This template helps to shape instructional ideas into lessons that any teacher can implement with a group

of students. The first link on

the left below leads to New Jersey’s subject and grade-level standards. Most schools use the standards to “anchor” a lesson, then
make sure that all activities align to a very few, sharply focused objective.

VITAL INFORMATION
Author: Elizabeth
Rivera
*Subject(s) :Number
Systems and Their
Real-World
Applications, Maple
Syrup History
*Grade/Level: High
School Level

STANDARDS AND OBJECTIVES

Curriculum
Standards &
Objectives: NJ
Student Learning
Standards for all
Subjects/Levels

By the end of this lesson, students will be able to recall the history of maple production and transportation as
Student Learning
well as understand and describe number systems’ real-life applications regarding computing.
Goals and
(hint: start with a verb such as “recall” or “explain” or “describe” or “prove” or “find”) Try to focus on 2-4
Objectives
objectives in a typical 40-minute lesson plan.
The Essential Questions are appropriate, thoroughly aligned with the standards and objectives, and designed
to invite inquiry. Questions require higher levels of thinking. See
Essential Questions
https://www.teachthought.com/pedagogy/examples-of-essential-questions/ and
https://beyondclassroom.org/individual-elo-design/examples-of-essential-questions/ for examples.
 How can systems of equations help interpret as well as solve real-world problems?

INSTRUCTIONAL PROCESS
How will you address all language demands (function, vocabulary, discourse)?
● Function: What words or phrases students need to understand in the discipline or across disciplines in
order to participate in this lesson?
● LIST THOSE WORDS OR PHRASES HERE: respond, analyze, identify, apply, interpret, evaluate, justify,
cooperate, record observations

Examples are: record lab observations, analyze, respond, research, compare/contrast, construct, describe,
evaluate, examine, justify, interpret, identify, locate, apply

Academic ● Vocabulary: What words do the students need to know related to the topic you are teaching?
Language (Oral & LIST THOSE WORDS HERE: number systems, code, computing, computer science, maple syrup production,
Written) irrational numbers, rational numbers, equations, complex number (depending on where students are in terms of
understanding complex equations before doing this lesson, complex equations (see previous term) ,
packaging, email,commutative property, associative property, distributive property, Native-American, Lenni-
Lenape, industrial revolution, augers, sap, tree sap, boiling, sugar, trade, osmosis, augers, drill,monitoring,
reverse osmosis, camps, walking, other tool vocabulary that relates to how computers have become
integrated into the maple syrup making process, trees, bark, colonists, pre-colonialism, etc.
Sources: Maple_Sugaring_Among_the_Delaware_-_WIEP_2020.pdf (woodlandindianedu.com), The History of
Maple Syrup - Maple Valley Cooperative (maplevalleysyrup.coop), Monitoring system creates efficiencies in
maple syrup production - Northern Ontario Business, Maple Syrup Takes Turn Toward Technology - The New
York Times (nytimes.com),
How will you engage student interest related to the standards and objectives of the lesson? How will you link to
past lessons?:

Instructional Process: This lesson will start by talking about if they have been seeing any interesting shows lately as well as how they
Set/ Motivation watch their content, or, if introducing the maple syrup unit, what they enjoy eating for breakfast or for a sweet
treat-they can be cultural or general. It will also review students’ previous knowledge on quadratic equations,
what they are, and how they can be solved-the class can solve one quick problem together at this point while
the teacher ”receives” an email from a worker of a maple syrup plant and reads it.
 They then read it to the class and present it as a problem that the students need to solve. Depending on if the
class can go on a maple syrup field trip or not, the email will change. If they’re able to go on the field trip, the
email says that there’s an issue with trying to set up the maple syrup farm for the tour since the computers that
help machines process sap into maple syrup as well as package the maple syrup are not working. However, if
they’re not able to go on the trip, then read a voicemail transcript instead that have the worker describe their
worries about a computer that is making them unable to process run the machines needed to complete the
maple sap to syrup process, making them unable to send a set of maple syrup products over to the class as the
school is taste-testing some of the farm’s current flavor lineup.

