Lesson Title: How to Measure Distances while navigating Teacher: Justin DeRoo Duration: 30-45 min GLO/SLO: Math:

7.SS. . Demonstrate an un!erstan!ing o" circles #$ !escri#ing the relationshi%s among ra!ius& !iameter& an! circum"erence o" circles relating circum"erence to %i& !etermining the sum o" the central angles constructing circles with a given ra!ius or !iameter' solving %ro#lems involving the ra!ii& !iameters& an! circum"erences o" circles ()& )*& R& +, -.%lain& using an illustration& that the sum o" the central angles o" a circle is 3/0. Draw a circle with a given ra!ius or !iameter with or without a com%ass. Solve a conte.tual %ro#lem involving circles. 7.*. . Determine an! e.%lain wh$ a num#er is !ivisi#le #$ 0& 3& 4& 5& /& 1& 2& or 0& an! wh$ a num#er cannot #e !ivi!e! #$ 0. ()& R, Determine i" a num#er is !ivisi#le #$ 0& 3& 4& 5& /& 1& 2& or 0& an! e.%lain wh$. Determine the "actors o" a num#er 33/04 using the !ivisi#ilit$ rules. ' 7.S5.0. Determine the e""ect on the mean& me!ian& an! mo!e when an outlier is inclu!e! in a !ata set. ()& )*& 5S& R, 6nal$7e a set o" !ata to i!enti"$ an$ outliers. -.%lain the e""ect o" outliers on the measures o" central ten!enc$ "or a !ata set. 5rovi!e e.am%les o" situations in which outliers woul! or woul! not #e use! in !etermining the measures o" central ten!enc$. Social Studies: Skills: S-00/ Select an! inter%ret various t$%es o" ma%s "or s%eci"ic %ur%oses SLO: 89-0 5 -.%lain the %ur%ose o" latitu!e& longitu!e& %arallels& an! meri!ians. Considerations: Have area %re-%ace!& ma:e sure there is at least 00m in a straight line "or stu!ents to wal:. -nsure stu!ents with s%ecial nee!s are accommo!ate!& an! that an$ e!ucation assistants are well verse! on the material. ;e %re%are! to con!uct han!s on teaching with grou%s having !i""icult$.

Activating Strategy: 6ccess %rior :nowle!ge an! s:ills.

Discuss where outsi!e o" the classroom this :in! o" in"ormation is use"ul: navigating "or "un as an orienteer& !oing out!oor recreational activities such as hunting& in survival situations& #eing a %ar: ranger& surve$or& %ilot& sailor& or sol!ier 6s: stu!ents that are 00m in length that the$ ma$ #e a#le to su%erim%ose over the groun! in or!er to guess !istances: how a %erson loo:s at 00m& a "oot#all "iel!& a cit$ #loc:& etc. 6s: stu!ents how man$ meters in a :ilometer. Mention ma% scales& measuring !istances on an actual to%ogra%hical ma%. Discuss the im%ortance o" measuring !istances while navigating. Discuss %e!ometers& laser range"in!ers& etc. 6s: who has orienteere!& or use! a ma% an! com%ass& ever #een in situations where the$ wish the$ :new how to use one. <ive an e.am%le o" how #eing a#le to :now $our %ace is im%ortant to ma:e sure $ou sta$ on course while navigating& an! how a small error in rea!ing a #earing can get e.%onentiall$ larger as the$ get awa$ "rom their %oint o" origin. -.%lain the =tolerance> o" "oot %ace over ? or - 50m 35m4 @ntro!uce %ace #ea!s& roc:s& or stic:s. 6s: how man$ !egrees in a circle. @ntro!uce com%ass #earings. Set a #earing on a com%ass an! %ass it aroun!. Mention !oing it on <5S or i5hones. <ive h$%othetical scenario reAuiring a #earing& an! an o#stacle an! intro!uce the conce%t o" B#o.ingC aroun! an o#Dect #$ :ee%ing $our original %ace& turning 20 !egrees to the right or le"t 3have them !o math #$ a!!ing or su#tracting 20 "rom original #earing Stu!ents are not #eing allowe! to have an answer higher than 3/0 !egrees& an! i" the$ !o& the$ must "in! the !i""erence #etween 3/0 an! the original #earing to set a new #earing "or the 20 !egree turn4. Have them measure %ace until the$ have %asse! o#stacle& wi!th wise. Have them :ee% the =#o.ing> %ace. Have stu!ents reset their original #earing an! continue their original %ace until o#stacle s:irte! length wise. Have stu!ents a!! or su#tract 10 !egrees to get a #ac: #earing "rom their =#o.ing> #earing& an! have them march the same num#er o" ste%s are their #o.ing %ace so the$ are on the o%%osite si!e o" the o#stacle close to the %oint o" origin o" their original #earing. @-: Stu!ents are marching on a #earing o" 300 !egrees an! come to a la:e.

