Henry,+Michael

Lesson #1 - Problem - Based



**Grade Level**: 6th Grade

**Subject**: Mathematics and 21st Century Learning Standards

**Brief Description:** The students will devise a trip route for me to get to North Glen, Colorado to see my aunt. The students will be given key components of my trip such as, miles per gallon, address where I am going, possible places to figure out quickest and easiest way to get me to North Glen, and ways to discover how find gas stations along the way.

**Outcomes:** Students will be able to calculate money and mileage it will take me to get to North Glen, Colorado. Students will use critical thinking skills. Students will be able to maneuver the internet / resources to find proper resources with the aid of technology.

** Skills: **
 * 1) Calculate mileage and use mathematical expressions to represent money spent on trip.
 * 2) Locate and utilize internet resources.
 * 3) Analysis of data.
 * 4) Group management.

**Mathematics Standard:** Measurement – Students will use proper measurement tools to figure out outcome. Analysis of Data – Students will analyze data.

**Steps:** 1. The students will be presented with the problem that I am about to drive all the way to North Glen, Colorado to surprise my aunt. I am going to explain to them that I need help preparing my trip. ** 2. I will present the situation to them: You are going to be planning a trip for me. You will be planning the quickest and least expensive trip for me. You will be given the final destination and an address to start. ** **  3. I will show them some valuable websites, such as [|www.aaa.com] and []. Any website or useful information will be posted on the classroom Wiki page. You will be able to use the internet, telephone, and any other forms of information that you can find. ** ** 4. I will give each group of the students the same information: the gas mileage of my car and amount of gallons per tank my car has. Gas is needed. I will set each gallon of gas a fixed rate of $2.85. This way all students will have the same amount of money per gallon. ** ** 5. Students will be placed in groups of 3 students. ** ** 6. Classroom Wiki page will be set up for the students to make sure that they are not forgetting any key components. Students will be encouraged to consult with the other groups to answer each other’s questions. I will be closely monitoring the Wiki page daily. ** ** 7. Students will put together a PowerPoint as a final project. Resources will be placed on the last page of the presentation. **

**Differentiation:** Students will be placed within groups based on ability, high and low students. They will be able to communicate with each other. Classroom Wiki page will be available to them on a daily basis to help them prepare and look back to ensure all outcomes are addressed. Each day the students will have an open forum to ask me questions to obtain any answers that they might have encountered. Final project will be a PowerPoint so that all students will be given adequate time to complete the project. This will make sure that all students will have input in the final project and be given a chance to speak their opinion.

**Assessment**: Students will be assessed in various ways. ** 1. PowerPoint will be graded based upon a rubric score made via [|www.rubistar.org] with the help of the students. ** ** 2. Students will be graded based upon group participation. Each student will grade their own as well as their group members’ participation. ** ** 3. The overall grade will be based on the price they found that it will cost me to make my trip to North Glen, Colorado. **

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** Lesson #2 - Online Collaboration ** ** Lesson Title à Traveling to Aunt Patty’s ** Grade Level à 6th Unit à Math


 * GOALS ||

Content Standards
 * Students will define and use appropriate algebraic terminology.
 * The students will evaluate an algebraic expression by substituting a number for the variable and determining the value of the expression using order of operations.
 * Students will solve simple one-step equations using basic whole number facts.
 * Find capitals from states around the USA and population of capitals.
 * Properly formulate graphs with data.

ISTE NETS-S
 * Creativity and innovation
 * Communication and collaboration
 * Research and information literacy
 * Technology operations and concepts

**Instructional Objective**
 * Students will use computer software to create a graph using data retrieved from online.
 * Students will represent data and post it online using classroom Wiki.


 * ACTION ||

**Before – Class Preparation** Students need to have access to the internet and the information that they obtained from the previous lesson. A computer lab mobile cart needs to be reserved.

**Materials** Laptops internet access Excel program Map of USA Previous lesson of trip to North Glen, Colorado VoiceThread program Pen or pencil

**Time** Lesson split up over three 45 minute lessons.


 * During Class ||


 * 1) Students will need previous week’s data of their driving map to North Glen, Colorado.
 * 2) On their journey to Colorado, they will pass through various states along the way. The states that they pass through they will be asked to figure out the capitals and population of each state.
 * 3) The students will be using the laptop to guide themselves through the states on their way to Colorado. They will be using Excel spreadsheet to chart the states they travel through, their capitals, and their populations.
 * 4) Once the students find all the capitals and their populations, they will compare the population of Rochester, NY (where I live) to the capitals. I will introduce basic algebra. Use X for a value unknown. I will show them how to set up the equation and they will be placing the equation next on the Excel sheet.
 * 5) I will go through an example using the capital’s population of Washington. Depending on understanding, I will use another state if needed.
 * 6) Once the students have found the capitals of all the states that they are traveling through on their way to Colorado, they are going to find the capital that is closest and farthest away from the population of Rochester’s.
 * 7) Students will post the capital that is closest and farthest away to that of Rochester on the classroom Wiki. In an attachment, they will post three facts about the capital that is closest and farthest away from Rochester.
 * 8) Once they finish their Wiki post with all the steps finished, they will create a VoiceThread. They will pick one capital that they would like to live in. They must give three valid reasons why and include at least two pictures from that particular city. This will be a great way for them to express themselves by using their voice as well as pictures.
 * 9) Finally, they will post the link to their VoiceThread on the Wiki so that students from the classroom will be able to compare and contrast where they would like to live.


