EEI Lesson Plan Template

Name: Kathy Stone Pima Course:ESE290A Instructor:

Cynthia Konrath
Subject: Math Topic: Positive and Negative Grade Level: 6 Duration:
Numbers
List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan]

Purpose: This lesson will help students…[finish this statement using kid-friendly language]
Use positive and negative numbers to indicate a change in elevation, temperature or money in the bank.
Components Description of Plan
Content Standard 6.NS.C.5 Understand that positive and negative numbers are used together to describe
Choose ONE standard and type it out quantities having opposite directions or values (e.g., temperature above/below zero,
elevation above/below sea level, credits/debits, positive/negative electric charge); use
along with the number. positive and negative numbers to represent quantities in real-world contexts, explaining the
meaning of 0 in each situation.
Learning Objective Bloom’s Level: Understand – Students will understand positive and negative numbers
 Choose ONE level of complexity from and that they are separated by zero.
Bloom’s Revised Taxonomy
 Write ONE objective that is ONE Apply: Students will use their understanding of positive and negative numbers to
simple sentence with ONE carefully apply this concept to real world situations.
chosen verb
Objective: SWBAT…Use positive and negative numbers to indicate a change (gain or
loss) in elevation or temperature with a fixed reference point.

tEst Anticipatory Set Teacher will (TW): Students will (SW):

# of  A quick "hook" to grab the 1. TW remind students of prior 1. Student will draw a mountain
Mins student's attention assignment when they were above the water line.
 Activates prior knowledge of plotting positive and negative 2. Another student will draw a boat
the objective numbers on a coordinate plane. on the water line.
 Requires active participation
2. TW…Today we are going to 3. Student will draw a mountain
from ALL learners
 Students must literally interact learn how positive and negative climber on the mountain.
with the OBJECTIVE numbers are used in the real 4. Student will draw a scuba diver
world. Draw water line on the under the water line.
board
3. TW state the objective.

Est Teaching-Input Teacher will: Students will:

# of  Using effective and varied 1. Introduce vocabulary 1. Write the vocabulary and
Mins
strategies, the teacher Reference point definitions in their vocabulary
provides information and Elevation book
vocabulary students will need Scale
in order to grasp the concept,
strategy, or skill.
 Check for Understanding.
Est Teaching-Modeling Teacher will: Students will:
# of  Teacher demonstrates and 1. Draw a vertical number line next 1. Determine feet above and below
Mins shows examples of what to the illustration on the board. sea level the climber and scuba
students are expected to do diver are at.
(how to solve the problem,
answer the question, do the
activity etc.).
 Check for Understanding.
Est Guided Practice Teacher will: Students will:
 EEI Lesson Plan Template

# of  An opportunity for each 1. Distribute large paper to groups 1. Students will title their paper
Mins student to demonstrate new of 2 or 3 students. either temperature, elevation or
learning by working through 2. Distribute markers to students bank account.
an activity or exercise with the 2. Students will create a scenario
teacher’s guidance.
where there would be a
 This is the heart of the lesson something occurring above and
and should have the most
below the reference point.
minutes assigned to it.
Est Closure 1. How did we record measures of elevation, temperature or bank accounts on
# of  ALL students must engage in a number line?
Mins brief closure activity to cement 2. SW re-engage with the objective by…[write how they will literally re-engage
learning and optimize transfer. with the objective] Is negative 90 feet below sea level an appropriate
 Do not introduce anything statement?
new during Closure.
3. For temperature, elevation and a bank account what is the fixed reference
 Check for Understanding.
 Students must re-engage with point?
the OBJECTIVE
n/a Independent Practice Students will: Present their illustrations to the class in groups and explain their
 AFTER proper closure, it is scenarios.
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.

Checks for Understanding 1. Asking individual students to answer questions

 List at least THREE quick, informal 2. Observe students when they are creating illustration
strategies that you used to check 3. Listen to conversations between students
understanding throughout the lesson.
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre- and Post-Assessment of Objective:
 Describe how you will pre- and post- Ask students if they know where positive and negative numbers can be found in the
test students’ understanding of the real world.
objective. These do not need to
happen on the same day as the Alternative Assessment Options:
lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options Content – Scaffold: Pair students who have writing difficulty with those who have
Describe how you will reach diverse greater writing strengths for group work.
learners by varying the: Content – Challenge:
 Content
 Process Process – Scaffold: For students struggling with creating a scenario eliminate this
 Product
portion of the assignment.
Process – Challenge: Have students create a scenario to go with their illustration.

Product – Scaffold:
Product – Challenge:
21st Century Learning Technology:
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: During closure asking students if negative 90 below sea level is a
 Critical Thinking proper statement
 EEI Lesson Plan Template

 Creativity
 Collaboration Creativity: Creating a real life scenario for positive and negative numbers.
 Communication
Collaboration: I willl have the students collaborate on making a real life scenario.

Communication: I will have students communicate their ideas verbally, on the board
and on their illustration.

Appendices/Additional Information: [insert materials/links/screenshots below]