4 3.6 draw or use visual models to represent and solve problems ma2 3.3 select, create and use appropriate graphical representation of data (including scatter plots) and box plots (box and whiskers) ma3 1.8 compare different representations of the same data and evaluate how well each representation shows important aspects of the data ma3 1.1 *compare and order all rational numbers including percents, and find their approximate location on a number line Ma5 1.1 use fractions, decimals and percents to solve problems ma5 3.3
 * Lesson Title: Aiding Joplin Students- finding the most cost effective way to get Joplin as much help as possible. |||| Related Lessons: Using graphs, Data collection, Critical thinking, Visuals, Decimals ||
 * Grade Level: Middle School (8th grade math) |||| Unit: Real World Graphing ||
 * ==GOALS== ||
 * Content Standards:

[] ||  ||   || (Cennamo, Ross, & Ertmer, 2009). Instructional Objectives: Students will graph and interpret data they find. Then students will compare the different data and decide which one is the best use of the money. Next students will form a plan to get as many funds as possible to Joplin tornado relief for teachers and students. Students will implement the plan. Students will also count money, put totals on a spread sheet, deposit money in a bank account and transfer money to another bank via bill pay option. This is relevant to my students because they have a desire to help the Joplin community and students there. || 20 minutes 15 minutes 10 minutes 5 minutes |||| Present students with the problem, assign groups and choose what each group will do. (Group 1:calculate the cost of sending school supplies through mail or fed ex or ups (boxes and postage). Group 2: Calculate the cost of driving school supplies to Joplin (trip, gas, time). Group 3: Calculate the cost of sending money to Joplin as it is collected (envelopes, stamps) Check out this website:[] . Group 4: Calculate the cost of doing bill pay from a bank here to a bank in Joplin.) Students will search online or call for rates on packages and post their process and findings on the wiki. Students will create graphs showing each way of getting Joplin supplies and how much will be needed for transport, etc. They will upload these to the wiki. They will compare and analyze the graphed data and decide which is the most effective and efficient way to get Joplin help. They will figure out ways to get all of the money directly to Joplin. Students will then post their findings to the wiki with their written plan for collection and disbursement of funds. || Computers and phones Computer/phone Computer/excel Computers or printouts/ discussion Computer/wiki || Accommodations and Extensions: Students may be given more time to complete projects. They may also receive adjustments on projects if necessary on an individual bases according to IEP. The group with which I am currently working has no special needs or IEPs. Back-Up Plan: This activity could be completed on paper with graphs and spread sheets written out instead of computer generated. Data could be collected via phone rather than computer access and money transfers can be made by phone also. The final paper could also be written and submitted. || The project that students will do will be evaluated. I will evaluate each step of the way and the final project will be the money raised and put into an account for Joplin tornado relief. The final student reflection will be a major part of the evaluation. Along the way I will evaluate their graphs, their reflections and their final written plan. LESSON REFLECTIONS AND NOTES: Emphasis will be on using math skills, developing technology skills and making informed decisions. Student focus will actually be on helping others as much as possible. The math, although important, is secondary in the spirit of this project. The main focus is getting the most money possible to go directly to Joplin relief rather than toward shipping, boxes, etc. This will take math skills and therefore is a project for this group of students that meets standards, however our focus will be helping. Math is a tool we are using to get to our goal. This is a life lesson that students need to learn. Math is simply a tool, not an end in itself. Sometimes we as teachers lose sight of this and make our standards the end in itself, however, connecting it to life and using it should always be the main focus. || I will evaluate each step of the way and the final project will be the money raised and put into an account for Joplin tornado relief. The final student reflection will be a major part of the evaluation. Along the way I will evaluate their graphs, their reflections and their final written plan. Students will receive a rubric or checklist for graphs, reflections and final written project (added per personal communication, K. McMenamin, July 29, 2011). ||
 * ISTE NETS-S:
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information fluency
 * 4) Critical thinking, problem solving, and decision making
 * 5) Technology operations and concepts
 * ==ACTION== ||
 * Before-Class Preparation: Contact Walmart and a local bank to see if this project can be done. Make some contacts about helping Joplin. Discuss this with principal and superintendent and get board approval if necessary. Create a class wiki: http://cheering4joplin.wikispaces.com/ and search for a website to dontate funds: [] ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 minutes
 * Note student groupings, environmental modifications needed, etc: Students will be grouped according to ability level. Students who are more familiar with spread sheets and computer technology with those who are less experienced. Students will be grouped by pairs or groups of three. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will submit research and graphs, Students will post to a wiki, what they are learning, students will formulate a plan that will be written.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: In addition to daily informal evaluation and guidance,

References Department of Secondary and ElementaryEducation. (2011, June 20). Grade Level Expectations. Retrieved August 3, 2011 from [] curriculum/GLE/documents/cur-math-gle-0408.pdf Discussion on this page has been moved to the discussion tab at the top per Dr. Lebeau's last instruction. Please click on the discussion tab at the top to view it.