L3+Jenkins,+Brian

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**   Students will understand that the relationship of probability to relative frequency. Students will know Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency. Students will be able to predict the expected frequency of an event.  c. Find the probability of compound independent and compound dependent events.  Students will be formatively assessed on their story board, and will receive feedback on it to improve it. Table groups will provide feedback and criticism of student’s “mock ups” before they begin working on their final product. After all students have presented their poster, the class will have a “debriefing session” to discuss what they learned, what they liked, didn’t like, ect. Once all students have finished their products, they will be given the opportunity to earn some points by briefly writing an explanation of what, how, and why their product was missing something or could have been done differently to be more successful.
 * UNIVERSITY OF MAINE AT FARMINGTON
 * __Teacher’s Name __****: Brian Jenkins ** **__Date of Lesson__: 3 (Explanation)**
 * __Grade Level __****: 9- Diploma ** **__Topic__: Data Analysis**
 * __Objectives __**
 * __Maine Learning Results Alignment __**
 * Maine Learning Results: Mathematics- B. Data ****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Probability**
 * Grade 9-Diploma**
 * Students understand the relationship of probability to relative frequency and know how to find probability.** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Rationale:** This lesson is created in order for students to prove that they know how to predict the expected frequency of an event.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **

The students will create a Glogster Poster, and present it orally to the class. The Glogster poster should be the center piece of the student’s presentation and should provide evidence of the student’s mastery of expected frequency. Students’ posters will be graded on a rubric by peers, and the presentation will be graded by me on a rubric. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Crate a “mock up” poster before starting to work on your Glogster poster. Students will work with table groups to help revise and give feedback on each other’s ideas, and concepts for their Glogster poster. This type of peer feedback will get everybody involved in the editing process, and can help inspire students to use different ideas and think outside of the box. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Summative (Assessment of Learning)**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Art- **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student’s Glogster poster will give them opportunities to display their artistic abilities, and will help improve skills of students who wouldn’t normally be artistically inclined.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology- **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Using the Glogster application on the computers allows students to get involved with technology.
 * English-** Oral presentations will help improve students’ public speaking skills.
 * History-** Because the assignment is supposed to predict a future event, there will have to be research done in order to fully understand that event.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: **
 * (Verbal)- **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Student’s presentations will provide engagement for verbal/auditory learners.
 * (Visual)-** The Glogster posters that students create will engage visual learners.
 * (Natural)-** The use of the weather prediction will engage naturalistic learners right away.
 * (Logical)-** Receiving feedback, and simply creating, a “mock up” design for their poster will aid logical style learners.
 * (Interpersonal)-** Using table groups to receive feedback will engage interpersonal learners.
 * (Intrapersonal)-** Students will be creating this poster on their own, and are encouraged to be creative in how they display their results.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

1) Notify the main office. The case of the "Missing Student" is rarely solved in a productive way for the student in question.
 * Absent Student **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Attendance**- I expect that all students will come to every class. However, I understand that sometimes things come up, people get sick, and you have to miss class. If such a case should arise that a student misses class I would like you to follow this procedure...

2) Notify me! Call the school; shoot me an email, tell a friend of yours to stop by! This would be preferable to know before class, but again, I understand things come up unexpectedly.

3) Come see me ASAP! I can catch you up with the homework, and if time is available, we can go over the class lesson.

3 b.) If we are unable to arrange a meeting in person, be sure to contact me and I will get the class notes and homework available to you. Whether this is on a class wiki, an email, or giving it to someone to drop off, YOU WILL RECEIVE THE INFORMATION!

If there is any instance where a student should miss class and does not follow the proper protocol, I'm leaving it up to you to get the class notes and homework from somebody. If you're confident you do not need to see me to catch you up, just come check in. If this case is true and you don't need me to assist you, we lost 2 minutes of the day!
 * SO BE SURE YOU COME SEE ME ASAP AFTER AN ABSENCE!!!!!!!**

This project is created for students to do more than just calculate the expected frequency of an event. By creating a project for students to research and investigate in a real world example will provide a higher level of learning than expected. If a student were to continue on this project, they can see whether their prediction was correct and then create a new prediction using a Glogster. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Resources <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Hyperstart] – This site explains how to use the chi-squared test in order to find expected frequency. [|Calculating Table] – This site gives multiple ways to find expected frequency, including but not limited to using the table method. [|Hutchinson] – The Hutchinson Encyclopedia does an exceptional job of defining expected frequency. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> [|Glogster Tutorial] – This video shows how to create an effective Glogster.
 * Extensions**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Poster Paper
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Expected Frequency Study Guide
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Expected Frequency Worksheet
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Story Board
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Glogster
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Computers
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Glogster tutorial
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Rationale: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This lesson is designed to engage and enthrall every style of learner. Through the use of different integration techniques and differentiated curriculum this lesson provides equal opportunity to learn for every style of learner. The lesson plan provides a structure to the instruction which gives the lesson a logical procedure. Although all students are required to create a Glogster, each student is given the capabilities and freedom to explore themselves and get very creative. By having scheduled “checks” I can successfully see which of my students need more attention and more time to successfully create a good project. The hands on nature of creating a project will get everybody moving and all of the students’ blood flowing.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

