Lesson Plan #2 (Friday 3/15/2013)

Goals -Finish teaching lesson 9-4 from math textbook -Familiarize students with the type of data scientists gather when studying volcanoes. -Show how 1. organizing data into meaningful representations is a big part of what scientists do and 2. interpreting data in a meaningful way can help predict results accurately. Objectives -SWBAT make predictions based on trends in graphs. -SWBAT place given volcanoes on a gridded map and use information given about the volcanoes to make inferences about the crust of the earth in various places. Standards (and Assessment Anchors, if applicable) -Math Standard 2.6.7.E. Interpret trends and make predictions based on data displayed in a graph. -Science Standard 3.3.7.A6. Locate significant geologic structures using various mapping representations. 3.3.7.B2. Identify a variety of instruments used to gather evidence about the universe. -Scientific practice from PA state standards: Describe relationships using inference and prediction. Materials and preparation

Checklist of skills (for teacher) Math textbook: Prentice Hall Mathematics Science textbook Data Collection Poster/Markers Yellow Post-it Notes Laptop Smartboard Volcano maps/graphs Exit ticket handouts

Classroom arrangement and management issues Vartys classroom: -Classroom expectations will be made clear to students as I start the unit in both classes. This will not be too challenging, since I have been already teaching both classes (807 and 803/805) and have communicated to them multiple times about my expectations of them in the classroom. -Students will sit in groups of 4-5 based on their performance level and will be provided will all the necessary materials. -Students are to take notes on all examples completed on the board. -Popsicle stick method will be used to ensure participation from all students. -Slight adjustments may be made during instruction to monitor some chatter that goes on within groups.

This may be particularly challenging with 803/805 since they are more easily distracted during lessons. Disruptions will be immediately addressed in class and through one-on-one conferences. -A City Year staff member and my classroom mentor will help give PBS (Positive Behavior Support) tickets to those students who demonstrate exemplary behavior throughout the lesson. (Students can use the tickets to redeem passes for various activities throughout the school). Merediths classroom: -All materials are provided for them. -Classroom is arranged in rows with desk in set apart in pairs and students are in assigned seats to minimize conflict between them. -The behavior expectations are the same as for my CM (students are working the entire class, need to ask permission to leave their seats, etc.). -Students are to take notes on all examples completed on the board. -PBS tickets are given to students who demonstrate exemplary behavior -A timer is used for transitions and work time to keep them on task. -My 802/806 class will be more challenging than the 801/ 806 class because there are 4 more students (32 as opposed 28), that class has been identified as a problem class, and that class has 11 ELL students. I plan on asking the ESOL teacher present in that class for suggestions on accommodations to make the article accessible to all my students (she is busy with access testing right now so she doesnt have time to talk). -There are many students in both of my classrooms who have anger management issues and I need to be even more mindful of how I redirect them. Plan 1. Introduction (20 mins)

As the students walk in they follow the instructions posted on the smartboard (what materials to gather, what homework to have ready for grading, and the Do now they are to be working on). Do now: Students will participate in a data collection exercise involving a histogram. Each group of students (see classroom management section for details on how students will be seated) will be expected to make a contribution to the graph which will collect data about the number of texts that they send in any one given day. Students write their names on post-it notes and place it above the appropriate number on the graph. Those who return to their seats are expected to review and compare answers in pairs for the Checkpoint Quiz from the previous day. Teacher will discuss answers with the whole class at the end of the data collection activity. The teacher will start the lesson by sharing with the class the objectives for that day (written on the board). Teacher will give a brief description of what students will be learning and doing on that particular day.

2. Introduction to Activity (20 mins)

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Teacher will start by having students look at maps of volcanoes from various locations around the world. They will first be asked to think-pair-share with a classmate about the kind of information that the graph shows and how it may help scientists when studying volcanic activity in various locations of the earth (see classroom management section for think-pair-share expectations). Teacher will bring class together to discuss some of their answers and address any confusion that may come up. Teacher will use the maps of volcanoes to discuss the type of data that scientists examine when studying volcanoes and how it helps them make inferences about volcanic activity with respect to their locations on earth.

3. Independent Practice & Wrap-up (50 minutes) In pairs, students will work on activity #11 called Some Go Pop, Some Do Not where they place given volcanoes on a gridded map and use information given about the volcanoes to make predictions about the crust of the earth in various places. 15 minutes before the end of class students, the teacher will bring the class together and explain that just as scientists use data and graphs to better understand the world and make predictions, us normal people do too. The teacher will do an assessment at the end of class which she will collect (assessment #9). Students choose a cell phone plan that works best for the greatest number of students in the class. The students must back-up their conclusion with evidence from our data gathering activity in the beginning of class (the emphasis is on providing evidence for their conclusion since they are currently having problems doing that for science fair, and this particular skill needs further reinforcement).

Anticipating Student and Teacher responses 1. What students are likely to be confused by or find difficult:

The activity about volcanoes has the students making predictions about the earths crust based on a map they made. This application of knowledge tends to be difficult for our students and we left time in the next days lesson to review their predictions if we feel they were having difficulty. We will ask guiding questions to particular students who need extra help. We want our students to really contemplate what understanding is gained from the map which is why we will wait until the next day to intervene. What students are likely to find especially engaging

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Many of our students are from or have relatives from countries where there are volcanoes, or even ones that were formed by volcanoes. Our hope is that this will provide a great access point and personal link to their countries of origin which directly experience volcanic activities.

Our students never do anything other than the math problems from the textbook for their independent practice in class. Most students will welcome this change from the norm. Very rarely are the students encouraged to talk in class so the opportunity to talk with their classmates will be welcomed. What aspects of the lesson might present particular managerial challenges

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The integration of science into the lesson could possibly cause students to tune out. However, since we copied the activity from the book, instead of handing them the books, and since we are using something middle students think is cool, volcanoes, we are hoping that will combat their tendency to tune out whenever science is mentioned. If that does not work, then we are prepared to use our enthusiasm to convince the students to be engaged. Our students never do anything other than the math problems from the textbook for their independent practice in class. We will need to be extremely clear about how the behavior expectations for the class.

Assessment of the goals/objectives listed above Informal: -Teacher walking around the room observing the conversations and taking notes on what is being said in case any confusion needs to be addressed as a whole class. Formal: -Activity worksheet -Exit ticket -Homework: lesson 9-4 from workbook Accommodations 1. Accommodations for students who may find the material too challenging
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There are at least two adults in the classroom who can provide individualized attention (city year members and teachers). In some instances there are 4 adults present. Students are seated next to classmates of varying levels of proficiency. Students are allowed to receive help from classmates on everything except for the exit ticket (students have been taught how to give and receive help from classmates). We will make copies of the activity from the textbook since the activity is on back-to-back pages making it hard to work on since data is on both sides. Additionally, we will read over the instructions for the independent practice as a class to make sure everyone understands what they are expected to accomplish.

2. Accommodations for students who may need greater challenge and/or finish early
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There will not be any students who finish early. On the off chance that students finish early then we encourage them to complete the challenge problem, 17c on page 431 (can be completed at any stage in the lesson).

The lesson is actually geared to be slightly challenging for our higher learners. If needed we can encourage them to make more predictions about the effects of volcanoes on the earths crust and challenge them to answer the science questions on the lab using more completely and draw on their prior knowledge to make more inferences on the effect of volcanoes on the world.