L1+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 one, Perspective
 * Grade Level:** 10 **Topic:** Data Analysis

__**Objectives**__
Students will understand that there is a relationship between probability and expected frequency and how they relate. Student will know formulas; probability of an event, frequency of an event, and terminology; Mutually exclusive, compliment, independent, dependent, probability, frequency, relative frequency, expected frequency. Students will be able to compare and contrast probability with 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 focuses on the relationship between probability and expected frequency.

__**Assessment**__
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, whats 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.
 * Formative (Assessment for Learning)**

Using comic-life, create a story that depicts the relationship of relative frequency and probability. Be sure to include definitions in your own words, what probability and frequency are, how you calculate them and obviously how they are related. Product; Comic-Life students will be graded on a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**- The use of Comic-Life in this lesson is the main focus of the technology portion. Students will also need to obtain either online photos, or create their own digital photos to produce this Comic-Life.
 * Art-** Again the use of Comic-Life will engage and allow students to get creative with their ideas.
 * English-** Students brief presentation of their Comic-Life will build public speaking skills. Peer feedback and the writing of a script also build English skills.

__Groupings__
Use a flow chart as a story board to organize and structure your comic life. Share flow charts (story boards) within table groups, that are established at the beginning of the unit, and receive feedback from peers on how to improve your story, whats missing, where there is unnecessary information ect. For each script, there will be one reader, and one time keeper, each student will be a reader and a time keeper once, and all are expected to give feedback.

__**Differentiated Instruction**__

 * Strategies** **(Verbal)**- Students sharing their story boards with one another will give each other a chance to receive verbal feedback.
 * (Visual)**- The student is expected to create a comic life with pictures that help support their understanding of the relationship between probability and relative frequency.
 * (Logical)**- Students flow chart will help organize and structure their story.
 * (Interpersonal)**- Sharing story boards and flow charts with peers will provide the student with feedback on their ideas and structure. The class wiki will provide feedback on the students final product.
 * (Intrapersonal)**- Students will be allowed artistic freedom to create a story that properly depitcs the relationship of probability to relative frequency.
 * (Musical)**- Students have the option, but are not required, to add sound effects, music, and voice effects to their comic.

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!!!!!!!**

The Comic-Life that students are expected to create will force them to think about the content in a deeper meaning, as well as at a higher level.
 * Extensions**

__**Materials, Resources and Technology**__
Materials
 * Probability Worksheet
 * Frequency Worksheet
 * Story Boards

Resources
 * spider graphs
 * outline of the lesson
 * Comic Life Tutorial

Technology
 * Projector
 * Computers
 * Internet
 * Comic-Life
 * Camera
 * GarageBand
 * I-Movie

__Source for Lesson Plan and Research__
[|Probability] This link provides an extensive run down about probability; what it is, how to find it, and provides some problems to complete yourself. [|Frequency Probability] This wiki site does an exceptional job explaining what, and how to calculate Frequency Probability. [|frequency] WloframMathworld is probably the best website ever created. If you could calculate the frequency, or probability of that, they would be able to tell you how to do it. [|Comic- Life tutorial] This YouTube video will provide students the knowledge they need to create a successful Comic-Life project. Predetermined Lesson Plan:[|Daylight Investigation] This lesson brings the real world use of probability to the next level. It uses both math and science to create a very engaging lesson.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Although it gets a bad name, and by bad I mean, "boring" "brutal" "unbearable" or any other way a student would describe it, however, the truth about Data Analysis is, is that it's a very rich subject, with tons of examples sitting outside your front door. This lesson is designed to engage students in learning about the fascinating world of numbers. The thing I believe the "Clipboard" learner will appreciate from this project is that, the process is laid out very clearly, the instruction is concise, and properly structured. However, within the structure there is plenty of room for originality. This is something the "Beach Ball" learner might be engaged by. The students have the choice of not only how they want to display their story, they get to create their own story! During the process of creating their story, the students are asked to produce a script, and work together to edit it and receive feedback about their story. This partner work is perfect for a "Puppy" style learner, who enjoys working in groups cooperatively. "Microscope" learners will love this project, because there is a lot of collaboration, creativity, but also tons of independence.
 * //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:** This lesson is prepared first by analyzing where the students knowledge stands coming into this unit. The pre-assessment task will give me an accurate position of where the students are in terms of content mastery. The Comic-Life exercise that I am asking students to do will show a students individual mastery of the content that is developed around the MLR curriculum goals. Once the project is over, students will evaluate themselves, receive feedback from both peers, and myself, and they will be given the opportunity to refine their work, had they missed some detail, or misunderstood a huge conept. Through providing this opportunity, I can make sure that at the end of every lesson, every student is on track, and has properly mastered the content.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The Comic-Life product that the students are being asked to create incorporates many different learning styles in itself. However, to get even more styles of learning involved in this unit, we've developed other activities and phases of this project to incorporate all students. Students sharing their story boards with one another will give each other a chance to receive verbal feedback. The student is expected to create a comic life with pictures that help support their understanding of the relationship between probability and relative frequency, which will also trigger visual learning. Students flow chart will help organize and structure their story, this ensures there is a logical structure to their story. Sharing story boards and flow charts with peers will provide the student with feedback on their ideas and structure, and give students a chance to work with one another on their projects. Students will be allowed artistic freedom to create a story that properly depicts the relationship of probability to relative frequency, and are expected to create their own idea for a story, this makes part of the project very independent. Students have the option, but are not required, to add sound effects, music, and voice effects to their comic.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** 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, whats 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. This lesson incorporates many different facets in its assessment. The different styles of assessment that are assigned plays a huge role in covering all the different styles of learning. By using a combination of pre-assessment, peer-assessment, instructor-assessment, and self-assessment, students will be given an equal opportunity to display the mastery of the content in this lesson. Feedback will be given from not only the instructor, but by peers as well, when students are drafting their story boards, this will lead to stronger more accurate stories and depictions of the relationship that probability and frequency share.
 * //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__
Before this unit is begun, a Pre-Assessment task will be administered to see where the students currently stand.

