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):
Trigonometry’s Keys
To Machine
Manufacturing Via
CAD
*Grade/Level: 9th-
12th grade

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 syrup machinery and how it relates
Student Learning
to the understanding of trigonometry’s real-life applications in manufacturing.
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 understanding trigonometry help us 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

● Vocabulary: What words do the students need to know related to the topic you are teaching?
LIST THOSE WORDS HERE: formula, triangle, right angle, trigonometry, unit circle, pie, radius, circumference sine,
Academic cosine, tan, angle of depression, angle, equation, manufacturing, factory, machine, construct, blueprint, plan,
Language (Oral & inverse trigonometric functions (depending on grade level), CAD, computer science, design, computer design,
Written) software, draw, evaporator, volume, liters, quarts, height, size, packaging, glass, plastic, labeling, marketing,
selling, sales, price, cost, solve, Native-American, email, Lenni-Lenape, industrial revolution, sap, tree sap,
boiling, sugar, trade, osmosis, pipe, drill, other tool vocabulary, trees, bark, camps, tents, colonists,chef, utensils
(higher level grades), trade, history, etc.
Sources: Maple_Sugaring_Among_the_Delaware_-_WIEP_2020.pdf (woodlandindianedu.com), The History of
Maple Syrup - Maple Valley Cooperative (maplevalleysyrup.coop), maple syrup plant new jersey - Search
(bing.com), maple syrup plant new jersey - Google Search, Trigonometry Machine Shop Math -
YouTube(kyschools.us), Real life applications of trigonometry | Mathnasium, Equipment required for maple
syrup production | La Ferme Martinette (finemapleproducts.com), How Many Maple Trees Do You Need to
Make Syrup – Country Family Homestead, Guide to Packaging Maple Syrup - Farming Magazine, How to Size
an Evaporator — BascomMaple.com, Quick and Easy Homemade Maple Syrup Evaporator – Country Family
Homestead
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 what their favorite video games or computer applications they enjoy
Set/ Motivation
using. It will also review students’ previous knowledge on the unit circle, SOH CAH TOA, as well as how
problems related to these concepts can be solved-the class can solve one to two problems together at this
point while the teacher ”receives” an email from an maple marketer that works at a local store near the school,
or, if the class is going on the maple field trip, they can be a forewoman working at the maple syrup plant’s
factory. They then read it to the class. For those able to go on the field trip, the email explains how their boss,
the factory’s head, is struggling to renovate the maple syrup production process since they don’t know what
the new dimensions of the evaporator’s machines should be. She explains what the evaporator does (helps
transform the watery sap into maple syrup). She explains that maybe the class, in groups, can help with
creating a (depending on the resources available in the school) 2d or 3d blueprint of the new evaporator after
discovering the correct dimensions based on how much syrup the plant wants to produce and other important
factors that can be explained via this source (How to Size an Evaporator — BascomMaple.com) as well as the
size of the evaporator’s room. This is since the emailer is busy working on creating the actual syrup and
ensuring that the machines are running correctly-the specific excuse can be written in the email. If the designs
are 2d, then graphing calculators, graphing paper, colored pencils and crayons can be used to make the
blueprints as well as the justification paper that can help explain why they think their dimensions are the best fit
for the plant’s needs. If the designs are 3d, then free computer-aided-design software (CAD software) such as
FreeCAD: Your own 3D parametric modeler (freecadweb.org), the forewoman recommends in the email, can
be utilized to create the final blueprint, and the justifications can be either written or typed on another sheet of
paper. The final designs can be completed either at class or at home. She recommends that once everyone is
done with the designs, they can discuss why each group’s design mathematically fits the plant’s requested
requirements for the evaporator, with their knowledge of SOH CAH TOA being what helps them justify their
designs. The class can then vote on what they believe to be the best dimensions for the evaporator, their
favorite group justifications for the design mathematically, and their favorite artistic design (students can make
the evaporator and the justifications for their mathematical measurements as colorful as they want-there are no
restrictions in this realm). These will be sent via the teacher’s email to the forewoman. However, if they’re not
able to go on the trip, then have the maple marketer write that they are going to help the school celebrate
New Jersey’s maple syrup industry by creating a maple syrup menu for a party coming up, but they are having
a hard time with prepping new maple syrup packaging for the event since they do not know how large the
containers should be, nor how to create a unique logo for their revamped maple syrup line. They ask the class
to help them come up with some ideas with the same method described above, using examples of how
trigonometry is utilized in architecture (Why is a Triangle a Strong Shape? | Let's Talk Science
(letstalkscience.ca)), design (Definition of Triangular Composition in Art (ehow.com)), and manufacturing
(Applications of Trigonometry in Real Life (Uses & Examples) (byjusfutureschool.com)) for greater understanding
that can help improve the quality of their designs.. Once the email is sent, students will then discuss and/or write
how they felt utilizing these equations using a STEAM perspective, as well as what they learned about how
trigonometry relates to how maple syrup has been produced throughout history, a discussion which can be
referenced in this section) in a quick discussion before the class ends.
 Consider students’ academic, social, and/or cultural characteristics, as well as their prior knowledge, strengths,
and weaknesses.

