LifeandLEGO

4/11/2016

TableofContents

TableofContents

Overview

LearningObjectivesandAssessments

Standards

PrerequisiteKnowledge

MathSkills

Vocabulary

Differentiation

IntegrationofOtherContentAreas

InstructionalStrategiestoDifferentiateInstruction

Modifications/Accommodations/Extensions

Materials,Resources,andTechnology

RequiredItems

TechnologyIntegration

SourcesforLessonPlanandResources

TeachingandLearningSequence

Agenda

Sequence

CommonCoreTeachingStandardsandRationales

10

Reflection

13

Overview

TeachersName:NicholasLacasseDateofLesson:4/11/2016

LearningObjectivesandAssessments

Objective:Studentswillselfassesstheirskillswithapracticetest.
Assessment:PracticeTest
PreAssessment()Formative(X)Summative()

Objective:Studentswilllearnandexploretheideathatrareeventsdohappen.
Assessment:
PreAssessment()Formative()Summative()

Standards
CommonCoreStateStandards
CCSS.MATH.CONTENT.HSS.CP.A.1
Describeeventsassubsetsofasamplespace(thesetofoutcomes)usingcharacteristics(orcategories)ofthe
outcomes,orasunions,intersections,orcomplementsofotherevents("or,""and,""not").
CCSS.MATH.CONTENT.HSS.CP.B.7
ApplytheAdditionRule,P(AorB)=P(A)+P(B)P(AandB),andinterprettheanswerintermsofthemodel.
CCSS.MATH.CONTENT.HSS.CP.A.4
Constructandinterprettwowayfrequencytablesofdatawhentwocategoriesareassociatedwitheachobjectbeing
classified.Usethetwowaytableasasamplespacetodecideifeventsareindependentandtoapproximate
conditionalprobabilities.

Rationale:Thislessongivesstudentspracticeinallofthecontenttheyhavelearnedintheunit.
Thatcontentcoverstheportionsofthepreviousthreecommoncorestandardsthatarenotstriked
out.

PrerequisiteKnowledge

MathSkills
Convertingbetweenfractions,decimals,andpercentages
Basicprobabilityformula
Organizingasamplespace
UsingVenndiagramstoorganizeasamplespaceandcalculateprobabilities
UsingtheAdditionRule

Vocabulary

Primordial(source:dictionary.com)
1.

constitutingabeginninggivingorigintosomethingderivedordevelopedoriginalelementary.

2.

pertainingtoorexistingatorfromtheverybeginning.

Abiogenesis(source:dictionary.com)
1.

Thetheorythattheearliestlifeformsonearthdevelopedfromnonlivingmatter.

Differentiation

IntegrationofOtherContentAreas
Biology:Abiogenesis.

InstructionalStrategiestoDifferentiateInstruction

Content
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheFullMultiplicationRuleismostapplicabletothislesson.

Thislessonalsohasanintegratedselfassessmentanddifferentiatedhomeworkbasedontheir
selfassessmenttohelppreparethemfortheclassreviewandsummativeassessment.

Process
MultipleIntelligences:
Verbal:ClassdiscussionandpredictionsaboutLEGOs.
Visual/Spatial:HandsonwithLEGOs.
Interpersonal:Classdiscussion,gallerywalk.
Naturalistic:Originsoflife.
Kinesthetic:HandsonwithLEGOs.
Intrapersonal:Makingpredictions.

Product
N/A

Modifications/Accommodations/Extensions

FromIEPs(IndividualEducationPlan),504s,ELLIDEP(EnglishLanguageLearning
InstructionalDeliveryEducationPlan)
K.D.

Specificstructureandroutinesprovided.
4

S.H.

J.K.