Students will arrive to class and sit in a U shape facing the projector screen. (2 minutes) Daily Joke. (3 Minutes) We will watch the comic-life example depicting the relationship between probability and expected frequency. (5 minuets) We will have a group discussion explaining what parts were positive, what were negative ect. (3-5 minutes) I will introduce the idea of [|probability], and explain how to find it. (10-15 minuets) Students will work at table groups on 1-4 of the probability [|hand out]. (3-5 minutes) We will develop the idea of [|frequency]. (10-15 minuets) Students will be asked to work together, in a [|round robin] brainstorming session, to come up with some ideas about how probability and frequency are involved. (4-6 minutes) We will then discuss [|Frequency Probability] as a group. (4-6 minutes) Students will then watch a Comic-Life [|tutorial] (5 minutes) Students will be given the remaining time to create a story board for their comic.(15 Minutes)
 * Day 1:**

Students will arrive to class and take their seats. (2 minutes) Daily Joke. (3 Minutes) Students will break out into pairs, of their choice. (3 minutes) Once in pairs, students will do a [|Think Pair Share] to spruce up their story boards. (20-25 minutes) Students will be given the rest of the time to work on their projects. (47 minutes)
 * Day 2:**
 * Should there be odd numbers, I will work with the remaining student.
 * While students are working, I will meet individually with each student to give feedback on their story boards.

Students will arrive to class with their finished products. (2 minutes) Daily Joke. (3 Minutes) Each student will present their project to the class. ( 2-3 minutes each, appx. 40-60 min) As a class we will the have a wrap up discussion about the project. (10-15 minutes) Students will then be asked to assess themselves, as well as the project (the overall idea of using comic life and how well it made them think deeply about probability and frequency) (5-10 minutes)
 * Day 3:**
 * Each student will have a rubric and will assess their peers projects to provide feedback.

Students will understand that: there is a relationship between probability and expected frequency and how they relate. Students need to know this information because it pertains to nearly all daily actions, and the application of this knowledge of probability and frequency can help make informed decisions. //**Students understand the relationship of probability to relative frequency and understand how to find probability.** (MLR)// Students will watch an example of a very well done, engaging, Comic-Life,to spark their interest and excite them about using the new technology.
 * Where Why What Hook Tailors; Visual, Verbal, Interpersonal.**

Day 1: This lesson is designed for students to have a high understanding of Probability and its relationship to Frequency. 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. Students will be asked to create a Comic-Life to convey that they understand the relationship between probability and frequency. Students will create a story board to organize and structure your comic life. The story board will be used to create a strong story that will accurately display the relationship of probability to frequency, and will be reviewed by both peers and the instructor.
 * Equip Explore Rethink Tailors; Verbal, Interpersonal, Logical**

Day 1: Students will be able to compare and contrast probability with relative frequency. Using both lecturing techniques, group work, and hand outs, students will successfully know how to calculate both probability and expected frequency. Not only that, they will understand how they relate to each other. Day 2: Students may then redo their drafts and adjust any problem that needs to be dealt with. 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, whats missing, where there is unnecessary information ect. Using this group style of feedback students can receive an array of different ideas of how to improve their story. Day 2/3: Product; Students will use Comic-Life to illustrate the relationship of probability to relative frequency. Peer feedback, as well as instructor feedback will be offered before students final copies are handed in. The instructor feedback portion of the process will be focused mostly, but not limited to, content within the story. The feedback will be mostly focused on the fact that the student is successfully conveying the relationship, and isn't just working on a crazy comic that makes no sense. That being said, I will definitely give feedback on students creative portion as well. Day 3: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.
 * Revise Refine Explore Experience Tailors; Interpersonal, Intrapersonal, Verbal, Visual.**

Day 2: Students will receive peer feedback on rubrics, as well as self evaluations after their product is finished. The use of peer feedback will give students the opportunity to see how well their fellow students felt about their project. I assume that most of the students will be concerned with creativity and how well the students Comic-Life engaged them. This portion of the feedback is often over looked. However, we need to remember we are trying to teach students skills and not just content. The peer feedback will be a good evaluation of how well the student learned skills through Comic-Life. Day 3:The self evaluation portion of assessment will show how well a student comprehended the content as well as how to use the technology, in this case Comic-Life. This is a middle ground for the peer assessment and the summative rubric assessment. For this reason the students self-evaluation, pending honesty and accuracy, will be weighted in the students letter grade. Students will then be graded on how well they mastered the content, or how well they understand the relationship between probability and frequency. This will give the student an accurate standing on how well they presented that they understood the content.
 * Evaluate Tailors; Intrapersonal, Interpersonal, Logical, Verbal, Visual, Musical.**

[|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.
 * Content Notes**

[|Story Board Template] [|Probability Handout]
 * Handouts**