Kurt Hoelsema 5.

1 Relating Graphs to Events

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Kurt Hoelsema

Date: 11-11-2017 Subject/Topic/Theme: Algebra 1, Chapter 5, Lesson 1 Grade: 9th
I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson in this unit and is an introduction to graphs, which will be later related to functions.
The main emphasis is that graphs tell stories. Instead of using words like an essay might, they typically use
two variables and show how one changes (the dependent variable) as the other variable changes (the
independent variable). This lesson is designed for two 60-minute class periods as outlined below.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

Interpret graphs through describing the relationship between two variables. An, E,
Sketch graphs to show the relationship between two variables. C, Ap X
Label horizontal/vertical axes with appropriate units. Ap, R X
Analyze graphs by understanding the relationship of two variables based on U, E,
the shape and the situation. An
Common Core standards (or GLCEs if not available in Common Core) addressed:
For a function that models a relationship between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing key features given a verbal description of
the relationship. (F-IF)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students must be familiar with the coordinate plan and be able to measure in cm and
knowledge and skills. mm.
Pre-assessment (for learning):

Formative (for learning): Desmos,

an online mathematical software program, will be used for
Outline assessment one of the activities. The teacher will be able to view students work and responses.
activities
(applicable to this Formative (as learning): Students
will work through a Desmos activity explained below and
lesson) watch a TED Talk video on graphs.

Summative (of learning): Students will complete homework on graphing stories.

What barriers might
this lesson present?
What will it take
neurodevelopmentall
y, experientially,
emotionally, etc., for
your students to do
this lesson?
Provide Multiple Means of Engagement Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and strategies, activate, apply & highlight. Provide functions- coordinate short &
self-assessment & reflection. Provide options options for language, mathematical long-term goals, monitor
for sustaining effort and persistence- optimize expressions, and symbols- clarify & progress, and modify
challenge, collaboration, mastery-oriented connect language. Provide options strategies. Provide options
feedback. Provide options for recruiting for perception- making information for expression and
interest- choice, relevance, value, authenticity, perceptible communication- increase
minimize threats medium of expression.
Provide options for physical
action- increase options for
interaction
Kurt Hoelsema 5.1 Relating Graphs to Events

Throughout the course of this Information in this lesson Students will respond
lessons, students will engage withis presented visually with in class discussion,
the material through large groups example graphs, through through two hands on
discussion, watching a video, videos, through graphing activities, and by
doing a hands-on activity, and by software (Desmos), and doing the homework.
using the Desmos software. through homework that
corresponds to videos.
The video will include
subtitles. After the video
students will discuss what
they learned through a
think-pair-share.
Materials-what Laptops/Chromebooks, meter sticks and rulers, projector for presentation.
materials (books, Printed Note Sheets for Students
handouts, etc) do you Printed Homework Sheets for students
need for this lesson
and are they ready to
Desmos Classroom Setup: https://teacher.desmos.com/carnival
use?

How will your The Classroom will be set up so that students can work in small groups (3-4).
classroom be set up
for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2 Motivation Begin by giving a brief intro to Chapter Students will listen to the teacher
(opening/ 5, and by looking ahead at the schedule introduce the unit.
introduction/ pointing out the general flow of the unit.
engagement)
Hand-Out the 5.1 Student Note Taking
Sheet

Begin by displaying the graphs

from the presentation and
discussing what information they
display and how they display it,
Stress that many graphs have very
direct messages behind them
(graphs are not neutral).

8
Graph 1: Strava and Fitbit Data:
This is multiple graphs in one.
Have students discuss in their
groups what the graph is displaying
and how it might be useful. Ask
Developmen students what they think is the
t
most essential part of the visual and
(the largest
component or why. Ask if there are any parts of
main body of the graph that they do not
the lesson) understand.
Kurt Hoelsema 5.1 Relating Graphs to Events

Students will discuss these graphs

8 Graph 2: Racial and Ethnic in groups using the questions in the
Disparities in Prisons and Jails: student note taking sheet. After
Have students discuss what is discussing these graphs in groups,
displayed in this graph in groups. student will engage in a class discussion
Ask students to identify the value- about each graph.
ladeness of this graph. Ask students
if they believe that this graph is an
accurate depiction of the reality.
Does it tell the whole story? What
parts does it tell?

8
Graph 3: French Troops during
Napoleons Russian Campaign
1812: Again ask students to
interpret this graph in groups. Ask
why temperature is included. What
does it show? What story is the
graph telling?

Based on students and groups

responses the teacher will guide a
class discussion on each of these
graphs.

2 Teacher will give a brief intro to the

TED video by emphasizing that graphs
can tell very complex stories and make
certain things clear that wouldnt Students will watch the video.
normally be.
Teacher will play the TED video about
18 graphs telling stories. Subtitles are
provided to help students follow along
After the video is finished. Prompt Students will write one paragraph of
5 reflection on the video.
students to write one paragraph of
reflection on their note sheet.

Once students are done have them

5
share their reflections in their groups in Students will share their reflections
a think-pair-share. in small groups.

_________END OF DAY ONE__________ ________END OF DAY ONE________

2
As students walk in the door, tell them
that they will need a Students will take out their
laptop/Chromebook for class today. If laptops/Chromebooks.
Kurt Hoelsema 5.1 Relating Graphs to Events

they didnt bring one with them they

may use one of the classrooms
Chromebooks.
3
Instruct students to go to
student.desmos.com and enter in the Students will go to
classroom code. student.desmos.com and type in the
classroom code.
Instruct students to pay attention to
the axes and the units. Use the rocket-
man graph to explain what these are.
5
Instruct students to be as precise as
they can and to keep trying it until
they get it.

Instruct students that once they are Students will work through the
done to check with the teacher. Desmos activity.

Teacher will monitor the students and

30 view their responses and progress on
the Desmos Teacher Dashboard.

Teacher will assist students as needed.

Once students are done, check their
answers using the Desmos dashboard.
If they got it, instruct them to move on
10 to the activity at the end of their note
sheet. If they did not get close to the
right answer instruct them to try that
one again.
Once students are done they will
check with the teacher.
Students will measure their hand size
in mm and their height in
centimeters.

As students finish the second activity Students will relay their hand size
record their results on the Google and height to the teacher.
Sheet this will be used later in the
Unit.
10 Closure
(conclusion,
As students give the teacher their data, Students will use the remaining class
culmination, time to get started on the homework.
wrap-up) hand them the homework sheet. The
homework sheet explains what they
must do. Each Page contains 4
explanations, so cut them out
beforehand and give each student one.

_________END OF LESSON 5.1_______ ________END OF LESSON 5.1_______

Kurt Hoelsema 5.1 Relating Graphs to Events

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

This lesson was a joy to create. Functions are the foundation of much of mathematics, so it is important
that students really understand what they are and how they are useful. This lesson is so technologically rich
with the TED Video, Desmos activity, and the video homework. At first, I was attempting to fit all of this
material into one class period, but I soon realized that 60 minutes would not do justice to this topic. In
creating it, I found a new appreciation for functions. Even though I did not get to teach this lesson, the
process of creating caused me to think more about the difference between teaching students how to do
something so that they can reproduce it on a test and teaching students about something. This lesson could
have very easily been designed giving students many examples and then students would be able to meet the
objectives, but I dont believe they would truly have a grasp on what functions are or have any appreciation
for them.