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Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) This lesson is for 5th grade students. The classroom is a mixed level of students ranging from slightly below average students to above average.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? The students are required to interview an adult who utilizes math, preferably geometry, in their careers. What is the long range goal(s) that is tied to this lesson? My students will be knowledgeable of math applications used in various careers.

What is the specific learning objective(s) for this lesson? The students will be able to conduct an interview for gathering specific information on how math is applied in a range of careers/jobs. The students will share information via blogging. The students will analyze the work of their peers in order to contribute to discussions.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students will need to know how to use the blog feature on my website. Students will need to have an understanding of what types of jobs require math.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

This lesson is being presented as a generalization learning stage.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This lesson will take three days to complete.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? The students will have one day to write questions for their interviews in the classroom. The students will have two days in the computer lab: one day for typing their initial blog and one day for reading/responding to their peers. If the students require more time they will need to work on it during study hall or at home. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? I am teaching this lesson for students to realize the importance of learning skills in mathematics for their future. I believe that students are under the misconception that mathematics is not important to learn if you do not want to be in a field that is not directly tied to the topic. I want to open their minds to the importance of math in a slew of careers/jobs from individuals in their own lives. How does this lesson relate to the PA Academic Standards?

13.1.5.G: Identify the components of a career plan, such as, but not limited to:

Beginnings of career portfolio Career goals Individual interests and abilities Training/education requirements and costs

13.1.5.H: Connect personal interests and abilities and academic strengths to personal career options.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? Students have been working on a unit of study in geometry with an undertone of how math is all around us. Many of the lessons within this unit required students to use real world examples to identify the shapes of objects or measure spaces in their environment. This particular lesson has students learning about how math can be used at various jobs. Learning about the importance of math for a future job someday will motivate the students to participate in future lessons. Depending on the various interviews, I will be able to relate back to this project as examples.

How will you determine if students have met the lesson objective? (Think assessment) The students will need to read me their questions and inform me of the individuals job before the interview for me to check for appropriateness as well as make suggestions if need be. A rubric will be used to assess the students understanding of how math can be used in the real world. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Day 1: The beginning will be a lecture to introduce the project and to brainstorm ideas on who would be best to interview and suggestions for interview questions. The students will work independently to write their interview questions. Students will need to work with an adult at home to conduct the interview. Day 2: The students will work independently in the computer to write their interview on my blog. Day 3: Students will collaborate with their peers electronically by writing a follow-up question to a peers interview as a response on the blog.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _________________________________________ ____
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

13.1.5.G: Identify the components of a career plan, such as, but not limited to:

Beginnings of career portfolio Career goals Individual interests and abilities Training/education requirements and costs

13.1.5.H: Connect personal interests and abilities and academic strengths to personal career options.

Lesson Objective(s) (Stated in observable and measurable terms) The students will post the results of an interview on my blog.

Assessment Plan (What will be done to determine if lesson objectives have been met?) Informal assessments include reviewing the interview questions prior to the interviews and responses to group discussions while brainstorming. Formal assessment is the Interview Rubric

Materials: Access to a computer in order for each student to post their interviews on my blog Access to an adult for the interview.

Inclusion Techniques for Students with Special Needs: Students with a learning disability in reading: I would assist more with developing the questions for the interview. In addition, I would allow the students to correct errors made in spelling/grammar before the final grade. I would also give extra time to complete the assignment. Students with a learning disability in math only should not require any modifications or accommodations. I will follow all modifications/accommodations within students IEPs.

Enrichment Techniques: Students will be encouraged to ask more than three questions while conducting their interviews. Students can submit newsletter, to display in the classroom, inspiring students in our class to pursue a career related mathematics. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students with a learning disability in reading will o o have extra time to complete the assignment be able to submit questions to me first to make corrections in spelling/grammar and for me to make suggestions on questions to ask.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

To introduce the assignment I will display a few examples of student work from the SketchUp project that took place earlier in this unit. I will remind the students of how individuals such

architects, engineers, and contractors require knowledge geometry in their careers. I will then explain that we are going to look further into the idea of how adults use mathematics in their careers.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Day 1: Pull up my website, erindawsowaynesburgedu505.weebly.com/week-6.html, on the Smart Board. Go to week 6. Click on the student resource links and go to the Math Central website. Click on MATHEMATICS WITH a HUMAN FACE then under Mathematicians at Work, click on careers quilt. Read and discuss 3 to 5 examples on the career quilt. As a class, brainstorm careers and correlating questions to ask professionals. Distribute and review the handouts: o o Career in Mathematics Interview Assignment Interview Rubric

Independently, students will write questions to ask adults in their life that use math in their jobs. Assist students in choosing professionals and questions. Informal Assessment: Check the questions written by students A, B, and C. (Make corrections and suggestions)

Day 2: Meet the computer lab Pull up my website, erindawsowaynesburgedu505.weebly.com/week-6.html, on the Smart Board. Go to week 6. Review the rules for blogging. Model how to make a post. Explain the interviews are to be submitted as a blog post. Students will post their interviews independently. Informal Assessment: (Walk around and briefly conference with students on how their interviews went and quickly glance their questions/responses.) All posts will need to be approved before they can posted. Day 3: Meet the computer lab Pull up my website, erindawsowaynesburgedu505.weebly.com/week-6.html, on the Smart Board. Go to week 6. Independently, students will read their peers post and choose a classmate to respond to. The response will be one follow-up question to ask the adult their peer interviewed. (The additional question should be specific to the interview they read.) Provide the students with three examples. Formal Assessment: Interview Rubric

Guided Practice/Independent Practice/Assessment Activities Please see bolded words above.

Closure: The students follow-up questions is the closing activity. As a classroom discussion, I will call on volunteers to share their interview experience. I will ask the following questions: o o o o Would anyone like to share a story or an interesting fact you discovered during your interview? Were any of you surprised by how much math the professional you interviewed uses every day? Did anyone learn a new math skill from their interview? Does anyone want to follow in the footsteps as the professional they interviewed?