STEM LAB LESSON PLAN

Candidate:
Subject(s):
Grade
Judy Juarez Fuertes, Adriana Rosales,
Math
level(s):
Laura Ramirez, Ana Garibay
Proportions
10-12
Common Core Content Standard(s): Record the number, the sub-element, and
description of the Common Core State Standard(s) on which this lesson is
based.

6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a
ratio relationship between two quantities.

Date:
June 27- 28, 2016
Single/Multi-Day
Lesson:
2-Day Lesson

List the Common Core State Standards for Mathematical Practices

1.
2.
3.
4.

Makes sense of problems and persevere in solving them.

Model with mathematics.
Use appropriate tools strategically.
Look for and make use of structure.

List the Common Core State Standards Science Literacy Standards

used by writing their number and full descriptions:
N/A

List the Common Core State Standards Science Writing Standards

used by their number and full descriptions:
(Example: CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and
counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the
audiences knowledge level and concerns.)
N/A

List the Next Generation Science Standards Performance

Expectation(s) used by writing their number, title, and description. If
this is a math or English course, you can simply use the NGSS
Science and Engineering Practice(s):
N/A

Check which 21 Century Learning Objectives are used with an X:

To build skills in creativity and innovation by brainstorming and
identifying multiple ways to solve a problem, and implement their
own approach to that problem
To build skills in critical thinking and problem solving by
identifying relevant given information, analyzing the data,
st

manipulating the variables, and evaluating the process and work

done
To build skills in communication and collaboration by sharing,
justifying, and critiquing ideas with precise academic language in
oral and written forms as they work with others on a common task

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Students will be able to expand their vocabulary and understand the significance using proportions
(20:80) to measure their own body.
II. LEARNING OUTCOME (Objective): I will be able to narrow down who the shooter is by
writing a report to the DA using claims based on the evidence of body proportions.
Students will be able to use the 20:80 body proportion in order to determine the height of the shooter
from the vertex of angle and then narrow down the suspect pool.
III. ESSENTIAL QUESTION: How can students use the 20:80 body proportion to identify and
narrow down possible suspects?
What is the 20:80 proportion of a body?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
Understanding body proportions will allow students to use the collected evidence data to narrow
down the suspect and elaborate a hypothesis.
Understanding the 20:80 body proportion will allow students to find the height of the perpetrator,
hence finding the opposite length of the right triangle when using tangent.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Students will do warm-up recapping on the
previous lessons (Trigonometric Functions) and an introduction to body proportions. Students
will illustrate of the human body to make a hypothesis to estimate certain ratios of the human
body.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
(DAY 1)
Candidates will assign the students to work on the warm up(found in the powerpoint) independently.
The warm up will consist of a word problem using trig ratios to solve for it and another problem where
students will discover the 50:50 and 20:80 ratio in a body.
Candidates will introduce a list of vocabulary words to the students to grasp a better understanding of
the learning outcome. Students will write down the vocabulary words in their notebook and will find
someone in the classroom who has similar shoes as their own. Each partner will come up with a
definition together. The candidates will have the pairs share out and will display the correct definition.
The candidates will model for the students what the 20:80 body proportion looks like using a string.
Students will measure the string (using the worksheet Body Proportions). In addition, students will use
the 20:80 using only one of the measurements to verify its validity.
Lastly, students will work on the exit slip with several questions (found on the powerpoint).
(DAY 2)

Students will work on the warm up (as posted on the ppt) independently using the previous day notes.
Also, students will work on a half sheet (Trig Ratios Graphic Organizer worksheet) and will fill in the
blanks. Candidates will select one students half sheet to display over the document camera and as a
class will check for correctness.
Now, students will work in their investigation teams on a poster. Each member will be assigned a role
(as posted on ppt). Candidates will present students with new information for them to write down in
their Evidence Tracker (worksheet). Using this new information, they will narrow down the suspects
height by applying their knowledge on trig ratios and body proportions. In their poster they must
include: claim, evidence, explanation, and reasoning (poster checklist posted on ppt).
C. APPLICATION ACTIVITY (Practice and/or Reflection):

Students will pair up to measure each others height in order to find their own 20:80 body
ratio.
Once students are able to convert their height into the ratio. They will then work in groups to
create a poster that will depict the crime scene.
Based on new information given about the crime scene students will be able to apply their
knowledge of the trig functions and be able to rule out some of the suspects based on their
findings. Students can then use their findings to support their argument.
Students measure total height of their partner using string/yarn.
Student will bring shoulder to top of head portion of string to candidate to get actual
measurement (20%) and write it down in worksheet

D. MATERIALS & RESOURCES:

Measuring tape, color markers, poster paper.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Students will be given an exit ticket with the following questions to see if they were able to
understand and know how to solve ratios.
Exit ticket questions:

Using the 20:80 human body ratio solve the following;

1. If Kobe Bryant measures 6 6 set up the proportion to find his 20:80 ratio.
2. Find a 5% margin of error based on Kobes height. (Use inches as your unit of measure.)
3. Explain how you were able to rule out some of the suspects based on todays activity.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
PRACTICE): Visuals (Word wall), Cheat sheet for trigonometric functions, checking in with student
to see if he/she needs assistance.
VII. HOMEWORK (IF APPROPRIATE): N/A