Structureandroutineshavebeenestablished.Inparticulartheclassroom
warmuproutine.
Separateworkspaceandsmallgroupsettingprovidedasneeded
K.D.typicallyworkswithasmallgroupofstudents.
Handsoninstructionandactivities.
Regularpractice/reviewofconcepts.
Thewarmupsallowforthepracticeandreviewofconcepts.
Multipleopportunitiestoapplynewconceptsandskills.
Graphicorganizersareprovided.
Specificstructure/formatsprovidedtoassistwithsequencing&organization
Theagenda,writtenontheboardeachclass,helpssupportthestudents
understandingofthedayssequence.
Initialreviewofdirections/expectationsbeforeindependentworkdirectionswrittenout
Instructionsarealwaysgivenverballybeforeindependentpractice.The
directionsarealwayswrittenonworksheets.
Assignmentsbrokenintosmallerstepswithscheduledcheckinbetweencompleted
portions
Integratedintoscreencastprojectwithgraphicorganizerandscript.
Spaceprovidedatfirstsignsoffrustration/anxietyfor510minutes(inclassroom)before
returningtosupportand/orprocesswithKitara.
Focusingstrategiesavailableduringworkperiods
Useofagendatorecordassignments,assistanceprovidedduringguidedstudywith
workcompletion,andtoverifyunderstandingofexpectationswithassignments.
Agendaispostedinclassroomandontheclasswebsite.
Extendedtimeontimedassignments.
Studentcanhaveextratimeontimedassignments,includingtest,through
academicsupport,andtheCenter.
Opportunitytoretakeassessmentsorally.

Strategicseatingtoavoiddistractions
Strategicseatinghasbeenimplemented.
Teacherencouragementandcheckinsforunderstanding
Implementedthroughoutthelesson.
TeacherswillnotifyparentswhentheyseesignsofstudentsOCDintheclassroom,
allowingparentstimetoconferwithmedicalprofessionalsandadjustmedications.
Observationsareongoing.
StudentwillbeallowedtocometotheGuidanceOffice,ifheranxietyheightens,as
needed.
Teacherswilltrytoaddressconcernswiththestudentprivately.

Retestingallowed
5

Extendedtimeontests
AllowedthroughacademicsupportandtheCenter.
Calculatorokontests
Nopenaltyforgrammarorspelling
Breaklargeassignmentsintosmallerparts

PlanforStudentswhoareMissingPrerequisiteSkills:
Studentswhoaremissingprerequisiteskillswillhavethechancetoidentifywhichskillstheyare
missingsotheycanworkonthoseskillsforhomework.

Extensions
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheFullMultiplicationRuleismostapplicabletothislesson.

PlanforAccommodatingAbsentStudents
AbsentstudentscanfindmeintheiracademicsupportblockorworkwiththestaffinThe
Center.Iftheseaccommodationsareinsufficient,furtherarrangementswillbemade.

Materials,Resources,andTechnology

RequiredItems

Handouts
PracticeTest

Technology
Teacherlaptop
Desmos

Other
Ten6x6x6cardboardboxes.
Tenbagsofapproximately26LEGOseach.

TechnologyIntegration
Technology:LaptopandDesmos
SAMRLevel:Modification
Rationale:ThroughtheuseofalaptopandDesmos,studentsareabletoviewthescatterplotof
thedatawearecreating.Furthermore,wecanuseDesmostoshow,andintroducethemto,
logisticregression.

SourcesforLessonPlanandResources
RandomStructuresfromLegoBricksandAnalogMonteCarloProcedures

TeachingandLearningSequence

Agenda
(theagendatobewrittenonthewhiteboardforthestudents)

