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Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Carrie Newman
Position

Special Education IRR Teacher

School/District

Mableton Elementary/ Cobb County

E-mail

Carrie.christine.newman@gmail.com

Phone

404-314-2357

Grade Level(s)

5th

Content Area

Math

Timeline

Five 45 minute sessions

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
CCGPS.5.OA.3- Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from the two patterns, and graph the ordered pairs on a coordinate
Content Standards
plane.
1. Students will demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
d. Identify trends and forecast possibilities
3. Students will apply digital tools to gather, evaluate, and use information
NETS*S Standards:
d. Process Data and report results
Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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This lesson presents a culminating task for 5th grade students to show knowledge of how to use rules to fill in
tables and graphs as linear functions, as well as how to explain the meanings of tables and graphs in order to
show content mastery. Students will work independently to create a project using a shared Google Drive
account with a Google Slides presentation with a Google Sheets graph embedded. Students work will
automatically be saved on the shared class account so the teacher can check progress throughout the process
of creating the presentation. Once the Google Slides presentation is completed, students will use Screencasto-matic to record themselves explaining their project.
Alternatively, students may also choose to create a paper booklet that will be scanned into Seesaw with voiceover explanation. Students will be asked to create a scenario in which two fictional characters will be
compared. Students must include an explanation of what the independent variable and dependent variables
are, a table showing their data, describe the pattern, and create a graph from their table. Students will be given
a rubric at the start of the project to help guide them.
Differentiation:
-Some students may be given a specific scenario to use rather than create their own
-Some students may be given a graph with x and y values already filled in
-Some students may be given a table in which to fill in their coordinates prior to graphing
-Some students may work in partners
-Some students may choose to compare 3 characters rather than 2
-Some students may choose to give an entirely written presentation rather than give voice-over explanations
Example:

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
How do I identify an independent variable?
How do I identify a dependent variable?
How do I use a table to create coordinates for a graph?
How do I graph coordinates?
How can I use a graph to interpret a word problem?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
Students will create a presentation that includes tables, graphs, and explanations of this information/data using
a variety of tools. Technology will be integrated in several ways. I have created several tutorial videos to help
students use Google Drive, Google Sheets, Google Slides and Screencast-o-matic that are uploaded onto the
class blog for easy access. Voice recording and cameras can be accessed using the app Seesaw,
Screencasting through Screencast-o-matic and the student explanation will be uploaded to YouTube. Students
will be given a teacher-created rubric prior to beginning this project to help guide them as they work. Because
the project will be saved into a shared Google Drive account, formative checks will be made by the teacher
along the way to ensure that the students are on the right track. Products are differentiated in that if students
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are uncomfortable using the Google tools, they may choose to do their project on paper and upload this project
and explanation through Seesaw, or they may choose to show their tables and graphs through Google Sheets/
Google Slides with an explanation through screencasting.

Category

0 points

1 point

2 points

Word Problem

The student did not


write a word problem
comparing at least two
characters that shows
a linear function

The student wrote a


word problem that
compares at least two
characters, but does
not show a linear
function

The student
successfully created a
word problem that
compares at least two
characters that shows
a linear function

Picture

The student did not


include any pictures
depicting their word
problem

Dependent and
independent variables

The student did not


successfully identify
the dependent or
independent variable.

The successfully
identified either the
dependent, or the
independent variable.

The student
successfully identified
the dependent and
independent variables

Table

The student did not


create a table

The student created a


table with less than 5
data points, or the
data points are
inaccurate

The student
successfully created a
complete table with at
least 5 data points

Graph

The student did not


create a graph

The student created a


graph with errors in
points plotted, or the
graph is missing title/
axis labels.

The student
successfully graphed
all data points from
their table, the graph
has a title, and the x
and y axes are
appropriately labeled

Explanation

The student did not


give an explanation of
their project

The student gave an


incomplete
explanation of all parts
of their project, or did
not appropriately use
at least 3 vocabulary
terms

The student was able


to give an explanation
of all parts of their
project, and used at
least 3 vocabulary
terms appropriately

