Lesson Plan for Implementing

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

Position Math Teacher

School/District LaFayette High School / Walker County Schools

E-mail sandracurd@walkerschool.org

Phone 706-406-3993

Grade Level(s) 9-12

Content Area Math

Timeline 1 Week; 90 minute Classes

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.IC.6 Evaluate reports based on data. For example, determining quantitative

or categorical data; collection methods; biases or flaws in data.
MGSE9-12.S.ID.2 Use statistics appropriate to the shape of the data distribution to
compare center (median, mean) and spread (interquartile range, mean absolute deviation,
standard deviation) of two or more different data sets.
MGSE9-12.S.ID.4 Use the mean and standard deviation of a data set to fit it to a normal
distribution and to estimate population percentages. Recognize that there are data sets for
which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to
Content Standards estimate areas under the normal curve.

1.1 Empowered Learner: Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.
1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical.
1.3 Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
1.5 Computational Thinker: Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological methods to develop and
test solutions.
1.6 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
NETS*S Standards: media appropriate to their goals.

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

This lesson was developed with personalized learning in mind. The project was for students to learn about
statistics and data analysis. I developed a sample project for the students to demonstrate/model for the students
the project expectations, which is listed below. The students were given the freedom to choose their own research
questions to collect data. The students will develop their own QR codes for their project research questions, they
will utilize either TI calculators or online calculators, and they will use some form of technology to represent their
findings.

Mrs. Curd’s Normal Distribution Project

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.

Essential Questions:
1. How do you evaluate reports based on data?
2. How are statistics used to shape data distributions and spread?
3. How does the data I found fit on a normal distribution curve?

When guiding my students during their projects I would help them to focus on what is important by using guided
questions. I would first need to know what my students are interested in to help them with their research question.
Once they have a research question I would need to help them to develop their project questions for their data
collection. When all of the research is done then the students will use prior knowledge from Algebra 1, central
tendencies. The students may also need help mathematically since this is a new learning topic and they may not
remember the Algebra 1 content.

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.

To illustrate their learning the students will be assessed both formatively and summatively. The students will be
assessed formatively through day to day check-ins that assess the needs and progression of the students project.
The students will be assessed summatively by completing a project submission when they have completed their
research. The students will be assessed by using a rubric that will be provided to the students at the beginning of
the project. The rubric is provided below. Differentiation will be provided for the students by allowing them to make
almost all of the decisions for their project. The students will be able to choose their research question for their
data collection and they will be able to choose how they want to present their findings. Students will be able to
present their findings using any form of technology which could include a podcast, Google Slides, Flip,
Screencast, Canva, Google Site, etc. An example of the project using Google Slides is listed below.

Mrs. Curd’s Normal Distribution Project

Normal Distribution Project Rubric

Category High Level (3) Medium Level (2) Low Level (1)

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 Design The presentation is The presentation is Little to no effort was put into
visually/vocally appealing somewhat visually appealing the design.
and well organized. and somewhat organized.

Grammar and There were no errors. There are a few errors. There are many errors.
Spelling

Questions All project questions were A few project questions were Many project questions were
answered. answered. not answered.

Reflection The reflection wrapped up The reflection was adequate. There was no reflection.
the project excellently.

Total points available: 12

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 supports student learning by enhancing the lessons and providing resources for the students. I
believe it is important for the students to learn how to use technology resources that will benefit them in their
futures. Students will have access to their school issued Chromebooks, classroom TI calculators, and their cell
phones if they would like. Below you will find a graphic of the resources that students can use for data collection,
tools, and their project presentation.

Students need to have an understanding of how to use Google Forms, QR Codes, TI Calculators, online graphing
calculators, and whatever form of project presentation that they decide to use. The students will be evaluated
formatively through Google Forms and summatively by using the rubric listed in the Assessment Section of this
document.

If a student would like to use a different resource than the ones listed below they are free to do so. They will just
need to request approval prior to using the resource.

Resources

Data Collection Tools/Digital Tools Project Presentation

Google Forms TI Calculator Podcast

QR Code Extension Calculate84 Application Google Slides (slidesmania.com,

slidesgo.com)

QR Tiger Application Desmos Flip

Other Data Collection MathType Add-on Screencast

Resources

Other Tools/Digital Tools Google Site

Resources

Canva

Other Project Presentation Resources

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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?)

In order for this lesson to be successful the students prior learning knowledge needs to be assessed from Algebra
1 and learning about central tendencies. Before implementing the lesson the students were engaged in a warm-
up that assessed their comprehension of central tendencies. The students were asked questions about mean,
median, mode, and range. The warm-up was used to gauge if the students needed a review prior to implementing
the lesson.

The students' needs and interests were also taken into account when creating this lesson. I wanted my students
to be engaged during this lesson and I wanted them to see that math can be fun and meaningful to them. This
project allowed the students to take ownership of their learning which included personalized learning for each
individual student.