Briefly describe the simplified history of maple syrup making, from the Lenni-Lenape’s methods to now. Then,
with this knowledge, give students graphing calculators, the “forewoman’s/marketer’s”design requirements
(pictures of evaporator/maple syrup bottle with some measurements included alongside what the maple
company or marketer requests), graph paper, justification paper, drawing tools, or (depending on the school’s
resources) computers with CAD programs or instructions on how to download the programs on students’ laptops
alongside said graph paper, design requirements, and drawing tools. Then, have students split up into groups to
work on their designs. Help students with perfecting their designs as well as understanding SOHCAHTOA
formulas as needed (unit circles can be used too if the class is learning how to use those to solve trigonometry
problems related to size measurements), as well as keep track of who the most mathematically correct as well
as artistic groups may be. This is since, if the school allows it, they can help complete the maple syrup
packages with their logo designs if they want the field trip/party’s (depending on if the field trip is possible or
not for the school)by sticking them on to the syrup packages, as well as help make the syrups look
Instructional Process: aesthetically pleasing for the other guests with their mathematical and artistic knowledge, as well as plating
Strategies, knowledge chefs can review with them before the syrups are served. This role can be mentioned via the ‘thank
Procedures, Tasks you’ email that will be “sent” next lesson, which you can build up as an important role as the day of the event
comes closer. Once the students are done with their designs (either in class or at home), have the students
showcase their designs in class alongside their justifications as to why their design best fits the mathematical
requirements and is artistic.

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 their individual designs to improve them. Once they feel
they are done with their designs, either during or after class, the teacher then listens to their group’s design, as
well as gives their opinion about the design. If there are no more points of improvement to work on, then the
final designs can be drawn or put onto the CAD program! Together, while eating maple syrup snacks (allergies
and dietary restrictions in mind) the next class to commemorate the lesson’s ending, the class drafts up an
email to send to the foreman/marketer their groups’ design ideas and justifications for why they should be
picked, as well as the class’s voted favorite mathematical and artistic designs and how they felt about the
experience. The reply email that will be received the next lesson will thank them for helping them out as well as
suggest other ways they can utilize the power of trigonometry to help improve their navigation (which is
needed to get to the maple trees and back) and ability to know where fallen objects or spills may have come
from( important when making sure machines are running in top shape) (Navigation and Trigonometry –
Mouctar Online,A forensic formula for solving crimes – The Irish Times ). These and other such scenarios can be
Instructional Process:
described if they relate to the maple production business, but cannot become problems that are “resolved” in
Closure
the class due to time-constraints.