Consider students’ academic, social, and/or cultural characteristics, as well as their prior knowledge, strengths,
and weaknesses.
Briefly describe the history of maple syrup making in the lens of pre and post computing. Precomputing periods
include the ages of the Lenni-Lenape’s methods of making maple sugar in their sugar camps to collect and
boil the syrup, colonists utilizing augers and sugar shacks to make maple sugar, and the industrial revolution
that utilized cars, motors and newfound materials like tin to produce syrup make as well as transport maple
syrup. Post-computing includes the modern age of vacuums, reverse osmosis technology, monitoring
technology that helps mitigate issues with the sap pipes that can harm production and other STEM discoveries
being used to make maple syrup more efficiently. Then, with this knowledge, give the students the different
error messages that will include either irrational, rational, and complex equations (irrational, rational and
complex number system equations-complex equations will either be the final, large equation that the teacher
will help crack while quickly discussing what complex and number systems are or they will be part of the code
over that the worker gave them (a certain type of boat, a certain type of train, a truck, and a car), as well as
Instructional Process: information needed to solve the problems (some can have their fuel costs, others can have their average
Strategies, speeds, etc.). Then, have students work in groups to try and figure out the best option and why on a group
Procedures, Tasks worksheet. On this worksheet, there will be three problems-The main one is students actually answering this
question and the second one is comparing and contrasting if walking to the maple forest or driving to a maple
forest is cheaper (give variables like the fuel cost for the car, food cost, and time cost for how much time you’re
spending with a paid hiker for the walking side or other variables that the teacher can think of to create the
equation system problem). The third question is to quickly look up how equation systems are used in other ways
in the real world and discuss it.

Clearly describe your instructional processes in sufficient detail that a substitute teacher could follow your plan.
Make sure your instructional processes align to the standards and objectives. How will you organize content
and delivery of the topic and discipline in innovative and relevant ways that provide clear, appropriate, and
challenging learning for all students? How will you address students’ academic, social, and/or cultural
characteristics, as well as their prior knowledge, strengths, and weaknesses?
 Consider how independent, collaborative, small group, and whole class instruction can be used to effectively
support individual learning.

How will you bring the lesson to a close? How will students verbalize or demonstrate their understanding? How
will you extend the lesson and link to future lessons?

Have the students write, draw, and discuss together what they think the best option is for the maple worker to
choose transportation wise, using their answers and how they got them as proof. The teacher then listens to their
common consensus, as well as says their thoughts (what their answer was) and then together with the class
drafts up an email to send to the maple worker (they will later thank them in the weeks closer to the field trip or
maple syrup sweet party (with sweets accommodating those who have dietary restrictions, of course!)). The
email will also have suggestions as to how they can use the equation system method in order to solve problems
such as with transportation or other aspects of the maple business in case anything else comes up that the
students can’t solve due to time-constraints.

This lesson (or whatever lesson the teacher chooses for their math high school class first)will link to a series of
Instructional Process:
future lessons (such as what I mentioned in the number systems HS lesson idea) where people from other areas
Closure
of the maple syrup production industry ask for the teacher’s assistance due to their and the class’s positive
track record of being good consultants for the maple syrup company with their problems (the next lessons’
emails can also say thank you and how the company has improved thanks to their work). The lessons can also
be extended by briefly reviewing the history of maple syrup production again as well as how the industry that
relates to the math that the teacher wants students to learn (for example, how number systems can be utilized
in the coding and computer engineering industries) helps maple syrup production (helps computers be more
energy efficient in storing as well as processing data, which helps advertising, communications, financing,
accounting, and other departments in a maple syrup company utilize their computers and keep track of data).
Teachers can help extend the lesson by giving students additional articles or, if possible,time to answer
questions at the end of class if they’re interested in learning more about how equation systems are used in
various industries.
Consider your alignment with the standards and objectives, as well as student diversity in terms of academic,
social and/or cultural characteristics; learning styles; prior knowledge; strengths; and weaknesses.
 How will you help all students meet the standards and objectives through differentiating the instructional
process, content, and product based upon readiness, learning styles (visual, auditory, kinesthetic, tactile
[VAKT]), multiple intelligences, and/or assignments of choice.

Categories from Common Classroom Accommodations and Modifications | Understood - For learning and
thinking differences

Presentation: The email can be printed out so those with text speech readers can scan the email, have the
email instead be a spoken phone message from the maple industry worker so people who are hard of sight
have an easier time understanding the situation of what’s going on. Give students an outline of the general
lesson without the email being mentioned in there, if possible (I don’t want the element of surprise to be taken
away from this lesson, and I want the students who are trying to help to feel like the situation that they’re in is a
real situation with real stakes, but if there are autistic or other students who have trouble with transitioning, then
it might be good to tell them ahead of time what’s going to happen, but tell them to keep it a secret from
everyone else who doesn’t struggle with transitions. Have the instructions of how to help the worker on the
board as well as on the worksheet, and have simple, quick visual cues (GIFs, videos or photos) that display
Meeting Individual
what you’re trying to describe on the board (via Powerpoint Presentation, for example) to help visual learners
Needs/
understand what you’re saying.
Differentiating
Instruction
Response: Scribes, audio recordings of answers, and word processors along with math facts tables with the
process to solve equation systems are allowed for this lesson when students are trying to figure out how to
respond to the question. Give tactile learners the chance to draw a graph or visual that shows why the group
chose their equation answers. Allow auditory learners to reason the answers out loud through the collaborative
work. Allow kinseastic learners to act out what they think is the right answer (it can be a fun, quick game of
charades for everyone).

