Interdisciplinary Experience Project: Day 1 Lesson Plan

Presentation Link:

https://docs.google.com/presentation/d/1DokYBD7H0jTCdqOqgcxUwoE0XdSuSq9v1VVYHv8s

b4s/edit?usp=sharing

AZ State Standards:

ELA:

- Analyze how the author unfolds an analysis or series of ideas or events, including

the order in which the points are made, how they are introduced and developed,

and the connections that are drawn between them. (9‐10.RI.3)

- Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms

speech, King’s “Letter from Birmingham Jail”), including how they address related

themes and concepts. (9‐10.RI.9)

History:

- 8.H3.2 Explain how popular movements, reform efforts, and activist groups have

sought to change American society and institutions

- HS.SP2.2 Analyze the ways in which perspective shapes recorded history.

- HS.H4.1 Examine how historically marginalized groups have affected change in

political and social institutions.

- 8.SP2.1 Analyze multiple factors that influence the perspectives of people during

different historical eras

- HS.H4.4 Examine how a diverse society can be a force for unity and/or disunity.
Math

- A1.N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

Include problem-solving opportunities utilizing real-world context.

- A1.A-CED.A.1 Create equations and inequalities in one variable and use them to solve

problems. Include problem-solving opportunities utilizing real-world context. Focus on

 linear, quadratic, exponential and piecewise-defined functions (limited to absolute value

and step)

- A1.A-CED.A.2 Create equations in two or more variables to represent relationships

between quantities; graph equations on coordinate axes with labels and scales.

- A1.A-REI.D.10 Understand that the graph of an equation in two variables is the set of all

its solutions plotted in the coordinate plane, often forming a curve, which could be a line

Warm-Up: (15 min)

This material corresponds with slides 2-8 of the presentation.

Recall: Underground Railroad/Data and Relationship Analysis

- Exercise: Given 7 objects, find the relationship between them

- Students will click through the slides in their pre-assigned groups, and the

instructor will then set a timer for 15 minutes as they discuss connections

between the 6 images on the slides.

- Objects:

- 1: Conductors hat

- 2: The Mott family safe house

- 3: Map of the Underground Railroad

- 4: Picture of a typical railroad

- 5: An opening of a tunnel (ie a light at the end of a tunnel)

- 6: A farmers hat

- The relationship between the objects is the Underground Railroad.

- In their groups, students will share the relationship(s) they find in a discussion

board post on Canvas or Google classroom!

History

Learning Objective: Students will be able to compose a journal entry reflecting three various

components or facts that are relevant to the first figure being Harriet Tubman, students will also

share these facts with the class and a partner.

Person: Harriet Tubman

- Open stop one on the home slide page of the powerpoint

- She “talks” to the students and gives them some information about herself

- “Hello, I am Harriet Tubman, or as some would call me, the Conductor of the

Underground Railroad. Now contrary to popular belief, I am not the creator of the

Underground Railroad. I am actually one of the many benefactors of this network.

I, like many others, used the Underground Railroad to escape the South and gain

my freedom in 1849. Once I gained my freedom, I returned many times to the

South to assist others in their journey. Due to my efforts, I was wanted by many

slave owners and I even had a bounty on my head for as much as $40,000.”

- “After the war ended, I joined Susan B. Anthony and Elizabeth Cady Stanton in

their efforts to end Women's Suffrage.”

- The students can interact with her and see pictures that represent her memories and

ideals.

*Pictures and stories in powerpoint

- They will answer questions in their journal and reflect on what they learned that day.

*Journal at the end of this document

Math

Learning Objective: Students will identify a set of data as modeling a linear function, determine

the function’s rule, and graph the function on the provided coordinate plane.

This material corresponds with slides 11 and 12 in the presentation. Okay

- After the students are introduced to Harriet Tubman, she asks them for help with a

problem.

- She wants the students’ help in creating a function which will help her more easily

estimate the distance in kilometers she can travel in a day if she knows how many

people she will be guiding.

- The data the students are provided is below:

Number of people in her group Distance traveled in one day (in km)

10 32

20 31

30 30

50 28

100 23
−1
- The students should identify the function as linear, with function rule y= x +33. They
10

will use Desmos (https://www.desmos.com/calculator) to check their functions.

- Their graphs should look like as follows:

- After this, they will record what kind of function they identified, why the data models that

kind of function, the function’s rule, and they will also graph the function in the provided

space.
- The students will record this information in their journal (see the sample journal

format below).
Math Journal Entry Sample Format:

What kind of function did you identify? ____________________________

Why is it that kind of function?____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What is the function’s rule?________________________

Graph your function below. Don’t forget to label your axes!