Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Jared Fowler

Position Teacher

School/District Coahulla Creek High School / Whitfield County

E-mail

Phone
Grade
Level(s) 9

Content Area Math (Algebra 1)

Time line 2 weeks

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.
MGSE9-12.S.ID.5 Summarize categorical data for two categories in two-way frequency tables.
Interpret relative frequencies in the context of the data (including joint, marginal, and conditional
relative frequencies). Recognize possible associations and trends in the data.

Learning Objectives:

1. The students will be able to create a survey with 5 questions to be administered to students (9-11)

Content Standards and/or staff (by floor) to assess the impact of the device shortage at Coahulla Creek.

2. The students will be able to calculate joint, marginal, and conditional relative frequencies with
80% accuracy using the data from the survey.

3. The students will be able to create an artifact (poster, infographic, video, etc.), to be graded by
both a teacher and student rubric, to present information about possible solutions to the device
shortage being faced by the school.
1. Empowered Learner
1c: Students use technology to seek feedback that informs and improves their practice and
NETS*S Standards: to demonstrate their learning in a variety of ways.

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 1d: Students understand the fundamental concepts of technology operation, demonstrate
the ability to choose and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies.
2. Digital Citizenship
2b: Students engage in positive, safe, legal, and ethical behavior when using technology,
including social interactions online or when using networked devices.
2c: Students demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.
3. Knowledge Constructor
3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3c: Students curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d: Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
4. Innovative Designer
4a: Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
5. Computational Thinker
5a: Students formulate problem definitions suited for technology-assisted methods such as
data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and
represent data in various ways to facilitate problem-solving and decision making.
6. Creative Communicator
6a: Students choose the appropriate platforms and tools for meeting the desired objectives
and their creation or communication.
6b: Students create original works or responsibly repurpose or remix digital resources into
new creations.
6c: Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models, or simulations.
6d: Students publish or present content that customizes the message and medium for their
intended audiences.
7. Global Collaborator
7b: Students use collaborative technologies to work with others, including peers, experts,
or community members, to examine issues and problems from multiple viewpoints.
7c: Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
7d: Students explore local and global issues and use collaborative technologies to work
with others to investigate solutions.

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

This math project will be presented as a school improvement project at the end of a data analysis unit in
Algebra 1. In the two days prior to the project, the teacher will model the process of collecting data, creating a
bivariate table, and then designing an artifact. The lesson will begin with a discussion about the lack of
available Chromebooks in the school. The students will be placed in groups to discuss possible solutions for
this current issue within the school. The students will still be required to socially distance, so groups will be
allowed to move into the commons area. The students will create surveys to collect data from students (grades
9-11) and staff (by floor). The surveys will be analyzed using the students' understanding of statistics and
bivariate tables. Students will take the data and research possible solutions for the device shortage (funding or
BYOD). Students will create artifacts (infographics, posters, videos, etc.) to display around the school and on
the school’s social media site providing information about the impact of the digital divide and possible solutions
for the school.

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.

1. Why is technology valuable when making statistical models?

2. How can I apply what I have learned about statistics to summarize and analyze real data?

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 be formally assessed throughout the process of completing the project. Student groups will
initially be assessed on the number and type of questions they create for their survey. The teacher will provide
feedback to the student groups to allow them to rewrite their questions before administering the survey to their
specified audience. Then the student groups will be assessed on the creation of their bivariate table and the
accuracy of the calculations in the table. Finally, the student groups will be assessed on the artifacts they
create (poster, infographic, video etc.) and the viability of their proposed solution.

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

Technology will support student learning through every step of the project. The teacher will use technology to
demonstrate the learning process to the students. The students will choose a digital platform to conduct their
surveys. The data from the survey will be transferred into a spreadsheet to create a bivariate table and perform
the required calculations. The students will use the internet to research possible solutions to the device
shortage within the school. Students will then choose a digital platform to create an artifact to demonstrate their
learning and share information on the digital divide and proposed solution. Students will utilize their prior
knowledge of GSuite and recording software like Flipgrid.

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 Devices (School issued Chromebooks, personal devices, cell phones)
Online survey tools (Google Forms, SoGoSurvey, Formative)
Online Collaboration tools (Jamboard, Google Hangouts, Google Keep, Diigo)
Spreadsheets (Google Sheets or Excel)
Presentation Tools (Canva, Piktochart, Flipgrid, Adobe Spark)
Rubrics (Survey questions, artifact assessment)

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?)

The students will have already completed most of the unit on data analysis at the time of this project. The data
analysis unit is the last unit of the year so most skills needed will have been covered by this point. Students will
be invested in this activity because they are directly affected by the topic and possible outcome of the project.
Students will have prior knowledge of Google Forms, JamBoard, Google Hangouts, Google Keep, and Flipgrid.
Students will receive some basic instructions on Canva, Piktochart, and Adobe Spark. Additional instruction
may be required, but this can be done as needed at the group level. Students will possibly struggle with
creating the bivariate table and making the calculations, but this is where focused one-on-one instruction will
take place.

Timeline

Day 1 – Demonstration of survey construction and administration.

Day 2 – Demonstration of data analysis and artifact construction.

Day 3 – Assigning student groups and creation of group surveys.

Day 4 – Group research of solutions to digital divide.

Day 5 – Group research of solutions to digital divide.

Day 6 – Analysis of survey results and calculations of bivariate table.

Day 7 – Design, approval, and creation of artifact.

