L2+Jenkins,+Brian

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

Teacher’s Name:** **Date of Lesson:** Brian Jenkins, Lesson Two, Application
 * Grade Level:** 10 **Topic:** Data Analysis

__**Objectives**__
Student will understand that there is, and how to calculate the expected frequency of a given event. Student 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 exhibit the skills to produce expected and relative frequency.

__**Maine Learning Results Alignment**__
Probability Grade 9-Diploma Students understand the relationship of probability to relative frequency and know how to find probability.** c. Find the probability of compound independent and compound dependent events.
 * Maine Learning Results: Mathematics- B. Data


 * Rationale:** This lesson is focused around calculating the expected frequency of an event.

__**Assessment**__
Use a spider graph to formulate and elaborate on issues, barriers, and problems that arise when calculating or considering an event's expected frequency. Use the 3-step review process with a partner to discuss their spider graphs. Share information and feedback until students feel confident that they have the biggest, most important parts of calculating expected frequency. After students have finished their products, each student will present their product to the class. Each remaining student will review the product and evaluate whether they think the product successfully reached expectations, and why, or why it did not, meet these expectations.Through the 3-step review, students will be able to receive feedback from their peers. 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.
 * Formative (Assessment for Learning)**

Students will be graded on the podcast that they create, as well as the completion of the work leading up to the final product. The spider graph and participation in group work will result in positive points. However, neither will be graded on quality ect. Students' Podcasts will be graded on a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** Students will need to work with cameras as well as movie editing software.
 * English-** Having the student organize their arguments and drafting their podcasts is very much like drafting an essay.

__Groupings__
Students will use a spider graph to formulate and elaborate on issues, barriers, and problems that arise when calculating or considering an event's expected frequency. Use the 3-step review process with a partner to discuss their spider graphs. Share information and feedback until students feel confident that they have the biggest, most important parts of calculating expected frequency.

__**Differentiated Instruction**__
(**Verbal)-** The podcast that will be the final product allows students to play around with GarageBand.
 * Strategies**
 * (Visual)**- Using the spider graph, students will be able to visualize there arguments and be able to arrange them in a reasonable manner.
 * (Intrapersonal)**- Students will be expected to create their own podcast which include their own ideas.
 * (Natural)**- The spider graph will excite anybody interested in animals!
 * (Logic)**- Both the use of the spider graph and the 3-step review are ways in which students will be able to give structure to, and organize their podcast.
 * (Musical)-** The use of GarageBand will allow students to display their musical talents and abilities.

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.
 * 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 designed so that students can know more than just how to calculate expected frequency. Through this process my students will learn what it is, how to calculate it, why it's important, and how to apply it correctly.
 * Extensions**

__**Materials, Resources and Technology**__
Materials Resources Technology
 * Spider Graph
 * Deck of cards
 * Podcast Tutorial
 * Internet
 * Computers
 * Zip Drives
 * Speakers
 * Projector & Screen

[|Chi Squared] This site explains how the chi squared test works. It shows you its derived and broken down into what it is, and how its used now. [|Expected Frequency] This site explains briefly what the chi squared formula is, however, it shows you how its applied. The combination of this site, and the first, you can fully understand the chi squared formula for finding frequency. [|Hyperstart] This site gives a few chi squared problems and gives worked out solutions for them. [|Frequency] This site provides a few more worked out solutions for the chi squared formula. [|podcast tutorial] This YouTube video will demonstrate to the students how to make a successful podcast
 * __Source for Lesson Plan and Research__**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** There is so much to be gained in this lesson for my students. I think the most powerful statement that this lesson makes is that math isn't always just calculating, crunching numbers, and purely linear thinking. This lesson involves some out of the box thinking, and is open ended because there is no universal answer for "Why is it important to find the expected frequency of an event?" Although there certainly are wrong answers, this question, along with most of the other questions this lesson poses, force the student to bring their own ideas to the class. They can figure out what is important about it, they can determine which portions of the argument are important.So although the math is very present, so is the abstract thinking which everyone can relate to.
 * //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:** Once student have finished this lesson, they will have the skills to properly apply the idea of expected frequency to their everyday lives. Through the use of peer, instructor, and self evaluation and feedback, we can be sure that students who successful exhibit mastery of the subject continue to learn in and outside the classroom. Those who flawlessly display their knowledge are immediately challenged further by the abstract nature of the project. The diversity of possible answers promotes creativity and development while still relating to the curriculum goals and content. Becasue of the diversity that will be displayed, while students are watching each other's presentations they will be forced to think like their peers think. This means that a continuous learning effect will be taking place, even after a student may leave the room. They will still be wrapping their head around how another student drew the same conclusions in a different way.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The entire lesson is developed around incorporating all learning styles. Each activity brings something new to the table to engage all learners. Using strategies like seasonal praters, group discussions, and individual work, we can ensure that students will feel comfortable in the classroom and working with peers. Feedback is essential to diversify the classroom. By providing peer, and instructor feedback students will receive new ideas and editing strategies that will help each individual student master the content. Students will have a range of different computer programs at their disposal to help create evidence of mastery. Programs like; i-movie, GarageBand, Inspiration, and so on will allow students to harness their creativity.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will know formulas; probability of an event, frequency of an event, and terminology; Mutually exclusive, compliment, independent, dependent, probability, frequency, relative frequency, expected frequency. Use a flow chart as a story board to organize and structure your comic life. Share flow charts (story boards) within table groups and receive feedback from peers on how to improve your story, what’s missing, where there is unnecessary information ect. Students will be given the opportunity, after their projects have been graded, to receive points by explaining what they did well, what they could have done better, what was missing, and why their adjustments would improve their comic. Peer feedback, as well as instructor feedback will be offered before students final copies are handed in. Students may then redo their drafts and adjust any problem that needs to be dealt with. Students will receive peer feedback on rubrics, as well as self evaluations after their product is finished.
 * //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__
Students will have already taken a Pre-Assessment test at the beginning of the unit.

