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STEPP Lesson Plan Form

Teacher: Laura Nestler Date:


School: Windsor Middle School Grade Level: 7th

Content Area: Math

Title: Rate, Distance, Time

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Identify and represent proportional relationships between quantities. (CCSS: 7.RP.2)

i. Determine whether two quantities are in a proportional relationship.2 (CCSS:


ii. Identify the constant of proportionality (unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of proportional relationships. (CCSS: 7.RP.2b)

iii. Represent proportional relationships by equations.3 (CCSS: 7.RP.2c)

iv. Explain what a point (x, y) on the graph of a proportional relationship means in
terms of the situation, with special attention to the points (0, 0) and (1, r) where r is
the unit rate. (CCSS: 7.RP.2d)

Understandings: (Big Ideas)

Students will gain understanding on how distance is equal to the rate times time.
We will develop this concept through an exploration activity where we will model as
situation with a table, graph and equation.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Where should your graph start? Should the graph stop?

How far did [enter name here] go after 7 seconds? How far did they go after 2.5

Do you connect the dots of the graph why or why not? What is the unit rate?

How can you write an equation for the date in the table?

What if [enter name here] were to have walked twice as fast how would that change
the table and graph?

What is another time that you have seen two quantities related by a constant

What distance would [enter name here] travel in 9 seconds?

How far would they walk in 25 seconds?

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STEPP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can: identify the relationship between distance rate and time, and
represent the relationship with a table, graph and equation.

This means: I will complete the table with the data that is collected and
understand how to create a graph and equation that accurately represents
the data.

List of Assessments: (Write the number of the learning target associated with
each assessment)

In class participation The main way that I will assess students understanding is by
the level of participation in class and how students answer the questions that I am
asking of them.

In class notes I will also assess their understanding on how well they complete
their in class notes.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Distance, Rate and Time!!
Lesson The purpose of this activity is to have students
Should be a creative title for explore the relationship between distance rate and
you and the students to time. Hopefully they will see that distance and time
associate with the activity. are proportionally related. Though this activity I
Think of the purpose as the hope that students can have some fun while also
mini-rationale for what you developing the ideas that they need!
are trying to accomplish
through this lesson.
Approx. Time and Materials Warm Up 10 minutes
How long do you expect the Activity 40 minutes
activity to last and what
materials will you need? Materials: Timer, Tape, Worksheet
Anticipatory Set For todays Anticipatory set I am going to have
The hook to grab students students work on a review problem that has to do
attention. These are actions with proportional relationships. This problem was
and statements by the on their last test and several did not know how to
teacher to relate the solve it. So it will help them gather their prior
experiences of the students to knowledge to remember how to do it. This problem
the objectives of the lesson, is also a great intro to todays lesson in the way
To put students into a that it asks if the table and graph represent a
receptive frame of mind. proportional relationship which will lead into how
To focus student we can graph distance and time and whether it
attention on the lesson. represents a proportional relationship as well. I
To create an organizing think this is a great way to help the students
framework for the review what their prior knowledge is as well as
ideas, principles, or introducing the lesson.
information that is to
follow (advanced
An anticipatory set is used any
time a different activity or
new concept is to be
Procedures Teacher Actions Student Actions
(Include a play-by-play I will have the learning Students will come in
account of what students and target up on the board and get situated with
teacher will do from the when the students enter their chromebooks and
minute they arrive to the the classroom. I will also daily agenda out!
minute they leave your be using class dojo at
classroom. Indicate the length this point in class to
of each segment of the lesson. help get students on
List actual minutes.) task. Students can work in
Indicate whether each is: groups and help each
-teacher input Once students are other solve this problem.
-modeling settled I will put the Hopefully they will
-questioning strategies warm up on the board recognize that it is a
-guided/unguided: for them to solve. More similar problem to the