1. HomeworkQ&A
2. LifeandLEGOs
3. GroupPractice

Sequence
SequenceLength:~75Minutes
1. HomeworkQuestions/Answers(5minutes)
2. GooverFormativeassessment,question1b.
3. ProbabilityandBigQuestions(3minutes)
a. Doyouseewhereprobabilityisusedaroundus?Areyouawareofwhereitis
aroundus?Thumbsupforthatyouseewhereitsused,andthumbsdownforyou
dontseeitanywhere.
b. Letmeaskyouaquestion:somebodygetssick,wegivethemannewmedicine
completelyexperimental,neverbeenusedbefore.Adaylatertheyarecuredof
theirsickness.Didthedrugwork?Shouldweuseitonotherpeoplewhoalsoget
sick?
i.
Allmedicalresearchreliesonprobability.Between1994and2001,2.8
millionpagesofmedicalresearchwaspublishedeachyear.Everysingle
pageofthatresearchresearchreliesonprobability.
ii.
2.8millionpagesisthesameasreadingtheHarryPotterseries663times.
c. Bulletproofglass.Certainly,thepresidentslimohasbulletproofglass.Howdo
theyknowitsbulletproof?
d. Howdoweknowthatourplanes,ourcars,ourtrains,wontjustfallapartwhen
wetravel?Planestravelaround600milesperhour!Howcanwebeconfident
whenwegetinthemthattheydontfallapart?Probability.Ifwewanttoknow
howstrongacertaincomponentis,thenwetakeafewhundredofthemandsee
howlongittakesforthemtobreak.
4. BigQuestions&LEGOs(40minutes)
a. Intro(5minutes)
i.
Evidenceindicatesthemostlikelyexplanationforlifeonearthisthatit
happenedbychance.
ii.
Earthformedabout4.5billionyearsago.

iii.

Abiogenesis:34billionyearsago.Abillionisahugenumber.Howlong
doyouthink1billionsecondsis?Afewdays?Afewweeks?Afew
months?(Itsabout31.7years).
iv.
Somepeopledontbelievethiscouldhavehappenedbychancethey
thinktheremustbesomeothercauseoflifeonEarth.Probabilitycanhelp
usaddressbigquestionsandthatisamazing.Couldwedeterminethe
theoreticalprobabilityofallthesedifferentchemicalsforming,andthen
linkingtoeachothertoformthespecificchainsnecessaryforlife?We
cannot.Thereiswaytoomuchtoaccountfortodeterminetheoretical
probability.Butwecandramaticallysimplifythingsanddoasimulation.
v. Wewantedtoseeifabunchofobjectswouldsnaptogetherwhen
bouncingaround.
vi.
Enter:theLEGO.
vii.
Wearegoingtorunasimulationasaclass.Youllworkinpairs,butour
dataisgoingtobegeneratedbythewholeclass.Everybody,openthe
LEGOactivityworksheetonyouriPad,andgrababagofLEGOs.
b. Predictions(5minutes)
i.
Doyouthinkanypieceswillsnaptogether?
ii.
Ifyouthinkpieceswillsnaptogether,whatdoyouthinktheymightlook
like?Snapyourpredictionstogether.
iii.
Gallerywalkofpredictions.
c. LEGOShaking(20minutes)
i.
Ifweshakelongenoughwilleachpiecesnaptoatleastoneother?
5. PostDiscussion
a. Thisismodernmathematics.
6. PracticeTest(25minutes)
a. Asagroupactivity.
b. Solutionscanbefoundonlineorasapaperhandout.
c. Practicewhatyoudidntgetright.Lookattheresourcesontheclasswiki.
7. Homework
a. Finishpracticetest.Ifyoucantgetanswers,refertoskillsresourcepage.Talkto
meonRemind.

CommonCoreTeachingStandardsandRationales

LearnerDevelopment
Standard#1LearnerDevelopment
Theteacherunderstandshowstudentslearnanddevelop,recognizingthatpatternsoflearning
anddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,
andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenging
learningexperiences.
Rationale:Mystudentsdifferinregardstocontentmastery.ForthisreasonIhaveadded
differentiationforcontent.Thereareseveralextensionsavailableforthislessonthatstudentswill
haveaccesstoandtheywillhavechoiceinwhichextensionismoreinterestingtothem.

Standard#2LearningDifferences
Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunities
toensureinclusivelearningenvironmentsthatalloweachlearnertoreachhisorherfull
potential.
Rationale:Ihaveintegratedothercontentareastoassistinthelearningprocessaswellas
motivationforparticipation.Multiplemethodsofprocess(groupdiscussion,individual
reflection,gallerywalk)showsanunderstandingoflearnerdifferencesaimedatfosteringstudent
learning.