Setting: Allow students who need sensory input to use sensory toys throughout the class and while they’re trying
to figure out how to best help the maple syrup worker with their group, allow students to sit wherever they want
in the class while completing the assignment, and allow students to walk from group to group to see if their
answers are different or similar.

Timing: Allow students to have a few extra minutes to process the directions or the answer to their problem if
needed, allow students to quickly take a break after completing the worksheet before their discussion.
Scheduling: Give more time for students to finish the group worksheets if needed-the teacher can send an
email saying that the class is making headway on the problem, but will let them know by the end of the next
 class ( the extended due date of the assignment)what their proposed solution to the problem is. The class
discussion and email sending part can be done the next class!

Organization: Suggest to students to highlight sections of the question or equation system solving process that
they believe are important to what they’re doing on the worksheet, as well as the work that they’re actually
doing (not only does this help accommodate students, but this also helps you mark what part of the equation
system process they’re struggling with). Make clear organization of space (fun graphics/photos dividing the
different parts or questions for example)) to help groups organize their answers. Tell students who are auditory
and/or hard of sight that the next section of the class has begun very clearly so they know what’s going on.
Warn students to try to get their math problem done in time either before the end of class or the next class since
otherwise, the field trip/sweet party will have a smaller chance of happening on time (the worker’s too
occupied with other things, the excuse can be on the email)!

Consider gifted, ELL, culture and other possible needs, as well as Universal Design for Learning (see
http://www.udlcenter.org/).

Accommodations provide access to course content but do not alter the amount or complexity of the
information taught. Accommodations can include changes in the testing environment, instructional
procedures, or classroom presentation.

LIST THE STUDENT(S) BY PSEUDONYM AND THE ACCOMMODATION(S):

Accommodations/
Modifications for IEPs Modifications modify (change) the curriculum and result in the child being taught something different or being
& 504 Plans taught the same information but with the complexity of the material significantly altered from that being
taught to the child’s age and grade level peers. Modifications can be made to classroom materials and/or
performance expectations of the student.

LIST THE STUDENT(S) BY PSEUDONYM AND THE MODIFICATION(S):

MATERIALS AND RESOURCES
What are the print, non-print, manipulatives and technology you need to organize before teaching the lesson?
Materials/
Worksheets, pencils/pens, colored pencils for drawings for visual learners, highlighters, paper to write notes on
Resources/
or allowing students to use school computers to write notes (depending on school and their availability and
Technology
students’ available resources).

ASSESSMENT
How will students demonstrate understanding or skills? How does your assessment align with your selected
standards, student objectives, and instructional procedures? How will you address accommodations,
modifications, and/or differentiation/ individual needs in your assessment plans?

Assessments will be during the class discussion of what students think is the right type of transportation to solve
Assessment the worker’s problem as well as a graded review of the worksheets (acting out the answer, typed answers,
drawn out answers, one-on-one discussions with the teacher about how they’d solve the problems on the
worksheet, etc. can be provided as alternative ways of explaining the answer instead of writing it out on the
worksheet for certain students).

Consider providing options for how students demonstrate mastery.

How will you provide progress monitoring and instructive feedback to students during the instructional process?
How will feedback provide opportunities for student success?

Positive feedback which is inclusive to students’ needs and learning styles will be highlighted, first and foremost,
on the students’ worksheet, with feedback about how well they laid out as well as explained the problem (“ I
love how well you organized this answer with the highlighters!” “I loved how you used your drawing to support
Formative your answer”, “You explained X part of the answer here very well with your charades!” “Great teamwork! I’m
very impressed!”, etc. are examples). The constructive feedback can be written in the form of writing a
transportation manager would have in a unique, bright pen color like “next time, try doing x to help accelerate
up your equation-computing speed”, “Here’s how at Y Syrup Incorporated how we do this step of complex
equations! Description here!” to make constructive criticism fit with the lesson’s theme and make it more
digestible for students.

What evidence of student learning will you collect at the end of the lesson? How will you use the data from
Summative these summative assessments to guide future instruction?-
 Have all members of each group say something, draw something, or mention something in any way that
relates to their answer as well as see how many students agree with the worksheet’s right answers being the
right answers.

You can include assessment information in several ways: students can hand in a completed assignment, take a
test, conduct a small group discussion, create an illustration or art project, etc. - The group discussion with
supportive drawings, charades, etc. is the non grade-based assessment on how confidents students are in
Assessment/Rubrics
understanding, solving, as well as explaining the solutions to equation-system problems, and the worksheet is a
graded, written/drawn assessment on how well they can solve the equation system problems as well as
understand why equation systems are useful for real-life. Rubrics can be set to the teacher’s discretion.