UKanTeach 5E Lesson Plan

Author(s): Elissa Ojeda and Marshall Schmidt

Team Member(s): Casey Kelly

Title of Lesson:
Sink or Brim

Dates lesson will be taught: October 2nd

Grade level: Freshman
Is this Teach 1 or Teach 2: Teach 2

Lesson Source/References: What did you use to develop this lesson? What lesson
planning materials were provided to you? If you adapted a lesson(s) then list the
sources here.
Algebra Experiences I, Ravens and Jug
Essential Understanding/Big Ideas: Provide a broad, global statement about the concepts, vocabulary, etc. you want students to understand as a
result of participating in this lesson. This is an overall goal statement of what you want the students to learn.
A relationship between two (linearly) related variables can be modeled using linear regression. By collecting and plotting data, a line of best
fit can be created and used to predict how variables generally relate to each other in specific situations.
Knowledge Package: See attached sheet.
Objectives: Write specific, measureable objectives using action verbs.
Prioritize the list, including at least one higher-order objective. Use the
SWBAT form.
Students Will Be Able To:
Recognize when they can use the formula (Y2-Y1)/(X2-X1)
Identify if a slope is positive, negative, undefined, or zero
slope.
Associate slope to a rate of change

Aligning Assessments to Objectives: For each objective identified on

the left provide a brief statement that explains how you will measure
the objective. What will you ask your students to do to demonstrate
understanding? What evidence will you collect?
1. This objective will be measured by the bell work given on day
two and also through the homework they are assigned by my
mentor teacher.
2. This objective will be measured by the alphabet activity we do
as a class. This activity gives the students to understand what
type of slope they are examining without having to worry about
numbers.
3. This objective will be measured on the experiment given on the
first day. The students will be asked to study the rate of change
in the experiment and then later associate it with slope.

Standards: Include at least one in each category.

NGSS Science and Engineering Practice Standard:
Practice 2 Developing and Using Models
Common Core Math Practice Standard:
CCSS.MATH.PRACTICE.MP4 Model With mathematics
Common Core Math Content Standard (for math lessons ONLY):
Grade 8 Functions Use functions to model relationships between quantities. 4
Common Core English Language Arts (ELA) Practice Standard:
Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.R1.11-12.7

Accommodations: Consider teaching this lesson to any group of students. Include at least two modifications to accommodate students with
diverse needs. Consider what you have learned about your current students and include specific accommodations for these students, if
applicable.
All students will work in groups (partnerships) and if they need help or have a question they can rely on a group member. For accommodations
with below grade level readers, instructions will be vocalized.
Microphone for student with attention problem.

Safety: Always include a general statement that indicates how you will establish a learning environment where safety for all is assured. How will
you create a classroom climate where all students feel safe participating in this lesson? Include safety concerns specific to this lesson, if
applicable.
General classroom safety guidelines will be followed.
All safety rules of the classroom will be observed.
Specific safety instructions for experiment will be stated before the students gather materials.

Equipment/Materials: Include a comprehensive list of all equipment and materials (and quantities, if applicable) needed to execute this lesson.
Note materials that will be used by the students and materials used by the instructor. What advance preparation is needed to execute this
lesson? Embed copies of handouts here, or in the appropriate section of the lesson plan. Embed PowerPoints and/or other instructional
materials here, or in the appropriate section of the lesson plan. Embed copies of assessment under Evaluate section of this lesson plan.
-12 Translucent retainers/cylinders
-12 rulers
-Tub of marbles of varying sizes
-Access to water
-Graph Paper
-Pencils (colored pencils if wanted)
-Paper towels
-Expo marker (to mark lines on the containers)
http://www.kw.igs.net/~bkiggins/letters.htm Alphabet activity

Engagement: Estimated Time: ____10min______

What the teacher does AND how will the
teacher direct students: (Directions)

Probing Questions: Critical questions

that will connect prior knowledge and
create a Need to know

The teacher will present to the class a

container halfway filled with water, and a
handful of marbles. They will then proceed to
ask the class what happens when multiple
marbles are dropped into the container. After
taking in some feedback, and asking how they
support their answers, the procedure will then
take place. They will measure with a ruler the
displacement of the water level before and
after the marbles are dropped in. After a few
trials take place, the teacher will then ask
what the graph would look like if they plotted
the points. Key points such as independent
and dependent variables, x and y-axis, etc. will
be reviewed. After going over the basics, the
students will then be directed that they will be
doing something very similar as to the
demonstration.

