Lesson Plan – Wanuskewin Field Trip

Date: October 18th, 2017

Subject: Math Grade: 11
Topic: Inductive and Deductive Reasoning Through Inquiry-Based Learning

Materials:
Pen/pencils and paper
Walking shoes
Jacket (weather dependent)

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
In this lesson, students will gain an understanding of how to take mathematics into a real-world application. Students will
learn to identify how math can be used to answer questions that they curiosity will spark. Students will be able to apply their
inductive and deductive reasoning skills as they attempt to identify potential areas where math procedures can be
applicable, and the strategies that they have learned to solve them. This lesson will help students develop the skill to
recognize a problem, analyze it, and determine a solution through their inductive and deductive reasoning skills.

Broad Areas of Learning:

In this lesson, students will be able to develop and fine tune their reasoning skills and strategies that will help them be
successful when using math in their daily life. Rather than having the students learn this lesson in a classroom, students will
be given the opportunity to discover the mathematics outlined in their world for the themselves. This lesson will also give
the students the opportunities to interact with their peers and develop theories and ideas together, opposed to being
isolated in a classroom. Wanuskewin will also allow the students to connect with their community, and this place of learning
as it will encourage the presentation of different perspectives from the students. Through their understanding of differing
opinions and viewpoints, student will become better informed and be able to become a more engaged citizen and be able to
relate to different perspectives more easily.

Cross-Curricular Competencies:
This lesson will provide the students and opportunity to see mathematics in a different context which will facilitate inquiry
and problem solving. They will be responsible for their own learning and be able to think critically and more creatively when
looking at potential problems. This lesson will give the students to opportunity to explore their own ideas, strategies and
abilities in a safe and supportive way. This will allow the student to develop their own understandings of mathematics and of
their own knowledge as well. The students will also be given the chance to express their understanding of their literacy in
mathematics through the formation and presentation of potential math problems. This will also help students expand on
their mathematics literacy as they come to realize math is not simply symbolic notation but expressions as well. This lesson
will give the students the opportunity to shar and consider ideas from others while maintaining the respectful and
supportive classroom feel. Through their time at Wanuskewin, they will be able to see the importance of social interaction
and how different perspectives and approaches should be considered, validated, and strengthened through communication.

Outcome(s):
FM20.2 Demonstrate an understanding of inductive and deductive reasoning including:
 Analyzing conjectures
 Analyzing spatial puzzles and games
 Providing conjectures
 Solving problems

The main goal of this lesson is to allow the students to explore how math can be used in everyday situations. They will
demonstrate how to use math in an everyday setting and how to identify where and how to use math through their
inductive and deductive reasoning skills.
Indicator(s):
a) Make conjectures by observing patterns and identifying properties, and justify the reasoning

i) Solve situational questions that involve inductive or deductive reasoning.

PGP Goals:

1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer

2.6 ability to strive for/pursue new knowledge

3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning
styles of individual learners and support their growth as social, intellectual, physical and spiritual beings

4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas

4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and
contextual variables together in developmentally

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Students will be assessed prior to the commencement of their walks if they have any prior knowledge of Wanuskewin
Heritage Park. They will be asked for any prior knowledge they may have regarding the park and its significance
- Students will be expected to meet with their teacher before switching from the outside walk to the inside tour and vice
versa and show the teacher their progress on identifying mathematics around the park. This will be their opportunity to ask
questions and get additional ideas from the instructor for what to look for.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- At the end of the lesson, students will hand in their sheets of math problems that they have identified from both
their museum tour, and their walks around the park.
- These sheets will contribute to the class engagement portion of their overall mark in the class.
- These sheets will also be used to come up with one or two problems on the final exam for the class.
Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

- Students meet in the classroom 10minutes before the end of lunch to get ready to depart for Wanuskewin
Heritage Park.
- At this time the students will be asked if any of them have been to the park before, as well as if they have any prior
knowledge of the significance of the park.
- Students will be instructed about the goals of this field trip:
- To take math out of the classroom and apply their inductive and deductive reasoning skills to a practical
setting.
- To incorporate FNIM materials and ways of knowing into the unit
- To allow students to identify and create their own math problems (inquiry-based learning) that they will
be able to solve in the next class.
- To write down any and all applications of math that they think of during time at Wanuskewin (5-10
Minutes)
- Students will then board the bus and depart for Wanuskewin. (15minute drive)

Main Procedures/Strategies (~1hr-1hr 15min Minutes):

- Upon arriving at Wanuskewin, students will be asked to form into groups of 2-3. These groups will then be divided
into two groups. The first group will be given a tour of the museum while the other group will be given maps of the
walking trails (provided by the park) and will go with their small groups on a walk around the park.
- Both groups will be addressed together for the acknowledgement of the land we are one and be given an
introduction to the park and its significance (by tour instruction) – 5 mins
 - The tour guide will take the first group through their short museum tour which will take about 20-25mins. The
second group will be given some ideas as to what to look for in terms of math applications (Ex. Hight of a cliff,
speed of the river, etc.). They will be told what time to be back at the building for (20-25 mins from the time of
letting them go) and given their trail maps.
- After the tour is done and the walking groups have returned, the two groups will reconvene and will present their
progress of identifying math problems. The teacher will conduct the assessment FOR learning and offer feedback
on their progress. If students need help identifying areas that math can be applicable to, the teacher can offer
some more suggestions (angles of the buildings, surface area of the roof, distance of trails, etc.). – 5-10 mins
- The groups will then switch. The group that was given the tour will be given the trail maps and be sent out for a
walk around the trails, and the group that got back from their trail walk will be given the tour. – 20-25 mins
- After both groups complete the second activity they will reconvene with their teacher and thank the instructors
from Wanuskewin. As they board the bus, they will turn in their sheets of identified math problems. – 3-5 mins
- If there is extra time at the end, the students and teacher can spend some time looking at the buffalo jump and
taking about the mathematics that pertains to a buffalo jump (angles, force, distance, etc.).

Adaptations/Differentiations:
- Adaptations for students with physical disabilities can be made. If they are unable to do the path walk they will be
given extra time inside and be able to see more of the displays. They can also devise ideas from looking out at the
diversity of the landscape without needing to go off road.
- EAL students will be allowed to have their phones for translating purposes if needed.
- Visually impaired students will be given the option to do the trail walk if they are comfortable and if they want to,
their group will be able to assist them where needed.
- Any additional support staff that is needed for students will be in attendance.

Closing of lesson (~5-10 Minutes):

- Students will return to the school and have a short debrief as to what they thought about their time at
Wanuskewin. They will be given the opportunity to ask any questions about things they saw or about any issues
they had with the assignment.
- Students will be told that next class they will be given a worksheet with some of the problems that they came up
with and be given the opportunity to solve them as one or two of them will appear on the unit exam.

Personal Reflection:
To Be filled out after the returning to the school.