This lesson (or whatever lesson the teacher chooses for their math class first)will link to a series of future lessons
(such as what I mentioned in the previous lessons I sent to you) where employees from other areas of the
maple syrup production industry as well as industries indirectly related to it ask for the class’s assistance due to
their positive track record of being good consultants for the maple syrup industry overall with their problems
(the next lessons’ emails can also say thank you and how the companies they’re helping 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 subject that the teacher wants students to learn utilizes the
subject they’re learning. 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
trigonometry is utilized in various industries (see articles previously discussed in the thank you email section
above for some references).
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 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 what you’re trying to
Meeting Individual
describe on the board (via Powerpoint Presentation, for example) to help visual learners understand what
Needs/
you’re saying.
Differentiating
Instruction
Response: Scribes, audio recordings of answers, and word processors along with SOHCAHTOA tables with the
process to solve trig formulas (with or without unit circles, depending on the teacher’s preferences) are allowed
for this lesson when students are trying to figure out how to apply trigonometry to their designs. Give tactile
learners the chance to draw a quick graph or visual that shows why their group’s designs fit the
foreman/marketer’s requirements on their justification paper, not just on the design paper itself. Allow auditory
learners to reason the design answers out loud through their collaborative work. Allow kinseastic learners to act
out their ideas for their group’s design, how they relate to trigonometry, and how they solved it if possible (if not,
have them act out SOHCAHTOA and actually point aspects of solving the problem out with their bodies since
that may be easier for them to do).

Setting: Allow students who need sensory input to use sensory toys throughout the class(play doh shaped like
maple leaves or a well-sealed bag of maple syrup that students can play with are cheap, but simple examples
that are fun to use sensory-wise) and while they’re trying to figure out their designs 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 how each group’s designs can be improved.
Timing: Allow students to have a few extra minutes to process the directions or how to improve their design if
needed, allow students to quickly take a break after planning out their designs (or completing their 2-d/3-d
designs, depending on the class’s resources and where everyone’s progress is) before the class discussion.

Scheduling: Allow students a few days or more to complete their designs depending on how complicated they
are mathematically and artistically-the teacher can send an email saying that the class is making headway on
their proposed designs, but will let them know by the end of the next class (the extended due date of the
assignment) their final works. The large class discussion, maple syrup consuming courtesy of the teacher
(depending on the resources available) and email sending part can be done the next time the students and
teacher meet.

Organization: Suggest to students to highlight sections of the questions (requirements) and problem solving
process that they believe are important to what they’re designing, 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 formula
solving and design creation process they struggle with, and tell students to use the highlight feature on their text
documents in order to do the same thing for the CAD version of the project). Make clear organization of space
(fun graphics/photos dividing sections of the design papers and justification papers, for instance) to help
groups neatly arrange 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 designs done in
time either before the end of class or the next class since otherwise, the field trip/ party will have a smaller
probability of happening(this can be mentioned in 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 Modifications modify (change) the curriculum and result in the child being taught something different or being
IEPs & 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?
Worksheets, pencils/pens, markers, colored pencils for drawings for visual learners, highlighters, paper to write
Materials/
notes on or allowing students to use school computers to write notes (depending on school and their
Resources/
availability and students’ available resources), plates for the students (depending on dietary needs and
Technology
resources available school has), forks, knives, napkins, maple syrup, sensory toys, play doh, CAD programs,
computers/laptops, Microsoft Word or Google Docs on computers, etc.
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 about each group’s designs as well as
what they think are the best designs, a graded review of their designs and justifications on “paper” (acting out
Assessment
the answer, typed answers, drawn out answers, one-on-one discussions with the teacher about how they’d
design their evaporators/maple syrup bottle and why, etc. can be provided as alternative ways of explaining
the answer instead of writing it out on the justification sheet for certain students), and how student discuss their
overall difficulty with creating their group’s designs, both mathematically as well as artistically.

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 your design and how it fit this requirement here awesomely with your
charades!” “Your teamwork was awesome!”, etc. are examples). The constructive feedback can be written in
the form of writing the marketer/forewoman has in a unique, upbeat pen color like “next time, try doing x to
help improve this aspect of your design’s mathematic components”, “I love your justification, but here’s a way
that you can make X part of it easier to help give it the flavor that I think you were looking for!” to make
constructive criticism fit with the lesson’s thematic storytelling and make it less stressful for students to read.

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

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 confident students are in
Assessment/Rubrics understanding, solving, as well as explaining the trigonometry problems they had to solve as well as why
trigonometry can solve problems both mechanical and artistic in real-life. The group’s design and justification
worksheets are a graded, written/drawn assessment on how well they can utilize trigonometry and translate
their understanding of them to their artistic work. Rubrics can be set to the teacher’s discretion.