Ehe$ a!! or su#tract 20 !egrees "rom their #earing 30 0 or 30 !egrees& since $ou cannot have a #earing o" 3204. Stu!ents march on that #earing& :ee%ing a new %ace. Stu!ents again a!! or su#tract 20 !egrees once o#stacle is %asse! 3#ac: to original 300 #earing4 an! march on #earing until o#stacle is %asse! length wise. 6!! this %ace to original %ace. Stu!ents a!! or su#tract 20 "rom original 3=#ac: #earing> or 10 !egrees "rom #o.ing #earing&> an! march the same num#er o" %aces #ac: to the same line o" travel as on the other si!e o" o#stacle. Set original #earing an! carr$ on original %ace. Acquiring Strategy: Have 00m alrea!$ %ace! out& with a start an! "inish line. Have stu!ents march in single "ile& counting ever$ secon! ste%& an! e.%lain how itCs Dust easier to count %aces an! !ou#le Bem in case a #ear "ight #rea:s out or $ou get !istracte! chasing #utter"lies. 6t "inish line& have them !ou#le their num#er o" %aces to "igure out their 00 m %ace. Have them recor! num#er. March stu!ents "rom "inish line to start& again counting ever$ 0n! %ace. Have them !ou#le their com#ine! 00m %aces an! "igure out the average. Ehis is their %aceF Have stu!ents !ivi!e 00Gtheir %ace an! this will #e the length o" their in!ivi!ual ste%s. Ehis can #e use! to =set> a %ace while navigating with a ma%. @" the$ can "in! out an actual !istance& an! a #earing "rom their current location& the$ will :now it ta:es . amount o" ste%s to get there. Applying Strategy: Have stu!ents in grou%s o" two& %ace out %erimeter o" s:i lo!ge area roughl$. Hn stu!ent can navigate an! rea! #earings& the other can %ace. Have stu!ents give real li"e e.am%les o" when this can #e use!. Have stu!ents imagine varia#les that can a""ect %ace: Eerrain: mu!& snow& san!& etc& elevation& %h$sical con!ition& s%ee! 3wal:ing& running& crawling& swimming4. Assess ent: Iormative: )on!uct micro teaching once stu!ents are in grou%s o" two in or!er to ascertain the$ are on the right trac:. 8ee% note o" who seems to #e having !i""icult$& an! i" nee! #e& %ut them in a grou% with a stronger stu!ent or hel% su%ervise them. Summative: Stu!ents will %ace out s:i lo!ge an! con"irm estimates using a to%ogra%hical ma%. Learning !esources: Ma%s& com%asses& . %iece o" loose lea" %a%erGstu!ent 3to measure !istance on a ma% an! ma:e scale chart4& washa#le thin mar:ers to mar: %ositions an! !raw lines "or #earings.

"ncorporating A#original $erspectives: How !i! 6#original %eo%le navigate without com%assesJ Ehe$ certainl$ :new where the$ were going: *orth Star G Southern )ross )onstellations =8ee% the la:e on $our le"t> *um#er o" %i%es smo:e! *um#er o" %aces %oundation &ords: Ma%& com%ass& %oint o" origin& line o" !e%arture& #earing& %ace& %ace #ea!sGstic:& circle& !egrees& =worm rule>& :ilometer& meter& average& !ou#ling& halving& %erimeter& *orth Star& Southern )ross. Suggestions: @n hin!sight @ wish @ ha! gotten enough com%asses "or the entire class& an! ha! more time. Ehese teaching %oints are %ro#a#l$ #etter o"" taught over a num#er o" !a$s. @ also shoul! have gotten to%ogra%hical ma%s o" the area to hel% !evelo% un!erstan!ing an! to show how accurate %ace is.

