UMF Unit-Wide Lesson Plan Template

Name: Sarah Blomerth, Daniel Picard Program: Course:

Lesson Topic / Title: STEM By The Numbers

Lesson Date: Lesson Length: Grade/Age:

11/14/2019 (1) 45 min block Middle School
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
-Students will know and understand the words mean, As students continue in this unit, this
median, range, population, sample, and dot plot. knowledge is crucial. It will also help
-Students will be able to find the mean, median, and range them to understand data and statistics
of given data. when given in everyday situations, such
-Students will have a foundation of knowledge needed to as in a news article.
continue in their statistics unit.
-Students will understand a single number can represent
a summary of a data set

Content Standard(s) Instructional Decisions / Reasoning

CCSS.MATH.CONTENT.6.SP.A.3: Recognize that a
measure of center for a numerical data set summarizes
all of its values with a single number, while a measure of
variation describes how its values vary with a single
number.
Although only the first part of this
standard is put here, it is relevant to
students learning the mean and median
of a set of data.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

-Formative: Students will participate in a plickers quiz to
demonstrate their understanding of mean, median, range,
population, sample, and dot plot.
-This will allow students to be engaged
in a semi-competitive activity that
assesses their knowledge and
understanding of what was taught that
day. This will help shape instruction in
future lessons in case students need
 more review, or can advance more
quickly than anticipated.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Materials: This information is relevant to their

-Handout with dot plot and numbers real life. It is a good introduction to
-Pencils statistics, graphs, and interpreting
-Tape graphs and statistics, as well as finding
-Graphic organizers with definitions means, medians, and ranges.
-Highlighters
-Expo markers

Resources:
5 Numbers About Stem Diversity
STEM Education Trends

Technology:
Plickers
Slideshow

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence

Hook: 5 Numbers (5 min)

-The teacher will begin with the slideshow This will get students interested in the
-While the second slide (first non-title slide) is up the teacher content. It is an introduction to vague
will ensure that students know what STEM is. After discussion, statistics, but also ties in the real world
the teacher will switch to the third slide to ensure each student of diversity in various careers.
understands the meaning of STEM.
-The teacher will explain these statistics are from 2015.
-The teacher will click through the slideshow showing the 5
important statistics about diversity in STEM careers. The teacher
will pause before bringing up what each number means and
allow time for the students to think about what this means. The
teacher will state each number and explanation aloud.
-After the last slide the teacher will ask if students have any
questions or wish to comment on what they just saw.
-The teacher will then explain that today the students will look at
statistics about different genders and races in STEM fields.

Definitions/Graphic Organizer (10 minutes):

-The teacher will bring up slides 9 and 10.
-The teacher will pass out the graphic organizers and explain that
students are to write “their own” definition of the word they’re
given, as well as give/draw an example. They are allowed to ask
peers and faculty for help.
Students will become familiar with the
necessary vocabulary. The need for
them to restate the definition will form
a deeper understanding of its meaning
and application.
 -This would be a great opportunity to ask a student to hand
out
papers if it is recognized the student needs to get up and move
-Teacher will give a two and one minute warning
-Students will be given a short time to look at each other’s
definitions and examples.

Exploring Graphs (3 Minutes) Students will get the opportunity to see

-Teacher will pull up the nsf.org graphs (linked to slide 11 as data represented in various ways, as
well) and discuss what they say and mean. Talk about the well as to see more information about
different types of graphs as well as the trends. diversity in the STEM fields.

Finding Mean/Median/Range (17 minutes)

Students will be shown the process
-The teacher will return to slide 12 on the slideshow
step-by-step to find the mean, median,
-The teacher will explain that we will as a class find the mean,
and range of a small set of data. By
median, and range of percentage of female Social
doing this class-wide with the
Scientists/Psychologists from 1993 to 2010.
opportunity to provide answers,
-Before clicking, the teacher will ask how we find the mean. students may feel less pressured and
-Click one: total of all the numbers. Teacher will ask what’s will have their peers to support them.
next?
- Click two: Teacher will ask how many to divide by
- Click three: reveals “8” to be the right answer
- Click four: shows mean. Teacher should discuss rounding
-Slide 13: Finding range
-Before clicking teacher asks how to find the range
- Click one: highlights the highest and lowest value
- Click two: shows their subtraction
-Click three: shows the range
-Slide 14: Finding median
-Before clicking the teacher explains it’s easier to find the median
when the data is arranged numerically
- Click one: rearranges data.
- Click two: teacher asks how to find the median
- Click three: teacher asks how many pieces of data are in the set
- Click four: Teacher asks where the middle of the set is
- Click five: shows that the middle is actually between two
points
-Clicks six and seven: show math behind finding the median
- Click eight: shows the final median Students will get to practice applying
the skills they have just
-Teacher then switches to slide 15 and hands out the sheet with
learned/reviewed. They will have peer
support, making it more interactive and
the graph and data on a table, and tells students to break up into
supported than if they were to do this
pairs or groups of three, depending on how many students are
on their own. It will start them
present. Each group will pick two careers and find the mean,
discusses distribution and spreads of
median, and range. Students will have highlighters available to
graphs and data sets without them
them to highlight across their careers in order to make the data
truly knowing.
easier to see. They will discuss how each looks on the graph and
how their numbers are different. While they are doing this, the
teacher will draw a table on the board that shows each career
and a place for its range, mean, and median.

The class will come back together and each group will share their
findings and discuss. Students will plot their answers on the table
the teacher put on the board. Teacher will fill in any missing
careers. Teacher can switch to slide 16 to show the mean,
median, and range for each career. Class will discuss what these
numbers mean and how they vary for each career.
Assessment: Plickers (10 min):
-Teacher will hand out plicker cards and scratch paper
-Students will participate in a formative assessment via the
plickers website
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
Students will be given highlighters to better see their row
of data within the table.
Field Courses Only – Post lesson
Reflection
Teaching Standards and Rationale
Students get to participate and
demonstrate their
knowledge/understanding in a semi-
competitive manner. The multiple
choice questions support them as they
are still becoming familiar with the
content. This will allow the teacher to
understand student knowledge at the
end of this lesson. It can be used to
inform the instruction of future lessons
as the teacher will better know the
understanding of students on this
content.
Instructional Decisions / Reasoning