 * MONITOR ||

**Ongoing Assessment(s)** Students will be assessed throughout the lesson checking on the students understanding of the creating algebra equations. They will be evaluated on their ability to use the internet and obtain information necessary for their completion of the project. Students will be graded on their Wiki posts, VoiceThread completion and participation of making comments on the other students VoiceThreads. Rubric scoring for the VoiceThread and Wiki posts.

**Accommodations and Extensions** Students will be placed in group setting with encouragement to ask questions to classmates before consulting teacher assistance. I will be circulating around the room assisting the students making sure they are figuring out how to use the internet to figure out important information. If students can not figure out path online, I will pass out maps of the USA to help assist them finding their states and capitals. Extension would be to have the students plan on going to anywhere in the USA to any capital. They could post this on the Wiki by using another VoiceThread.

**Back Up Plan** Hand out maps of the USA with all the capitals already on there and give them a print out of all the capitals and their populations. They could use this to do the project without the use of the internet.


 * EVALUATION ||

**Lesson Reflection and Notes** Emphasis will be placed on using algebra equations. Also, make sure that the students are using the internet to figure out the capitals and pictures. This activity will help the students use the internet properly and help search the proper way.

__ Lesson #3 – Digital Storytelling Lesson __ Lesson Title – Come to my City Grade Level - 6th Unit – English Language Arts (continuation of Going to Aunt Patty’s) ** __ GOALS __ ** ** Content Standards (New York)  ** ELA Standard 1 - Students will read, write, listen, and speak for information and understanding. ELA Standard 2 - Students will read, write, listen, and speak for critical analysis and evaluation. ** ISTE NETS-S  ** Creativity and innovation Communication and collaboration Research and information literacy Technology operations and concepts ** INSTRUCTIONAL OBJECTIVE   ** Students will use persuasive writing to entice the reader to come to their city. Students will research their topic using information and ideas from other subject areas. Students will choose strategies to present their persuasive piece on the basis of audience, purpose, and content. Students will navigate the internet to find the interesting facts and information pertaining to their capital city. ** __ ACTION __ ** ** Before – Class Preparation   ** Students need to have access to the internet and the information that they obtained from the previous two lessons. A computer lab mobile cart needs to be reserved. ** Materials   ** Laptop computers Internet access Previous lesson’s data VoiceThread program [] (Michael Jackson Pepsi Commercial) [] (McDonalds Commercial) [] (Nerf Commercial) http://www.kimskorner4teachertalk.com/writing/modes/activities.html#Persuasive Writing (Persuasive Writing website) Pen or pencil ** Time  ** Lesson split up over two 45 minute lessons. ** __ DURING CLASS __ ** ** __ MONITOR __ ** ** Ongoing Assessment(s)  ** The students will be evaluated on their ability to use the internet and obtain information necessary for their completion of the project. Students will be assessed on their ability to use persuasive language when creating their commercials about their capital. Rubric scoring will be done for their final project. ** Accommodations and Extensions  ** Students will be placed in a group setting with encouragement to ask questions to classmates before consulting teacher assistance. I will be circulating around the room assisting the students making sure they are figuring out how to use the internet to locate important information. Students could be placed to work with another student as a mini group if need be. Extra time will be allotted to the students if they need more time to finish commercial. Extension would be to have the students create a commercial about Rochester, New York. This is the location of the school. ** Back Up Plan  ** In case of internet failure and computer collapse, print outs of the capitals facts could be created with having students create video tapes with hand held video camera. They can be the star of their own commercial. ** __ EVALUATION __ ** ** Lesson Reflection and Notes   ** Emphasis will be placed on the student’s ability to use persuasive language during the commercial. Also, making sure that the students are using the internet to figure out the capitals, pictures, and other interesting facts about the capital of their choice will be assessed. This activity will help the students use the internet properly and help themselves navigate the internet.
 * 1)  Students will need data from previous two lessons. They will review the capitals of the states that they traveled though on their way to North Glen, Colorado to see Aunt Patty.
 * 2)  I will play Michael Jackson’s Pepsi commercial and the McDonalds commercial. I will ask them after each question to give me their first impressions / thoughts after watching the commercials. What was the purpose of the commercials?
 * 3)  The people who write commercials for television use persuasive writing techniques to get you to WANT their product or food or service. They might want you to go to a particular place.
 * 4)  Create a list of ways commercials get the audience to want their product or service.
 * 5)  Play the Nerf commercial. Have the students point out what they want the audience to buy? How did they do it? What does the commercial want you to do?
 * 6)  Conduct a grand conversation about the commercial in regards to all the questions from above.
 * 7)  Walk the students through [|www.studyzone.org/testprep/ela4/o/persuasivetechniquesl.cfm] and discuss the ideas in depth about writing examples of persuasive writing.
 * 8)  Your assignment is going to be for you to create a commercial about which state capital you went through on your way to Aunt Patty’s house. You are going to find a capital that you want to persuade your classmates to want to go to.
 * 9)  You are going to be able to use VoiceThread, TeacherTube, or / and Animoto to create your project.
 * 10)  Think about any commercial that you see on television, how are you going to get your classmates to want to visit your capital that you chose? Think about attractions, population, fun activities etc.
 * 11)  You will be working alone on this project but will be placed in your cooperative learning teams so that you can bounce ideas off of them. Use them.
 * 12)  Finally, you need to ask yourself, why would your classmates want to come to your city?
 * 13)  BE CREATIVE and think outside the box.