Standard#3LearningEnvironments
Theteacherworkswithlearnerstocreateenvironmentsthatsupportindividualandcollaborative
learning,encouragingpositivesocialinteraction,activeengagementinlearning,andself
motivation.
Rationale:Ihaveincludedactivitiesthatplacestudentsinindividual,andgroupactivitiesto
encouragecollaborationandpeersupport.

Content
Standard#4ContentKnowledge
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)
heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthediscipline
accessibleandmeaningfulforlearners.
Rationale:Understandingthecontentandtoolsofinquiryhasallowedmetoidentify
prerequisiteskills,scaffoldcontent,andmakeconnectionstolowfloorhighceilingmathematics.

Standard#5InnovativeApplicationsofContent
Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengage
learnersincritical/creativethinking,andcollaborativeproblemsolvingrelatedtoauthenticlocal
andglobalissues.
Rationale:Thecontentinthislessonhasbeenconnectedprobabilitytobiology,originsoflife,
spacescience,andphilosophyallthroughthesurprisinglypowerfulexperimentofshaking
LEGOsinabucket.

10

InstructionalPractice
Standard#6Assessment
Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirown
growth,todocumentlearnerprogress,andtoguidetheteachersongoingplanningand
instruction.
Rationale:Answeringhomeworkquestionsatthebeginningofthelessonprovidesagood
overviewofstudentsunderstandingofthepreviousclassscontent.Thislessonincludesa
practicetesttohelpstudentsidentifytheirownstrengthsandweaknesseswhichwillinfluence
theirdifferentiatedhomework.

Standard#7PlanningforInstruction
Theteacherdrawsuponknowledgeofcontentareas,crossdisciplinaryskills,learners,the
communityandpedagogytoplaninstructionthatsupportseverystudentinmeetingrigorous
learninggoals.
Rationale:Theimplementationofdifferentiationintermsofprocessandcontentis
demonstrationofcompetencyinplanningforinstruction.Inparticular,learnerswilllearnabout
probabilityinthecontextofabiogenesis,andusetheircommunicationsskillsinanactivity
report.

Standard#8InstructionalStrategies
Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnersto
developdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoaccess
andappropriatelyapplyinformation.
Rationale:Thislessonwillimplementavarietyofstrategies:teacherled,studentindividual,
studentgroups,classdiscussion,aswellasstrategiesthatarenotimplementedintheplanning
phasebutarepresentintheclassroomsuchascoldcallingandthenooptoutstrategyas
describedinTeachLikeaChampion2.0.

ProfessionalResponsibility
Standard#9ReflectionandContinuousGrowth
Theteacherisareflectivepractitionerwhousesevidencetocontinuallyevaluatehis/herpractice,
particularlytheeffectsofhis/herchoicesandactionsonothers(students,families,andother
professionalsinthelearningcommunity),andadaptspracticetomeettheneedsofeachlearner.
Rationale:Theformativeassessmentattheendofthelessoninformmeontheeffectivenessof
thelesson.Anoverallreflectivecomponentofthelessonisalsointegratedintothelesson
planningdocument.Thisassistsmeinanalyzingwhatwentwellandwhatdidnot.

Standard#10Collaboration
Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudent
learning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Rationale:Thislessonplanistheresultofcollaborationbetweenprofessionals,directlyand
indirectly.Indirectly,ourcollaborationhasmademeamoreawareeducator,andhasresultsina
significantincreaseinstudentunderstanding.Directly,thecollaborationinvolvedrevisingmy
originallessonplantobettermeettheneedsofstudents.

