L6+Jenkins,+Brian

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Brian Jenkins **Date of Lesson:** 6 **(Self Knowledge)** Students will understand how to calculate the probability of compound dependent and independent events. Students will know Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency, Terminology; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability. Students will be able to recognize the probability of compound dependent and independent events. c. Find the probability of compound independent and compound dependent events. Students will have a template that will contain the requirements for the content and structure of their wiki, but will have the ability to personalize them. During the hook, students will work together as a class to determine the results. After the presentation students will have an open floor to share their experiences while creating their wiki. This project is an ongoing investigation to determine the differences between dependent and independent compound events; they will have the entire unit to edit their wiki. At the end of the unit the student must present their wiki page to the class. The page’s content will not be graded; it will be graded solely on completion. However, the student will have to orally present the information to the class. This presentation will be graded by a rubric.
 * Grade Level:** 9- Diploma **Topic:** Data Analysis
 * __ Objectives __**
 * __ Maine Learning Results Alignment __**
 * Maine Learning Results: Mathematics- B. Data**
 * Probability**
 * Grade 9-Diploma**
 * Students understand the relationship of probability to relative frequency and know how to find probability.****
 * Rationale:** This project encompasses everything that the student has learned throughout their journey within the Data unit.
 * __ Assessment __**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

The wikis that students are going to create are designed to force students to reflect on their progression as a student. By reflecting on all the work they’ve done during the year they have a higher chance of searching for a deeper understanding of a concept of theory. By allowing the students to personalize and maintain their own wiki we allow them a way for students to represent their individualism and the personal journey they took during their learning. Students will have a template that will contain the requirements for the content and structure of their wiki, but will have the ability to personalize them. During the hook, students will work together as a class to determine the results. After the presentation students will have an open floor to share their experiences while creating their wiki. This project is an ongoing investigation to determine the differences between dependent and independent compound events; they will have the entire unit to edit their wiki. After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment. All the group work during the unit will be reflected up on the wiki.
 * __ Integration __**
 * Technology-** Students will be using Wikispaces and computers to create an image of self-knowledge.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies**
 * (Verbal)-** Students will present their wiki at the end of the semester.
 * (Visual)-** Students can incorporate any picture, graph, chart they find interesting.
 * (Kinesthetic)-** Students are encouraged to use their own pictures they have captured on their wiki.
 * (Natural)-** Students will have the option to decorate their wiki with whatever they’d like.
 * (Logical)-** A pre-made template for the wiki will provide structure for the logically thinking students.
 * (Interpersonal)-** The class calculations will be cooperative.
 * (Intrapersonal)-** Each student will have their own “results” section on their wiki.
 * (Musical)-** Students are welcomed to incorporate music into their wiki.

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**
 * 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!!!!!!!**

Students will be evaluated on everything they have learned throughout the entire semester, if they choose to continue their learning examples of extensions can be found in the previous five lesson plans. Students are encouraged to add any information, sources, websites, experiments that they may have found/conducted onto the Wikispace. Materials
 * Extensions**
 * __ Materials, Resources and Technology __**
 * Wikispaces
 * Computers

Resources
 * Wikispaces
 * Data Analysis Unit

Technology [|Probability Lesson Plan] This lesson plan is a pretty generic lesson on probability. [|Probability and Statistics Database] Provides more links to WolframMathworld that are connected to probability and statistics for further investigation. [|Compound Events] – This wed-book explains and gives examples of compound events. [|Wikispace Tutorial] –This video shows how to add videos, images, pages to wikispace.
 * Computers
 * Internet Access
 * Projector Screen
 * __ Source for Lesson Plan and Research __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**

Rationale:** This lesson is designed with room for differentiation and integration incorporated. By using as many different strategies and techniques this lesson will provide engagement for all learners. Although the times when students can post their information may be sporadic, constant encouragement and confirmation will provide structure. For students that want to delve deeper into the “application” of anything they learn throughout the semester can post interactive activities that they may find on the wiki for everyone else to see and use.
 * //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.//

Rationale:** Because this lesson is mostly a self evaluation and reflective tool, the proof of mastery will not be assessed. However the proof of improvement will be very noticeable. This lesson encompasses everything that we learned the entire unit. This lesson will mostly provide information on how to create a wiki and what I’m looking for on the wiki. The curriculum portion will be given throughout the unit’s entirety. This Wikispace will successfully track all students learning process throughout the entire semester.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** By creating a template for the students to begin with will be essential to this project. Although the wiki will provide a vast amount of individualism and self reflection and knowledge, it will have to be semi-structured. By providing areas for students to post outside sources and their own ideas the wiki will create a very productive learning environment that students can really take ownership of.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * (Evaluate)-** The students will be evaluated primarily on effort, however there will be requirements as to what must be on the wiki.
 * (Verbal)-** Students will present their wiki at the end of the semester.
 * (Visual)-** Students can incorporate any picture, graph, chart they find interesting.
 * (Kinesthetic)-** Students are encouraged to use their own pictures they have captured on their wiki.
 * (Natural)-** Students will have the option to decorate their wiki with whatever they’d like.
 * (Logical)-** A pre-made template for the wiki will provide structure for the logically thinking students.
 * (Interpersonal)-** The class calculations will be cooperative.
 * (Intrapersonal)-** Each student will have their own “results” section on their wiki.
 * (Musical)-** Students are welcomed to incorporate music into their wiki.
 * (Technology)-** Students will be using Wikispaces and computers to create an image of self-knowledge.

