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Created by: Cathy Davis

Title/Role: School Librarian, Technology Integration Specialist

Organization/School Name: East Fairmont Junior High School

Location: West Virginia

Grade Level: 7, 8, 9, 10, 11, 12

Type of Lesson: Stand-alone lesson

Type of Schedule: Flexible

Collaboration Continuum: Limited

Content Area:

The Arts

Educational technology

Mathematics

Social studies

Content Topic: Music - Genre; Social Studies - Geography; Educational Technology - Internet Navigation

Skills Indicator(s):

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness

for needs, importance, and social and cultural context.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations.

4.1.5 Connect ideas to own interests and previous knowledge and experience.

Dispositions Indicator(s):

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of

resources and information.

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific

resource and by seeking additional resources when clear conclusions cannot be drawn.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal

situations.

Responsibilities Indicator(s):

1.3.5 Use information technology responsibly.

2.3.1 Connect understanding to the real world.

4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

Self-Assessment Strategies Indicator(s):

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.4.2 Reflect on systematic process, and assess for completeness of investigation.

4.4.1 Identify own areas of interest.

Scenario: Everyone has a favorite musical artist or group. This is your students' opportunity to go "on the

road" with the band through a virtual tour. They will complete a short biography about a favorite artist/group

and identify two cities in which they will perform. They will "attend" concerts in those cities choosing two

educational and two entertainment activities per each location, and obtain a song that they will play for the

class (emphasize school appropriateness). Use Mapquest, Google Maps or Yahoo Maps to determine a

driving route, mileage and driving time required for each city visited. Using the current cost of gasoline,

calculate how much the trip will cost round-trip. Also, calculate the cost of concert tickets and those of the

activities you have chosen.

Overview: Just what is there to do and see in this country anyway? We don't often ask students what

their interests are. Through personal choice in music, this activity encourages students to visit other cities,

apply real-world tools, and discover just what there is to do in other places. May be conducted

collaboratively with music (genre), social studies (geography), and Math (economics)or may be taught in

isolation.

Final Product: Oral and/or multimedia presentation of biography, cities in which to attend concerts,

educational and entertaining sites, mileage/distance/expenses, legally-obtained school-appropriate version

of one song by your artist or group.

Library Lesson: Students will become information literate by accessing information efficiently and

effectively; practice ethical behavior in regard to information and information technology; recognize

intellectual property rights; define/examine genre as it exists in music; develop note-taking and oral and/or

technology presentation skills.

Estimated Lesson Time: 120 minutes

Assessment

Product: Librarian and collaborating teacher will develop a rubric for the final product with input from

students.

Process: Librarian and collaborating teacher will monitor progress as students select artists and

conduct online searching, assisting as needed in locating official websites and tour schedules. Additional

assistance may be needed for mapping sites and downloading audio.

Student self-questioning: What interests me about this idea or topic? What are all the sources that

might be used? What organizational patterns will help me make sense of my information? How have I

shown responsibility in finding and using information in an ethical way? Why am I interested in this idea?

How does it connect to what's important to me personally? Why does this genre appeal to me? What

other genres have I tried? How can I share this experience with others?

Instructional Plan

Resources students will use:

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL: none specifically

Resources instructor will use:

Projector

Laptop

White board

Other

Instruction/Activities

Direct instruction: Explanation of assignment including instruction in effective internet searching,

Boolean language, internet short-cuts, and recognition of credible sites. Music teacher will discuss

genre, Social Studies teacher will explore U.S. geography, Math teacher will discuss economics, and

Librarian will tie in all areas as well as teach intellectual property rights, internet navigation and

downloading media to external devices.

Modeling and guided practice: Show activity previously completed by teacher or student. Use

Intelliboard to interact with internet sites presented. Explain that music sample must be legally obtained

and presented.

Independent practice: The student uses independent time to search for sources.

Sharing and reflecting: As work progresses, the student, SLMS, and core subject teachers review the

rubric to ensure all pieces are included.

Have you taught this lesson before: Yes

Strategies for differentiation: For struggling learners: 1. Reduce project to one city. 2. Complete

biography and identify some tour dates only. For advanced learners: 1. Calculate lodging and meal costs.