The student included


at least one picture
depicting their word
problem

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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Students will be using several Google tools to complete this project, as well as video tutorials via my Weebly
website to help guide their creation. I have made short screen cast videos of each step of the project in order to
assist my students step by step. I believe that breaking the steps up, rather than showing them all of the
different tools at once will be valuable, as it allows each student to create at their own speed. If needed, they
can pause, or restart each tutorial video as many times as needed.
Many of my students do not have their own email address, which is why I chose to create a shared Gmail/
Google Drive account with my students. Because my students are already familiar, at least on a basic level,
with creating a Powerpoint presentation, the transition to using Google Sheets should be fairly simple. Some of
my more advanced students may have some familiarity with creating graphs digitally, though most will not. I am
also fairly sure that screencasting will be a new concept for my students, as well as uploading to Youtube, so
my students will use the same login information as the Google account to complete this task.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
This project is designed for students to show their understanding in a variety of ways. Because all of the
documents will be uploaded and worked on through a shared drive, I will be able to check in on the progress of
students who may not have fully grasped all necessary concepts, or may have difficulties starting and finishing
their assignments in a timely manner. I can then pull small groups of students who are struggling with the same
things and remediate as necessary throughout the process of completing this project.
Student interests are incorporated in this project, as students can create their problems about any topic that
they like, with any amount of data points, and can use their artistic abilities to make this project their own.
Because some students are more comfortable with using pencil and paper, the option of using the app Seesaw
to upload a paper and pencil copy and voice record over the assignment will also be available.
I anticipate that most students will have difficulties creating their graphs, and using screeencast-o-matic to
record their explanations. Because I anticipate that a few students with significant prior knowledge will be able
to complete this project more quickly than others, I plan to use them as peer tutors to help struggling students
that I may not be able to get to in a timely fashion.
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
The students that I will be working with are students that I have looped up with from 4th to 5th grade. Because I
have an extensive relationship with most of them, I do not anticipate many behavioral issues at all. The
students will work either in the media center, or in the computer lab at desktop computers. There are enough
computers to have a 1:1 ratio of student to technology ratio, though some of my students who tend to struggle
may be given the opportunity to work with a partner.
Technical issues will most likely be limited to consistent internet access. At times, the network will drop in the
computer lab, so it will be very beneficial that Google docs will automatically save all changes as they are
created so students can pick right back up where they left off if there is an issue. Because most students in my
class do not have internet access in their homes, this project will be completed completely in school.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
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relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Throughout the creation of their project, students will be receiving meaningful feedback from myself and my coteacher as they work through their assignment. Having all work available in one place (Google Drive) will make
this much easier to do. It is my hope that the role of the teacher in this project will merely be a faciliator, as
students will have already learned all of the math concepts and vocabulary terms necessary to complete this
project. Because they may not have already learned about the technology, we will be there to help them, as
well as peer tutors. Because the students will choose their own topics to use in this project, their projects will be
authentic and meaningful to them. It is also self-paced, as all necessary technical information is available to
them on my Weebly website. For those students who have the option to collaborate, they will have instant
feedback from peers as they work together to solve not only the content, but also any technology issues that
arise.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
Students will be encouraged to try to use the digital tools available to them (Google Drive, Google Sheets,
Google Slides and Screencast-o-matic.com), however they will also have the option of creating their projects
on paper and then uploading pictures of them projects to the app Seesaw. If the student chooses to use the
paper approach, they must also record their explanation of their project over their pictures on the Seesaw app.
Those students who are advanced may also choose to extend their project by comparing more than two
fictional character in their tables and graphs. I also plan to give some students a list of vocabulary terms to
integrate into their explanations as they record so that they will receive full credit on their rubric. Some students
are already using word prediction software in the way of Co:Writer, which is also compatible with Google
products.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The closing event for this project will be the last class session in the computer lab. Because we will have a
shared account, all students will log into our Youtube account and view at least three other students projects.
For each student that they view, they will be expected to leave a comment on their video that will be viewable to
the author of that video. They will also be asked to fill out a rubric for at least one other student. Because the
students will be aware from the beginning of the project that their peers will be evaluating their projects, they
are more likely to put in extra effort to create a meaningful project.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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Overall, I feel that this project went well. I would have preferred to have my students complete this project after
a few more days of instruction covering the math content, however the pacing guide did not give us any more
time to spend on this topic. Because some of my students with special needs were not confident in their math
abilities to create tables, graphs and interpret both, I ended up giving more more assistance than I had
previously anticipated. Using peer tutors to assist with completing this project worked very well. Those students
who finished early were able to assist other students with creating graphs and using Screencast-o-matic to
share their projects. Students really seemed to enjoy viewing other projects in their culminating day in the lab,
though they did not have the background knowledge necessary to write a quality comment. If I were to do this
project with my students again, I would take time prior to this final lab day to talk about what a quality comment
looks like and how to write one.
In the future, I would also include students having to create questions based on their tables and graphs. For
example, they may ask how many fish each character would catch in 3 days, etc.

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