Rationale:** Students will have a template that will contain the requirements for the content and structure of their wiki, but will have the ability to personalize them. During the hook, students will work together as a class to determine the results. After the presentation students will have an open floor to share their experiences while creating their wiki. This project is an ongoing investigation to determine the differences between dependent and independent compound events; they will have the entire unit to edit their wiki. After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment. The students will be evaluated primarily on effort, however there will be requirements as to what must be on the wiki. Students will arrive to class, daily joke. (5min) We will watch the short [|video] about splitting 25% into fifths. (5 min) The class will participate in an activity about describing how the math in the video is incorrect. (5 min) I will then explain what the students will be doing in the unit, describing each assessment. (15 min) Students will create their own wiki account. (10 min) I will briefly describe probability, frequency, and compound events, and how they are used in day to day life (15 min) I will demonstrate to the class how to post links and images on the Wikispace. (5 min) Students will begin to find resources to post on the Wikispace. (20 min)
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * __ Teaching and Learning Sequence __**
 * Due to the fact that this lesson is an ongoing assessment, this will be the first day of class of this unit, and knowledge gained will be throughout the unit. Students will be seated in a horseshoe shape facing the projector screen.
 * Day 1**

Last Two Days of Unit Students will arrive to class, daily joke. (5min) Students will present their contributions to the class wiki and their academic journey throughout the unit (TBA) The class will participate in a group discussion about how the wiki helped them to retain information and how it could be adjusted to perform better for future students. (20 min)
 * Students will be seated in a horseshoe arrangement around projector screen.

Students will understand that: how to calculate the probability of compound dependent and independent events. Both dependent and independent compound events happen every day, being able to calculate these events will put in perspective how difficult, or easy doing something may be. //Students understand the relationship of probability to relative frequency and how to find probability. (MLR)// Students will watch a simple short video about splitting twenty-five into fifths. I will then explain what the fault of the movie is.
 * Where Why What Hook Tailors; Verbal, Visual, Kinesthetic, Intrapersonal, Natural, Logical, Musical, Interpersonal**

Students will know: Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency, Terminology; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability. Students will have a template that will contain the requirements for the content and structure of their wiki, but will have the ability to personalize them. After the presentation students will have an open floor to share their experiences while creating their wiki.
 * Equip Explore Rethink Tailors; Verbal, Visual, Kinesthetic, Intrapersonal, Natural, Logical, Musical, Interpersonal**

Students will have a template that will contain the requirements for the content and structure of their wiki, but will have the ability to personalize them. During the hook, students will work together as a class to determine the results. After the presentation students will have an open floor to share their experiences while creating their wiki. This project is an ongoing investigation to determine the differences between dependent and independent compound events; they will have the entire unit to edit their wiki. After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment.
 * Revise Refine Explore Experience Tailors; Verbal, Visual, Kinesthetic, Intrapersonal, Natural, Logical, Musical, Interpersonal**

Students will be evaluated mostly based on effort. The completion of personal Wikispace is required; however what the wiki contains is very arbitrary. By grading students on their personal reflection, how well they felt they did, what they thought could have been better ect. we can determine whether students have been putting forth their best efforts during the unit, and if they were not then we are given feedback on how we as teachers could differentiate the unit to better incorporate all students.
 * Evaluate Tailors; Verbal, Visual, Kinesthetic, Intrapersonal, Natural, Logical, Musical, Interpersonal**

[|Silly Math Video] [|Probability 2 (Wolfram)]Gives an accurate definition of probability along with how to calculate it. [|Frequency] Gives a description of frequency and how to calculate it. [|Probability] Provides more ways to define and calculate probability. [|Kolmogorov-Smirnov Test] This gives a very interesting look at the calculation of statistical distribution. [|Probability and Statistics Database] Provides more links to WolframMathworld that are connected to probability and statistics for further investigation. [|Cluster Analysis] This Wolfram site describes how to calculate and evaluate cluster analysis. [|Bayesian Analysis] This site shows how the Bayesian method is used to calculate prior and uniform distribution. [|Compound Events] – This wed-book explains and gives examples of compound events.
 * Content Notes**

Students can use and present any handouts they have collected throughout the unit.
 * Handouts**