2. Use a travel reservations site (Expedia, Travelocity, etc.) to plan virtual trips to cities farther away.

Mathematics:

7.NS.3 Mathematics The Number System Apply and extend previous understandings of operations

with fractions to add, subtract, multiply, and divide rational numbers. 3. Solve real-world and

mathematical problems involving the four operations with rational numbers. (7)

Mathematics High School - Functions Linear, Quadratic, and Exponential Models Construct and

compare linear, quadratic, and exponential models and solve problems (9,10,11,12)

8.NS.1 Mathematics The Number System Know that there are numbers that are not rational, and

approximate them by rational numbers. 1. Know that numbers that are not rational are called irrational.

Understand informally that every number has a decimal expansion; for rational numbers show that the

decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a

rational number. (8)

7.SP.8.b Mathematics Statistics and Probability Investigate chance processes and develop, use,

and evaluate probability models. 8. Find probabilities of compound events using organized lists, tables,

tree diagrams, and simulation. b. Represent sample spaces for compound events using methods such

as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling

double sixes"), identify the outcomes in the sample space which compose the event. (7)

7.RP.1 Mathematics Ratios and Proportional Relationships Analyze proportional relationships and

use them to solve real-world and mathematical problems. 1. Compute unit rates associated with ratios

of fractions, including ratios of lengths, areas and other quantities measured in like or different units. (7)

S-IC.6 Mathematics High School - Statistics and Probability Making Inferences and Justifying

Conclusions Make inferences and justify conclusions from sample surveys, experiments, and

observational studies 6. Evaluate reports based on data. (9,10,11,12)

8.SP.2 Mathematics Statistics and Probability Investigate patterns of association in bivariate data.

2. Know that straight lines are widely used to model relationships between two quantitative variables.

For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the

model fit by judging the closeness of the data points to the line. (8)

8.F.3 Mathematics Functions Define, evaluate, and compare functions. 3. Interpret the equation y

= mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are

not linear. (8)

8.F.2 Mathematics Functions Define, evaluate, and compare functions. 2. Compare properties of

two functions each represented in a different way (algebraically, graphically, numerically in tables, or by

verbal descriptions). (8)

7.RP.3 Mathematics Ratios and Proportional Relationships Analyze proportional relationships and

use them to solve real-world and mathematical problems. 3. Use proportional relationships to solve

multistep ratio and percent problems. (7)

S-MD.6 Mathematics High School - Statistics and Probability Using Probability to Make Decisions

Use probability to evaluate outcomes of decisions 6. (+) Use probabilities to make fair decisions

(e.g., drawing by lots, using a random number generator). (9,10,11,12)

S-MD.5.b Mathematics High School - Statistics and Probability Using Probability to Make

Decisions Use probability to evaluate outcomes of decisions 5. (+) Weigh the possible outcomes of a

decision by assigning probabilities to payoff values and finding expected values.|b. Evaluate and

compare strategies on the basis of expected values. (9,10,11,12)

S-CP.9 Mathematics High School - Statistics and Probability Conditional Probability and the Rules

of Probability Use the rules of probability to compute probabilities of compound events in a uniform

probability model 9. (+) Use permutations and combinations to compute probabilities of compound

events and solve problems. (9,10,11,12)

S-CP.8 Mathematics High School - Statistics and Probability Conditional Probability and the Rules

of Probability Use the rules of probability to compute probabilities of compound events in a uniform

probability model 8. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B)

= P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. (9,10,11,12)

S-CP.7 Mathematics High School - Statistics and Probability Conditional Probability and the Rules

of Probability Use the rules of probability to compute probabilities of compound events in a uniform

probability model 7. Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the

answer in terms of the model. (9,10,11,12)

S-CP.8 Mathematics High School - Statistics and Probability Conditional Probability and the Rules

of Probability Use the rules of probability to compute probabilities of compound events in a uniform

probability model 6. Find the conditional probability of A given B as the fraction of B's outcomes that

also belong to A, and interpret the answer in terms of the model. (9,10,11,12)

S-CP.3 Mathematics High School - Statistics and Probability Conditional Probability and the Rules

of Probability Understand independence and conditional probability and use them to interpret data 3.

Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A

and B as saying that the conditional probability of A given B is the same as the probability of A, and the

conditional probability of B given A is the same as the probability of B. (9,10,11,12)

S-CP.2 Mathematics High School - Statistics and Probability Conditional Probability and the Rules

of Probability Understand independence and conditional probability and use them to interpret data 2.

Understand that two events A and B are independent if the probability of A and B occurring together is

the product of their probabilities, and use this characterization to determine if they are independent.

(9,10,11,12)

Mathematics High School - Statistics and Probability Conditional Probability and the Rules of

Probability Understand independence and conditional probability and use them to interpret data

(9,10,11,12)

S-IC.5 Mathematics High School - Statistics and Probability Making Inferences and Justifying

Conclusions Make inferences and justify conclusions from sample surveys, experiments, and

observational studies 5. Use data from a randomized experiment to compare two treatments; use

simulations to decide if differences between parameters are significant. (9,10,11,12)

S-IC.4 Mathematics High School - Statistics and Probability Making Inferences and Justifying

Conclusions Make inferences and justify conclusions from sample surveys, experiments, and

observational studies 4. Use data from a sample survey to estimate a population mean or proportion;

develop a margin of error through the use of simulation models for random sampling. (9,10,11,12)

S-IC.2 Mathematics High School - Statistics and Probability Making Inferences and Justifying

Conclusions Understand and evaluate random processes underlying statistical experiments 2.

Decide if a specified model is consistent with results from a given data-generating process, e.g., using

simulation. (9,10,11,12)

G-MG.2 Mathematics High School - Geometry Modeling with Geometry Apply geometric

concepts in modeling situations 2. Apply concepts of density based on area and volume in modeling

situations (e.g., persons per square mile, BTUs per cubic foot). (9,10,11,12)

G-MG.1 Mathematics High School - Geometry Modeling with Geometry Apply geometric

concepts in modeling situations 1. Use geometric shapes, their measures, and their properties to

describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). (9,10,11,12)

Mathematics High School - Number and Quantity Quantities Reason quantitatively and use units to

solve problems. (9,10,11,12)

7.NS.1.c Mathematics The Number System Apply and extend previous understandings of

operations with fractions to add, subtract, multiply, and divide rational numbers. 1. Apply and extend

previous understandings of addition and subtraction to add and subtract rational numbers; represent

addition and subtraction on a horizontal or vertical number line diagram. c. Understand subtraction of

rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two

rational numbers on the number line is the absolute value of their difference, and apply this principle in

real-world contexts. (7)

7.NS.1.b Mathematics The Number System Apply and extend previous understandings of

operations with fractions to add, subtract, multiply, and divide rational numbers. 1. Apply and extend

previous understandings of addition and subtraction to add and subtract rational numbers; represent

addition and subtraction on a horizontal or vertical number line diagram. b. Understand p + q as the

number located a distance |q| from p, in the positive or negative direction depending on whether q is

positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses).

Interpret sums of rational numbers by describing real-world contexts. (7)

8.EE.4 Mathematics Expressions and Equations Work with radicals and integer exponents. 4.

Perform operations with numbers expressed in scientific notation, including problems where both

decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for

measurements of very large or very small quantities (e.g., use millimeters per year for seafloor

spreading). Interpret scientific notation that has been generated by technology. (8)

7.EE.4.b Mathematics Expressions and Equations Solve real-life and mathematical problems using

numerical and algebraic expressions and equations. 4. Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by

reasoning about the quantities. b. Solve word problems leading to inequalities of the form px + q > r or

px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and

interpret it in the context of the problem. (7)

7.EE.4.a Mathematics Expressions and Equations Solve real-life and mathematical problems using

numerical and algebraic expressions and equations. 4. Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by

reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and

p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently.

Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used

in each approach. (7)

7.EE.2 Mathematics Expressions and Equations Use properties of operations to generate

equivalent expressions. 2. Understand that rewriting an expression in different forms in a problem

context can shed light on the problem and how the quantities in it are related. (7)

8.EE.8.c Mathematics Expressions and Equations Analyze and solve linear equations and pairs of

simultaneous linear equations. 8. Analyze and solve pairs of simultaneous linear equations. c. Solve

real-world and mathematical problems leading to two linear equations in two variables. (8)

8.EE.8.b Mathematics Expressions and Equations Analyze and solve linear equations and pairs of

simultaneous linear equations. 8. Analyze and solve pairs of simultaneous linear equations. b. Solve

systems of two linear equations in two variables algebraically, and estimate solutions by graphing the

equations. Solve simple cases by inspection. (8)

8.EE.8.a Mathematics Expressions and Equations Analyze and solve linear equations and pairs of

simultaneous linear equations. 8. Analyze and solve pairs of simultaneous linear equations. a.

Understand that solutions to a system of two linear equations in two variables correspond to points of

intersection of their graphs, because points of intersection satisfy both equations simultaneously. (8)

7.SP.6 Mathematics Statistics and Probability Investigate chance processes and develop, use, and

evaluate probability models. 6. Approximate the probability of a chance event by collecting data on the

chance process that produces it and observing its long-run relative frequency, and predict the

approximate relative frequency given the probability. (7)

This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific

or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA

Office of Rights and Permissions.

Attribute

1 - Not Acceptable

2 - Below

Expectations

3 - Meets

Expectations

4 - Exceeds

Expectations

School-appropriate V/A aids

Inappropriate

appropriate

information per VA to per VA, missing

information per slide

make VA useless

information such as

labels on axis

aids

graphs not followed

errors

appropriate, all

formats followed

formats followed

totally disjointed, no

organization

some items

presented out of

order

organization as per

guidelines

superior organization

enhances

communication

short

or too short

(if applicable)

methodology not

explained

Required information

not presented

one element

or beyond

expectations

Conclusions/Recommendations: Significance

explained

inadequate

present, but not

conclusions or

logical, significance

recommendations, or not explained

conclusion and

recommendations

not based on facts

presented

present, logical,

significance clearly

explained

Presentation organization

appropriate length

theoretical

development

methodology so

clear as not to

require questioning

present, logical,

superior

explanations of

significance and

relevance

Score

Even division of effort

apparent uneven

dominates or did not distribution of effort

contribute

even division of

effort

a significant

contribution

it is clear that

solution did not

result from good

team interaction

good teamwork

clearly team

functioned well,

product clearly

exceeds sum of

parts

member unaware of members

understand solution

solution/strategy

and methodology

all members

understand complete

solution and

methodology

all members

understand solution,

what they did, and

what team members

did

unintelligible or had

to

words slurred or

voice trails off, spoke

too slow or too fast,

monotone with little

emphasis

words clearly

enunciated, did not

speak too slowly or

too rapidly

well, clear

enunciation, did not

speak too slowly or

rapidly

presentation full of

hesitations, ums,

ahs, etc.

some hesitations,

ums, ahs, etc.

clear, continuous

presentation,

perhaps a few ums,

ahs, etc.

superior

presentation, free of

ums, ahs, etc.

Distracting mannerisms

presentation full of

some distracting

distracting

mannerisms

mannerisms such as

giggling

no distracting

mannerisms

superior presentation

looking down or at

screen significant

portion of time

maintained eye

contact other than

quick glances at

screen

maintained eye

contact with all

segments of the

audience

Poise

clearly unsure,

nervous, confused

composed at all

times

exudes/convey

confidence

poor interaction

between team

members apparent

Presentation Mechanics

at times appears

unsure, nervous,

confused

Body language

immobile, hands in

pockets, or blocked

screen

didn't always

indicate how material

on VA was related to

presentation

consistently used

gestures to

coordinate oral and

visual presentation

excellent use

gestures to provide

emphasis

Direct / evasive

non-responsive

evasive or

inaccurate

complete

Complete

nonexistent

incomplete

complete

complete and

enhancing result and

communication

participate

appropriately

all members

participate

appropriately

answer questions on

all aspects of

presentation

Response to Questions

member unable to

respond

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