11

Technology
Standard#11TechnologyStandardsforTeachers(NETST)
EffectiveteachersmodelandapplytheNationalEducationalTechnologyStandardsforStudents
(NETSS)astheydesign,implement,andassesslearningexperiencestoengagestudentsand
improvelearningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.AllteacherswillmeettheNETSTstandardsandperformance
indicators.
Rationale:Thetechnologyuseinthislessondemonstratesanawarenessthattechnologycan
haveaprofoundimpactontheeffectivenessofinstruction.Theintegrationoftechnologywill
engagestudentsandhelpequipthemwithdigitalagecommunicationskills.

12

Reflection

Theclasswentverywell.Theprediscussionwentokaybutduetoalackofexperience
withdiscussionsinmathclassandstudentexcitementaboutthequestionstheytendedtojust
shoutout.InthisrunofthelessonItriedtoincitethemmoredirectlytogetmorestudentbuyin
andengagement.Afterengagingthemwiththequestionsofhowwehaveconfidenceanyofour
medicineactuallyworks,orthatthepiecesinourcarswontbreakwhileweredrivingthem,I
neededtomovethetopicclosertoourgoal.Iaskedstudentsdirectlytodiscusswiththepeople
attheirtablehowlifeoriginatedonEarth.Theresultsweretypical:fiercelanguage,with
studentsdividedbetweenscienceanddivineintervention.Justasstudentsfoundithardto
believeatomscouldconnectbychancetoformlife,theydidnotthinkyoucouldgetLEGOsto
snaptogetherbyshakingtheminabox.
ThingsthatWentWell:
Studentssignificantlyunderestimatedthelengthofabillionseconds.Thiswas
partofademonstrationofhowlargeabillionis.
TheLEGOshakingactivity.
Studentparticipationinsomepartsofthediscussion.

ThingsthatDidnotGoWell:
Thediscussioncouldhavebeenfacilitatedbetter.
Ineedmoredevelopmentasadiscussionleaderandfacilitator.

13

Name:____________________
ProbabilityPracticeTest

1. Asixsideddieisrolledandacoinisflipped.Chartthesamplespace.(2B)

2. Threeredmarbles,fiveblackmarbles,andninebluemarblesareinabag.Onemarble
ischosenatrandomandthecolorisrecorded.Createaprobabilitydistributiontablefor
theoutcomesoftheexperiment.(2B,3C)

3. Afoursideddieandasixsideddiearerolled.Whatstheprobabilityofrollingdoubles?
(2A,2B)

4. Asurveyof200freshmenfound50freshmenlikedrawing,75freshmenlike
photography,and30likedrawingandphotography.
a. Makeavenndiagramtorepresentthesituation.(2B,3D)

b. Findtheprobabilityafreshmenselectedatrandomwouldlikedrawingor
photography.(3A)

5. Asurveycomparedresponsesofthoseaged65+andthosebetweentheagesof1825.
Thesurveyaskedhowmanyhoursoftelevisiontheywatchedeachweek.Theresults
aresummarizedinthetablebelow.

0hours

Age1825 2

1hour

2hours

3hours

4+hours

Total

15

60

25

23

125

Age65+

25

20

15

75

Total

10

40

80

40

30

200

a. Whatistheprobabilityasurveytakerselectedatrandomwouldbeinthe1825
agegroup?(2A,2B,4A)

b. Whatistheprobabilityasurveytakerselectedatrandomwouldwatch2hoursof
televisioneachweekORbeinthe1825agegroup?(3A)

6. Asurveyfoundthatofpeoplesingintheshower,andofpeoplewearsockstobed.

Whatistheprobabilitythatapersonchosenatrandomsingsintheshowerandwears
sockstobed?(3B)

7. Whenrollingapairofsixsideddice,arethefollowingtwoeventsmutuallyexclusive?
Youmustexplainyouranswertogetcredit.(3E)
A:Rollingadoubles.
B:Thesumoftherollisodd.

8. IfeventsAandBaremutuallyexclusive,howdoesthisaffectP(AorB)?Howdoesthis
affectP(AandB)?(4B)

9. Whenareweallowedtouseourversionofthemultiplicationrule?(4C)