What do you think will happen to the

water level when multiple marbles are
dropped into the container?

Start the class off with a bell ringer. The bell

ringer will consist of two equations that
require the students to find the slope. The
students will work alone to complete the bell
work and then after every one has finished
then two students will be picked to show the
class what they did to solve their problem.

How did we solve this yesterday?

Forgetting the formula.

Is there a formula we used? What was

it?

Putting X on top of the equation instead of Y.

How do you think the height will be

affected when you drop a big marble
into the container verses a smaller
marble?

Expected Student Responses AND

Misconceptions - think like a student to
consider student responses INCLUDING
misconceptions:
The height is going to increase?
Do we get to play with the container too?
Theres no way you can put enough marbles in
there to make it overflow.
The height will increase with the big marbles.
You need to draw the graph so we can label the
x and y-axis.

Can anyone tell me what the

independent/dependent variables are?
Can anyone tell me how the would
graph this?
What is the x and y-axis?
How many marbles will it take to make
the container overflow?

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the
lesson. Finish demo. Finish bell work and share with the class.

Exploration: Estimated Time: _____20min_____

What the teacher does AND what the
teacher will direct students to do:
(Directions)
The students will be given safety directions
to follow. They will also be told to not play
with any of the materials for the experiment.
All of the students will be assigned to a
partner, and there will be one group of three
unless a student is absent. Each pair will
gather their materials (see materials list).
They will all then be directed to drop marbles
into their container, and record and measure
the displacement after each trial. They will
be allotted five minutes to do so. After the
five minutes is up, they will be asked to
graph their points on the graph that they will
create by hand with their partner. The
students will also be allotted a timed five
minutes to create their graphs. After time is
up the class will then be brought together
and as a group they will go over the different
lines each group has created. They will see
how different lines will be more/less steep
depending on that groups particular size of
marbles/ size of their container. The teacher
will then demonstrate how to create a line of
best fit on the board; they will then direct
the students to do the same with their data.

Probing Questions: Critical questions

that will guide students to a Common
set of Experiences
What factors affect the displacement of
the water?
Does adding several marbles at a time
verses adding one or two make it harder
or easier to plot points on the graph?
What kind of graph is this?
Why are their differences between all of
your graphs?

Expected Student Responses AND

Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Should I plot the numbers of marbles as x or y?
Why dont we have the graphs already made for
us?
How many plot points do we need to plot?
This is a parabola.
This is a line.
This is linear.
There are no differences in the graphs.
We all have different size marbles/containers.

We will review as a class the differences

between positive, negative, undefined and
zero slope. After the students understand
what the differences are, the teacher will
pass out a work sheet of letters of the
alphabet. The students are directed to label
every part of the letters (each line that
makes up a letter) with the type of slope it
has. After the student finished they are to
stay quiet and raise their hand to show the
teacher they have completed. When every
one has finished, as a class, using the dock
cam the students will go through together
what they think each line of the letters
should be labeled as. The follow up activity
to the alphabet is a worksheet that has
descriptions a specific letter. There are a list
of these descriptions that when put together
spell out a sentence.

What does positive slope look like?

Negative?
What if you had a straight line going up?
Going down?
How many different types of slope do
you think there is.

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson.
Walk around the class and make sure everyone finishes their graphs. Finish going over the alphabet as a class, then pass out the rest of the
activity.