Rationale:** Before this unit has begun, students have already taken a pre-unit assessment test to show me where they are with this material. Prior to this lesson, students will have already done a lesson explaining the relationship between probability and frequency. That lesson should provide the information necessary to establish a student’s current position with this curriculum. This lesson was created around the MLR format for curriculum and envelopes the main ideas and key points that the MLR are concerned with. Subsequently following the project’s completion, students will engage in a debriefing activity that will provide not only themselves, but me as well, with feedback about the project as a whole. Through the process of creating a poster, students will gather evidence and show, visually, how to and why they calculated what they did to find their frequency. During their presentation, students will explain audibly why and how they found what they did.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson was developed from the ground up around the MLR format for curriculum, the eight intelligences, and a type 2 assessment. By using many different strategies, this lesson incorporates six of the eight intelligences. These six intelligences each have their own intricate part in developing this lesson based around the advancement of my student’s knowledge in all six of the chosen intelligences. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Rationale:** Crate a “mock up” poster before starting to work on your Glogster poster. Students will work with table groups to help revise and give feedback on each other’s ideas, and concepts for their Glogster poster. After all students have finished their products, they will be given the opportunity to earn some points by briefly writing an explanation of what, how, and why their product was missing something or could have been done differently to be more successful. This lesson uses two types of assessment, formative and summative. Within each of these two categories lies many different assessment styles. Peer assessment creates a team environment, and lets student know that they are there for one another. Instructor feedback can provide professional assistance on any given question. Self evaluation is crucial to all types of assessment; by using the debriefing task students will be able to evaluate oneself on mostly effort. If a student feels they tried their hardest and did not exceed expectations of content mastery then I have failed. However when a student finishes this project they should feel both accomplished, and as though they know the material because of the differentiation used in the lesson will be carefully evaluated throughout the process. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Throughout the unit students will be evaluated and re-evaluated on their content knowledge. Therefore the lessons preceding this lesson will serve as adequate pre-assessment materials. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will arrive to class and take their seats with their table mates. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Joke of the day. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will use a simple weather prediction to example a use of [|expected frequency]. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will introduce the idea of expected frequency, and demonstrate how to [|calculate] it. (20-25 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will work together to complete a worksheet involving frequency. (10 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will explain the project and its process. (10 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">We will watch the [|Glogster Tutorial]. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will begin research on the project of their choice. (10 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will arrive to class, daily joke. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review students’ choices for research project individually. (20-25 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">*Students will begin projects while I meet with everyone. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will continue to research and prepare their calculations. (30 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will meet with me again to check calculations (10 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">*Students should begin their “mock-up” poster after I have approved their work. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will arrive to class, daily joke. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be given about an hour to work on their Glogster posters. (60 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The first few students will present their project. (15 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will arrive to class, daily joke. (5 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The rest of the students will present their projects. (60-70 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">We will hold a group debriefing activity to deduce what about the project went well and what went poorly. (20 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will understand that: The relationship of probability to relative frequency. When we can successfully predict the expected frequency of an event, any event, we have a greater knowledge of what we can expect. //**Students understand the relationship of probability to relative frequency and how to find probability.** (MLR)// Use a weather prediction to sample how expected frequency can give us a better knowledge of what we can expect. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 1: In this lesson students will learn how to calculate expected frequency. Students will know: Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency. <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Day 2: Students will be expected to <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">create a “mock up” poster before starting to work on your Glogster poster. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3: After all students have presented their poster, the class will have a “debriefing session” to discuss what they learned, what they liked, didn’t like, ect. Through this process students will be able to self-evaluate how they felt about the project and whether they gave their best effort, and whether this lesson was designed to help them succeed. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 1: Table groups will provide feedback and criticism of student’s “mock ups” before they begin working on their final product. By using table groups we can get students to use team work to incite each other and provide different ways of thinking. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 2: Crate a “mock up” poster before starting to work on your Glogster poster. Students will work with table groups to help revise and give feedback on each other’s ideas, and concepts for their Glogster poster. Again, through the use of peer editing students get a new perspective they may not have understood unless they were thinking the way a fellow student was. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3: <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">After all students have finished their products, they will be given the opportunity to earn some points by briefly writing an explanation of what, how, and why their product was missing something or could have been done differently to be more successful. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 2: Students will be formatively assessed on their story board, and will receive feedback on it to improve it. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3: Student’s will be evaluated on how well they mastered the content and how effective their poster was in supporting that they have mastered the content. By asking my students to research and produce an expected frequency of a real life event, we can ensure that students have truly mastered the content. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> [|Hyperstart] – This site explains how to use the chi-squared test in order to find expected frequency. [|Calculating Table] – This site gives multiple ways to find expected frequency, including but not limited to using the table method. [|Hutchinson] – The Hutchinson Encyclopedia does an exceptional job of defining expected frequency. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Glogster Tutorial] – This video shows how to create an effective Glogster.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * (Verbal)- **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Student’s presentations will provide engagement for verbal/auditory learners.
 * (Visual)-** The Glogster posters that students create will engage visual learners.
 * (Natural)-** The use of the weather prediction will engage naturalistic learners right away.
 * (Logical)-** Receiving feedback, and simply creating, a “mock up” design for their poster will aid logical style learners.
 * (Interpersonal)-** Using table groups to receive feedback will engage interpersonal learners.
 * (Intrapersonal)-** Students will be creating this poster on their own, and are encouraged to be creative in how they display their results.
 * (Technology)-** Using the Glogster application on the computers allows students to get involved with technology.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 1: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 2: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 4: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Where Why What Hook Tailors; Logical, Natural, Verbal, Intrapersonal **
 * Equip Explore Rethink Tailors; Verbal, Intrapersonal, Logical, Visual, Interpersonal **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Revise Refine Explore Experience Tailors; Interpersonal, Intrapersonal, Verbal, Logical, Visual. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluate Tailors; **Interpersonal, Intrapersonal, Natural, Verbal, Logical, Visual.** **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Frequency Hand Out] (Probability Review) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Glogster Rubric
 * Handouts**