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STEPP Lesson Plan Form

-whole-class practice detail in the anticipatory one on the test, and be

-group practice set. Let students use motivated to solve it or
-individual practice the wand to award figure out how to solve
-check for understanding themselves points in it.
-other dojo! Hopefully students will
be paying attention to
the directions that are
given so they will know
Then I am going to what we are going to do.
introduce the activity
for the day to the class.
Students will be
engaged and willing to
I will then ask for the participate.
help of four volunteers:
walker, timer, recorder,
and measurer!
Students who are not
We will conduct the participating will be
same experiment twice filling in their note
for two different sets of sheets with the data that
data. we collect.
Students will then have
I will be walking around time to work in their
helping groups if they groups to answer the
have any questions. questions on their note
Once I have seen that Students will be working
several students have in groups and
completed a problem or developing the ideas of
asked question about how rate and time are
the problem. I will work related. They will also be
the questions on the writing down the
board and show them answers to the problems
how you can see the as we go over them in
unit rate in the table class.
and on the graph.
Closure Closure is a very important piece of the day, and
Those actions or statements most days I try to fit in a vocab sheet at the end of
by a teacher that are designed the day but to be honest I forget to hand them out
to bring a lesson presentation most days just because I often get distracted and
to an appropriate conclusion. loose track of time.
Used to help students bring
things together in their own Today I am going to have students participate in a
minds, to make sense out of class discussion where I am going to ask students
what has just been taught. some of the questions that are under inquiry
Any Questions? No. OK, lets questions. I think this is a good way to end todays
move on is not closure. class because it is a new unit and I think it would
Closure is used: be good to take some time for students to cement
To cue students to the their ideas and realize all the different concepts

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STEPP Lesson Plan Form

fact that they have that were developed during class through the
arrived at an important activity.
point in the lesson or
the end of a lesson.
To help organize
student learning
To help form a coherent
picture and to consolidate.
Differentiation If this problem is to easy for a student, I will try to
To modify: If the activity is too ask them more developing questions that would
advanced for a child, how will challenge them. I will also encourage them to help
you modify it so that they can and encourage their group mates. Encourage them
be successful? to explain what they did to get their answer rather
To extend: If the activity is too than just telling their group their answer. One way
easy for a child, how will you that you can learn best is if you explain your
extend it to develop their thinking to someone else.
emerging skills?
If this activity is too difficult for a student I will
encourage them to use the graph to help answer
the questions bellow. You can gain a lot of
information from the graph and I think that they
will have a better time if they look at the visual
rather that just the table of numbers. I will also be
working to help show the relationships in the table
and graph in a clear way.
Assessment Warm Up I will be assessing students on their
How will you know if students work on the warm up problem. I am looking for
met the learning targets? them to complete the table accurately and just a
Write a description of what quick sketch of the graph. I will also be looking for
you were looking for in each them to say that it is a proportional relationship.
Discussion and Participation I will also be
assessing students on their ability to participate
during class and that they are completing the
handout that goes together with the activity.

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STEPP Lesson Plan Form

Distance (
Time ( )
Trial 1 Trial 2 Trial 1 Trial 2

1. Where does your graph start? Should it end? Would it make sense
to continue your graph to show how the person walking would travel
if you were to continue measuring for more time?

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STEPP Lesson Plan Form

2. Does it make sense for you to connect the dots on the graph?

3. What is the unit rate for our experiment? How far did the person
travel each second?

4. How far did they travel after 7 seconds? How far did they travel
after 2.3 seconds?

5. How can you write an equation to represent this relationship?

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)
To some extent the lesson objectives were achieved because
we got through the whole lesson!! Yay and several students
understood it! However, there was not 100% involvement 100%
percent of the time! Would have been better to done wind up
toys because everyone would have then been engaged. But
rather just four people were engaged.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
If I were to teach this lesson again I would have groups
conduct their own experiment and then gone through the
questions. I also would have printed their worksheets different
because then they wouldnt have had to flip from one side to
the other side.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
Next lesson I want the students to take ahold of their learning
and I want to talk way less. We are also going to talk about
scaling quantities.

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