Students will arrive to class and sit a tables with there seasonal partner. Tell daily joke(3 minutes) I will show and then explain how I do a card trick using expected frequency. (5 minutes) Students will have a brief group discussion about how having knowledge about expected frequency could have possibly allowed me to do the trick. (5 minutes) I will introduce the [|chi squared] formula. (5 minutes) We will discuss how the chi squared works with expected frequency. (5 minutes) Each student will work individually developing an argument on a [|spider graph]. (10 minutes) Students will then pair back up with their seasonal partners and use a 3-step review to each others graphs, and to brainstorm on some new ideas. (20 minutes) We will then re-group and watch the [|podcast tutorial]. (5 minutes) Students will then work on writing a script for their podcast. When students are done with their draft they will bring it to me for a quick check in content. Once I have checked the students draft, they can then begin recording their podcasts. (30 minutes)
 * Day 1**

Students arrive to class and daily joke is told. (3 minutes) Students continue to work on their podcasts. (30-40 minutes) Once students have finished creating their podcasts, each student will play their podcasts to the class. (40-45 minutes)
 * Day 2**
 * While students are presenting, each other student will grade the project on a rubric, and will give feedback. I will also be grading on a rubric and giving feedback.

Students will understand that: there is, and how to calculate the expected frequency of a given event. By calculating the expected frequency we can scientifically predict the probability of future events. **//Students understand the relationship of probability to relative frequency and understand how to find//** // **probability.** (MLR) // I will use and explain a card trick, to show how probability can be narrowed to expected frequency and then to a final definite result.
 * Where, Why, What, Hook, Tailors; Intrapersonal, Visual, Verbal, Logical**

Students will know definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency. Use a spider graph to formulate and elaborate on issues, barriers, and problems that arise when calculating or considering an event's expected frequency. After students have finished their products, each student will present their product to the class. Each remaining student will review the product and evaluate whether they think the product successfully reached expectations, and why, or why it did not, meet these expectations. **Equip, Explore, Rethink, Tailors; Interpersonal, Intrapersonal, Visual, Verbal, Natural, Logical**

Use a spider graph to formulate and elaborate on issues, barriers, and problems that arise when calculating or considering an event's expected frequency. Use the 3-step review process with a partner to discuss their spider graphs. Share information and feedback until students feel confident that they have the biggest, most important parts of calculating expected frequency. After students have finished their products, each student will present their product to the class. Each remaining student will review the product and evaluate whether they think the product successfully reached expectations, and why, or why it did not, meet these expectations. Through the 3-step review, students will be able to receive feedback from their peers. 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.
 * Explore, Experience, Rethink, Revise, Refine, Tailors;** **Interpersonal, Intrapersonal, Visual, Verbal, Natural, Logical**

Both the spider graph, and 3-step review will give students a snapshot on where they are in developing their product, as well as, show them where they should be, and how they might get there. The students podcasts will be graded on two rubrics, one a peer assessment feedback rubric, and the other an instructor feedback rubric. The peer feedback will be used purely for formative assessment. The instructor rubric will be the one which the student receives a grade. Once students have finished presenting their project they will receive both feedback rubrics. They can then do a self-assessment rubric, describing how they felt they did themselves. There is also the possibility to receive points for typing and submitting a short essay explaining what the student did wrong, and why it did not work in their project.
 * Evaluate, Tailors;** **Interpersonal, Intrapersonal, Visual, Verbal, Natural, Logical**

[|Chi Squared] The chi-squared test is an interesting way to evaluate distribution, this site tells all about it. [|Expected Frequency] This site completely explains what expected frequency and how to calculate it. [|Hyperstart] This is another site to help use the chi-squared test. [|Frequency] This website explains the basic frequency as well as offers a few examples of how to calculate it and how it relates to probability. [|Interpolation] This abstract explains how expected-frequency interpolation can lead to calculate more concise information [|podcast tutorial] This podcast tutorial will teach the students everything they will need to know in order to create a successful podcast.
 * Content Notes**

[|spider graph]
 * Handouts**