Lesson Title: -.%ress %ro#a#ilities o" "ractions& ratios& an! %ercentages Teacher: Justin DeRoo Duration: 0. 30-45 min %erio!s GLO/SLO: Math: 7.S54 -.%ress %ro#a#ilities as ratios& "ractions& an! %ercents. 7.S55. @!enti"$ the sam%le s%ace 3where the com#ine! sam%le s%ace has 3/ or "ewer elements4 "or a %ro#a#ilit$ e.%eriment involving two in!e%en!ent events 7.S5./. )on!uct a %ro#a#ilit$ e.%eriment to com%are the theoretical %ro#a#ilit$ 3!etermine! using a tree !iagram& ta#le& or another gra%hic organi7er4 an! e.%erimental %ro#a#ilit$ o" two in!e%en!ent events. Science: -cos$stems: 7- -00: -cos$stems within -cos$stems 7- -03: @D ;iotic an! 6#iotic "actors Social Stu!ies: 89-0 7 Ma%G!escri#e maDor climaticGvegetation 7ones +9-001 6%%reciate civersit$ o" glo#al natural environment Considerations: Have area %re-%ace!& ma:e sure there is at least 00m sAuare! in straight lines "or stu!ents to wal:. -nsure stu!ents with s%ecial nee!s are accommo!ate!& an! that an$ e!ucation assistants are well verse! on the material an! the terminolog$. ;e %re%are! to con!uct han!s on teaching with grou%s having !i""icult$. Activating Strategy: 6ccess %rior :nowle!ge an! s:ills. Discuss the trees o" the ;oreal 3=taiga>4 "orest- "in! e.am%les an! ensure stu!ents :now the !i""erence #etween S%ruce trees& %ine trees& #irch& ce!ar& "ir& an! Manito#a ma%les. Kse the Manito#a )onservation "iel! gui!e to trees: htt%:GGwww.gov.m#.caGconservationG"orestr$G%!"GhealthG"iel!gui!e"inal.%!" Discuss other %laces that ma$ have similar climatic 7ones. Discuss wh$ certain s%ecies ma$ !o well :nowing the =nee!s> %lants reAuire: sun& water& tem%erature& etc. De"ine: -cos$stems& communities& %o%ulation& s%ecies& organism& sam%les& stum%s& !ea! hea!s& !ea! "all& #ranches. ;rie"l$ review the car#on c$cle

Review !ecimals& %ercentages& "ractions& an! ratios& as well as lowest terms. De"ine theoretical vs. e.%erimental %ro#a#ilit$ an! chance an! review again using a coin an! a !ie 3 :0& :/4. Review what the %ro#a#ilit$ o" rolling the same num#er twice on a !ie is: :/. :/L :3/ Review what the chance o" getting a !i""erent num#er on the secon! roll is 335:3/4 Review what the %ro#a#ilit$ o" rolling an even num#er on a !ie is 33:/L :04 Review what the %ro#a#ilit$ o" rolling an even& %rime num#er is on a !ie twice: :0. :/. :/.0:3L 0: 0 /- : 1 Acquiring Strategy: Have stu!ents use %ace measurement strategies to %ace out a 00m0 area& as well as a 50m0 area. Iorm stu!ents into an e.ten!e! line& arm to arm an! march out the areas& %ivoting at the en! %oints #ac: into an e.ten!e! line so as to not miss an$ s%ots while assessing the sam%le area. -nsure care is ta:en to not count the same trees twice. Have stu!ents :ee% a tall$ o" the t$%es o" trees the$ encounter. Eotal tall$ at the en! o" each sam%le area& an! as a grou% tall$ the total results. Applying Strategy: Have stu!ents com%lete =math %ro#a#ilit$ wor:sheet>& as well as "ill out a #ar gra%h in their out!oorsman Dournals re"lecting the !istri#ution o" trees in the sam%le areas. Assess ent: %or ative: )on!uct micro teaching in or!er to assess stu!ent :nowle!ge o" local "lora. 8ee% note o" who seems to #e having !i""icult$& an! i" nee! #e& %ut them in a grou% with a stronger stu!ent& teacher& -6& or volunteer hel% su%ervise them. Do the same "or their %ro#a#ilit$ wor:sheets. Su ative: 5ro#a#ilit$ wor:sheets will #e assesse! "or correctness& an! gra%hs "or com%letionGaccurac$. Learning !esources: Erees o" M; han!#oo: "rom M; )onservation. Hut!oorsman Dournals. 5ro#a#ilit$ wor:sheet )oin 0 !ice "ncorporating A#original $erspectives: Discuss e!i#leGme!icinal %ro%erties o" some o" the trees involve!. Discuss: S%ruce nuts& %ine #ar:GgumGsa%Gtea& chaga mushrooms& "ire #uil!ing %ro%erties o" #irch an! s%ruce trees. %oundation &ords: Sam%le& %o%ulation& s%ecies& #iotic& a#iotic "actors& %ercentage& ratio& !ecimal& taiga& #oreal& o!!s& %ro#a#ilit$& chance.