The only difficulties that I think my students may have is coming up with what research question they would like to
collect data for. They may need help finding a question for their data collection but other than that I do not
anticipate any other difficulties that my students may have.

Management Describe the classroom management strategies you will use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole groups, 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: Trouble-shooting 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.

The students will be managed online through the use of GoGuardian. GoGuardian is a platform that teachers can
use to view the students' use of their school issued Chromebooks. I will also be walking around the room to make
sure that my students are engaged and staying focused on the topic at hand.

The students will be working on their project in the classroom setting at LaFayette High School. They will also be
leaving the classroom to go to other classrooms or outside the school to complete their research question.

There is equitable access provided to all students through the use of their school issued Chromebooks. Also all of
my students have a smartphone which also gives them equitable access to all of the applications that I have
suggested for them.

If internet issues arise the students will be able to use pencil and paper to keep the progression of the project
going. The students will also have access to their cell phones that will allow them to use applications on their
phones to complete the question prompts for the assignment. Then when we no longer have internet issues the
students will be able to use their Chromebooks to complete their project presentation.

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 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?

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During this project the students will be using TI calculators, cell phones, and Chromebooks. The project includes
the students researching a statistical question that will then help them to collect data and complete a project
presentation. This project uses all six levels of Bloom’s Taxonomy, for this template we will focus on three of the
levels: analyzing, evaluating, and creating. The task is very authentic, meaningful, and relevant to the students
because it allows them to take control of their own learning. The students are able to make almost all of the
decisions for their project. The students will be able to choose their research question for their data collection and
they will be able to choose how they want to present their findings.

The students will first think about their research question (Analyzing on Bloom’s Taxonomy) that they would like to
gather data for their project. After coming up with a research question the students will create a QR code to gather
their data using Google Forms. They will be able to use a QR code application on their phone or they can use a
QR code extension on Google Chrome. The students will collaborate with each other to gather their data for their
project and they will also be able to collaborate if they need help deciding a research question. Once they have
gathered all of their data the students will begin to answer questions that are prompted for this project. They will
use tools such as TI calculators, Desmos, MathWay Add-on, Calculate84 application, or any other digital graphing
calculator they would like to use.

The students will then decide how they would like to represent their project (Creating on Bloom’s Taxonomy) and
they will answer the questions listed below. The students will be given the option of creating a podcast, Google
Slides, Flip, Screencast, Google Site, Canva, or another project presentation resource of their choosing. The
students will also be introduced to slidesmania.com and slidesgo.com if they would like to use premade slides like
I did in my example.

Project Questions:
1. What is this project about? (Analyzing on Bloom’s Taxonomy)
2. What data was collected?
3. Analysis of the Data
4. Final Reflection (Evaluating on Bloom’s Taxonomy)

As the students are working on their projects (Creating on Bloom’s Taxonomy) individually. I will be walking
around the room to answer questions that the students may have. The students will be completing a warm-up on
Google Forms that will allow me to know who needs assistance for their project.

At the end of this project the students will have the knowledge of the standards for this lesson and they will be
able to conduct research on their own. The students will be able to answer the following essential questions.

Essential Questions:
1. How do you evaluate reports based on data?
2. How are statistics used to shape data distributions and spread?
3. How does the data I found fit on a normal distribution curve?

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?)

As stated previously, differentiation will be provided for the students by allowing them to make almost all of the
decisions for their project. The students will be able to choose their research question for their data collection and
they will be able to choose how they want to present their findings. Students will be able to present their findings
using any form of technology which could include a podcast, Google Slides, Flip, Screencast, Google Site, etc.
The students will be given the freedom for their projects that will provide the students extensions and enrichment
depending on how far they would like to take their project. Assistive technologies will be provided for the students
through the use of calculators, Chromebooks, and cell phones.

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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?

At the end of the project the students will complete a final reflection. The final reflection will include the following
questions.
1. Do you think the results were accurate? Why or why not?
2. Were the results what you expected?
3. What conclusions can you draw from your project?
4. Did you enjoy this project? Why or why not?

The students will be monitored while working on this lesson and I will assess the reactions and engagement in the
lesson. This will allow me to self-reflect to know if my students found the lesson meaningful and worth their time
and efforts. I will also be able to know what went well and what I could do differently when teaching this lesson in
the future.

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.

The advice that I would give to others when implementing this lesson would be to show the students multiple
examples for their project presentations. My students just did what I did because that was the example they were
given. I wish that I would have provided my students with more examples so that I would have received many
project representations.

This lesson was one of my favorite lessons I have ever taught in my class. My students loved this lesson and they
worked so hard and they were engaged the whole time. It has definitely made me think about how I approach
lessons that allow for project based learning and personalized learning. The more that I reflect on this lesson the
more I can think of things that I could do to improve my teaching and student engagement.

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