CONT933 Module 3 Culminating Task Template

Name: Christopher Barker

Date: 24th October 2021

Title of Lesson: Planning a Field Trip

Mathematics Applied Design, Skills, and

Technologies

Grade Level: 7 7

First Peoples’ Learning is holisitic, reflexive, reflective, Learning involves patience and time.
Principle(s) of experiential and relational.
Learning Focus:

Big Idea(s): Computational fluency and flexibility Complex tasks may require multiple
with numbers extend to operations tools and technologies
with integers and decimals.

Curricular Use mathematical arguments to Identify key features or potential users

Competencies: support personal choices. and their requirements.
Represent mathematical ideas in Generate potential ideas and add to
concrete, pictorial and symbolic forms others’ ideas.
Evaluate their product against their
criteria and explain how it contributes
to the community.

Curriculum Operations with integers and decimals. Role of basic financial record-keeping
Content: and budgeting.
Financial Literacy.
Search techniques and criteria for
Discrete linear relations. evaluating search results.

Purpose: To design a field trip proposal and communicate it to the class.

Objectives: I can use online search engines to find required information.

I can budget and record my costs.

I can present my work clearly and use technology to communicate with others.

© Continuing Teacher Education, Queen’s University, 2020

 I can leave constructive feedback after reading the ideas of my peers.

Description of Students are provided with a task of planning a field trip for the class.
Activity:
They will use search engines on the internet to learn of the prices, including any
special deals for large groups.
They will have a paper copy of a budgeting template, for which they can use a
calculator to help keep a track of their finances.
Once they have collected all the information and costs, they will present their
idea as a post on Padlet.
They can the review each others’ ideas and see which proposal they support.
If more than one child went for the same activity, they can compare ideas to see
if they could have included one of their friend’s ideas next time.

Accommodations/ ELL: The template has more sections filled in, and with less ambiguous language.
Adaptations for Partnerships allowed. Use of first language encouraged during searches.
Students:
Learning Disability: Resource support. Design template is less of an inquiry and
more of short and precise instructions.

Gifted: Turn the costs into a graph, in which the linear relationship between the
total cost of the trip, and the number of children going, will be represented as
y=mx+c

Assessment Single-point rubric, where the objectives for Proficient are set, allowing for
Methods: children to pave their own way toward extending.
Interacting with children during the process to guide and scaffold them as
needed.
Budget sheets handed in to see organization and application of math.
Presentation of work through Padlet and interactions with each other’s ideas.

© Continuing Teacher Education, Queen’s University, 2020