Day 8 – Creation of artifact.

Day 9 – Presentation of artifacts to class.

Day 10 – Presentation of artifacts to class.

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: Troubleshooting 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.

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 Students’ use of technology will be managed in several different ways. Digital equity will be ensured by the
teacher securing a full class set of Chromebooks each day. This will also help ensure all students are working
on the same platform. Students will sign-out Chromebooks each period. The teacher will move around the
room throughout the activities to monitor the students’ progress and use of the technology. Student groups will
be allowed to sit in the classroom or move into the commons area to work on the activities for this lesson.
There is a small possibility that a Chromebook may not work properly, or the WiFi network may be down at
school that day. If a Chromebook does not function properly, students will have the option to use their mobile
device or obtain another Chromebook from the media center. If the WiFi does not work for the day or the class
period, students will be encouraged to have a scribe in the group to record all ideas and plans. These ideas will
be posted to the groups Google Keep board and revisited when the class meets next with a functioning WiFi
network.

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 Bloom’s Taxonomy? How can the technology
support your teaching? What authentic, 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?

This lesson is a student-centered lesson. Students will collaborate and communicate in a variety of ways.
Students will share ideas and provide feedback for peers in-person or through digital platforms like JamBoard
or Google Keep. The teacher will provide feedback continuously throughout the activities because he will have
access to the Google Keep boards and the Jamboards. The teacher will facilitate questioning and discussion
between peers within each group. The teacher will facilitate the use of new technologies during the activity by
questioning students and suggesting certain digital resources to meet the groups intended goals. Students will
be using technology to discuss, research, and provide possible solutions to a relevant real-world problem
through an authentic learning experience.

Students will reach the upper levels of Bloom’s Taxonomy as they complete the project. Students will analyze
survey results to identify the extent of the device shortage within the school. Students will evaluate different
strategies to help them identify a viable solution for the device shortage at the school. Students will be creative
as they develop an artifact to deliver statistics about device shortage and the proposed solution for addressing
the shortage.

Students will incorporate the 4 C’s (creativity, collaborate, communicate, and critical thinking) as they progress
through the different stages of the project. Group members must collaborate and communicate with his/her
peers throughout this project. Critical thinking will be engaged as students analyze data, evaluate solutions,
and create artifacts. Students will use digital tools such as Adobe Spark, Piktochart, Flipgrid, etc. to create the
artifact and then use digital platforms such as the school website, social media pages, or the daily
announcements to deliver each groups’ content. Group members will be evaluating their peers’ contribution to
the lesson.

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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?)

Content delivery will be differentiated in a variety of ways. Initially, students will receive instruction in lecture
form when the teacher demonstrates the process of surveying the class, analyzing the responses, constructing
a bivariate table, and making an artifact. The teacher will provide tutorial videos in Google Classroom focusing
on each component of the activity (surveys, bivariate table, Adobe Spark, Piktochart, etc.). The process will be
differentiated by allowing the students the freedom to choose what survey platform and presentation platform
they would like to utilize. Students will be able to create their own survey questions and unique artifacts to
demonstrate their learning. Students will be encouraged to collaborate with their peers using Google Keep and
Jamboard. The activity can be extended by incorporating Language Arts and having the students write a
proposal to the school board supporting their recommended solution. Assistive technologies will include closed
captioning for video tutorials, calculators/spreadsheets to help with calculations, and translation software for
assignment directions.

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 learning activity will conclude with each student group presenting their artifact for the class. The students
will be asked to reflect on their learning experiences during the activity using a Formative survey. Students will
be asked to answer the following questions:

1. Are you pleased with your final artifact? How could you have made it better?
2. What did you enjoy the most about this learning experience? Why?
3. What did you find to be the most challenging part of this learning experience? Why?
4. Do you still have any questions from the learning experience you would like to ask?
5. Do you feel like this learning experience was meaningful? Why or why not?
6. If you could participate in a similar learning experience, what school issue would you like to focus on?
7. How can I make this learning activity better?

As the classroom teacher, I will use the feedback from the survey to help assess if the students found the
learning activity meaningful. The student engagement, accuracy of calculations, and quality of the artifact
created will be methods for determining if the lesson was effective. Responses to the survey, along with
classroom observations and questioning, will help to identify points in the activity that went well and points that
need to be adjusted for similar learning activities in the future. Following the learning activity, I would share my
lesson plan, student artifacts, and survey results with my fellow math teachers during a department meeting. I
would ask them for their input and how I could improve the lesson for future classes.

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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.

Technology integration takes time and practice. Students need to be introduced to technology early and they
need repeated exposure to technology in order to become comfortable with its implementation. Teachers need
to create safe learning environments. Students need to be willing to take risks and be creative with fear of
failing. When students are comfortable with technology and are willing to freely express themselves, learning
and engagement can increase significantly. I believe the focus of this project was sound. I believe the skills,
both math and technical, required to complete this project are critical for student learning. The issues identified
and addressed during the project are relevant to the students and in education. My recommendation for
anyone wanting to implement this project would be to begin working with the different platforms earlier in the
year. The students need as much practice as possible with resources like Formative, Flipgrid, Google Keep,
and Adobe Spark. I would recommend allowing students to choose their own topic/issue to address. Many of
my students had excellent ideas for similar projects that addressed issues I was not familiar with as a teacher.
Student-centered learning is exciting and impactful. As a teacher, you need to find the ability to give up
“control” and see the beauty in the chaos of discovery.

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