Explanation: Estimated Time: ____10min______

What the teacher does AND what the
teacher will direct students to do:
(Directions)

Using the data collected from the

experiment the teacher will demonstrate
how to find the slope using two points on
the graph. Students will be encouraged to
use their partner for help as well as
guidance.

At the end of this activity the students as a

class we will talk about the answers they
got on the activity and review what all the
different types of slopes we can have.

Clarifying Questions: Critical questions

that will help students Clarify their
Understanding and introduce
information related to the lesson
concepts & vocabulary check for
understanding (formative assessment)
Can anyone tell me how to find the
slope?

Expected Student Responses AND

Misconceptions - think like a student to
consider student responses INCLUDING
misconceptions:

Why do we have to do this?

The slope is rise over run.

Can you create your own personal

graphs? How?

What was the sentence you ended up

making?
Who can tell me the differences
between each slope?
What do you use to determine the
slope if you only have points?

The forms arent different.

Can you use point-slope form to describe every
relationship?
Math is fun
Positive is increasing, negative is decreasing,
undefined is straight up and down, zero is
horizontal.
Slope formula (Y2+Y1)/(X2+X1)
5/0,0/5

What is the slope of undefined? Zero?

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the
lesson. After everyone copies down the slope formula and works with their partner to solve their slope. Answering the second part of the
alphabet activity, then discussing as a class.

Elaboration: Estimated Time: ___10min_______

What the teacher does AND what the
teacher will direct students to do:
(Directions)
The teacher will ask students to compare
their graphs, specifically looking at the
differences and similarities of their yintercepts and slopes. The teacher will lead a
group discussion why these differences exist.
The teacher will take the lesson a step
further by asking how this representation
can be seen in real life situations.

Probing Questions: Critical questions

that will help students Extend or
Apply their newly acquired
concepts/skills in new situations
How are your graphs different? Why do
you think this is so?

Expected Student Responses AND

Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
They are all the same in their own way.
The slopes are different.

How can this relate to real life

situations?

They all had the same y-intercepts.

The are all different because the size of the
marbles.
Floods.
Sea levels.

The students will be given their homework

and have a little time in class to start it. In
this time the students can ask questions and
understand any misconceptions. This
homework mainly focuses on looking at
graphs and deciding finding the slope with
the equation they learn in yesterdays lesson.

Think about what each slope looks like

as a fraction, how does the fraction
effect what the slope looks like?

Needing help with homework.

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson.

Evaluation: Estimated Time: _____7min_____

Critical questions that ask students to demonstrate their understanding of the lessons performance objectives.
Formative Assessment Day 1: Explain the types of formative assessment you will use to monitor student learning within this lesson (e.g.,
observations, bell ringers, exit slips). Embed student copies of these assessments, if applicable. Embed copies of the rubric or answer keys
you will use to evaluate responses, if applicable. Identify the formative assessment you will give to all students at the end of Day 1. This has
to be something you can collect and bring back with you.
Evaluate the graphs and slopes the students create and find.

Formative Assessment Day 2: Explain the types of formative assessment you will use to monitor student learning within this lesson (e.g.,
observations, surveys, white boards). Embed student copies of these assessments, if applicable. Embed copies of the rubric or answer keys
you will use to evaluate responses, if applicable.
How well they understood finding and explain the different types of slope.

Summative Assessment (at the end of Day 2): Explain the summative assessment you will use to provide evidence that students have met
the objectives of the two-day lesson. Embed a student copy of this final assessment. Embed a copy of the rubric or answer key you will use
to evaluate responses.
Bell work and in class discussion.

Extension activities/Back up plans: Include a brief summary of some extension activities you could draw upon if you have extra time and/or
you are not able to execute this lesson as planned (e.g., technology issues prohibit you from doing so).
If time is allotted students will be asked to switch graphs with another pair and analyze their graphs. They will also be asked to find that
groups particular slope and put it into the y-intercept form.
Calculations can be taken by analyzing the differences in volume of the containers from group to group.