Cjohnston Problembased 27aug

Running Head: PROBLEM-BASED LEARNING 1
Problem-Based Learning Plan
National University
Chelsea Johnston
ITL 516 Mathematics Integrative Design
Week Four Assignment 4A: PBL (Signature Assignment)
Louanne Myers
27 August 2019
PROBLEM-BASED LEARNING 2
Problem-Based Learning Planner
Teacher Name: Chelsea Johnston Grade: Fifth

Content Standards Addressed:(Common Core and Math Practice Standards) Other Subject
area standards (Please state the standard and unpack each standard below it.)
Math Standards:
CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real
world problems.
 Concepts (Nouns): units of measurements, how to measure, how to determine the

unit of measurement, terminology with units of measurement
 Actions (Verbs): convert larger units of measure into smaller, convert smaller units of
measure into bigger, be able to apply knowledge of measurement conversion to real
world problems, use measurement knowledge to solve multistep problems
 Prior Knowledge: basic understanding of the different units of measurement, should
be able to correctly identify Km, m, cm, mm, kg, g, lbs, oz, hr, min, sec, etc…,
understand how to use a map key
 Materials/Tools/Strategies/Questions: conversion chart, rulers, scales, meter stick,
yard stick, stopwatch, maps, pen, paper
Students will measure various objects and distance of items around the classroom,
look at maps to compare the measurement of the key vs. the real distance between
states.
Students will work in groups and through rotations appealing to various learning
styles and incorporating different standards
How can understanding how to covert measurement units help you in the real world?
 Technology: Students can integrate technology by using Khan Academy to practice
converting different units of measure
Social Studies Standards:

Standard 5.9: Students know the location of the current 50 states and the names of their
capitals
 Concepts (Nouns): 50 states, 50 state capitals, location of states in US

 Actions (Verbs): memorize states, memorize capitals, memorize location of each
state
 Prior Knowledge: know that there are 50 states and each state has a capital, how the
USA originated, the importance of knowing our 50 states
 Materials/Tools/Strategies/Questions: maps, pencil, paper, fill in sheet, flashcards,
computer, games
Why should we take the time to learn our 50 states and their capitals?
 Technology: Students can use computer for virtual flash cards and interactive games
to aid in memorization; Google Earth/Maps
Physical Education Standards:

Standard 5.2: Students demonstrate knowledge of movement concepts, principles, and
strategies that apply to the learning and performance of physical activities.
 Concepts (Nouns): movement concepts, strategies to aid in psychical activities,

strategies to aid in performance of activities, knowledge of principles in P.E.
 Actions (Verbs): demonstrate their knowledge on movement concepts, show
knowledge on applying movements to physical activities
 Prior Knowledge: basic movements, how to do movements properly, and apply
movements by themselves
 Materials/Tools/Strategies/Questions:
 Technology: Stopwatches
Mathematical Goal: Students will be able to…. Standard for Mathematical Practice:
Students will be able to apply knowledge of SMP:

converting standard measurements within a  Make sense of problems and
given measurement system to solve real world persevere in solving them.
problems (location of states and distances  Reason abstractly and
between them/classroom objects). quantitatively.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and express regularity in
repeated reasoning.
Assessment: Informal and formal assessments Assessment: The educator can assess
will be conducted. For informal, the educator will these standards through the
conduct a blind questionnaire on students’ understanding/success of the students
capability to convert measurements/identify work. By observing the students as they
state locations (heads down, thumbs up for make their way through the centers and
yes/agree). For formal, students will fill in a seeing their assessment scores, we can
blank map of state/capitals and answer determine their success with the SMPs.
questions about distance and conversion of units.
Informal Math Knowledge: Students can… Formal Math Knowledge: Students need
to know…
Identify various units of measurement and their How to read and interpret units of distance
denotations in shorthand (lbs, oz, km, mm, cm, and time. Students need a fundamental
hr, min, etc…) Students can identify that a g is understanding of basic units of
measurements. Students must be able to
less than a kg, that a cm is smaller than an inch,

convert larger units into smaller units and
etc… smaller units into larger units. Students
Correctly identify all 50 states and their capitals
must be able to identify all 50 states and
their capitals.
The Task & Hook: State the problem and how you will hook students
The Task: (State the task and how you will introduce to students)
If you were to draw a straight line from Sacramento, California to New York, New York on the
map in front of you, how many centimeters long would that line be? If every 2 cm equals 300
miles and every 12 mm equals 300 kilometers, how many miles and kilometers apart are
Sacramento and New York?
Hook:
Utilizing your knowledge of converting units of measurement and the location of all 50 states,
you will establish your own key of distance through movement concepts from P.E. (i.e. facing
the East Coast, take 3 lunges from New Mexico). You will create a fictional treasure map for
your classmates to solve! Groups with the most accurate finding will earn 10 extra minutes of
recess!
Students will conduct the treasure hunt on a US map as shown above.
Possible Solutions: (include all pictures, models, representations)

Students will be given a quick review and then will participate in a class involved discussion
about units and converting units. They then will be introduced to the task and hook. Students
will then be broken up into groups and each center will be explained. Once each student has
had practice with each center, they will work to create their treasure maps. Students will use
their knowledge of states, their capitals, units, and converting units to solve their classmates
treasure map. They will use P.E. movements, yard sticks, and conversion knowledge to
approach this task.
Possible Errors & Misconceptions:
There could be technology errors with computers or stopwatches. Students may differ in lunge
length. Students may confuse their states when not listed on the map. Students may not fully
understand units of measurements and as a result may have very different answers. Students
may not remember or recall certain P.E. movements.
Language Demand Scaffolding Strategies (Accommodations
for All Learners)
Students may not understand some of the basic Educator will help students create a unit
language of the units of measurement conversion chart.
(kilometers, millimeters, miles, etc…). Key
vocab words might need to have definitions
provided. ELL students may need additional
help with understanding written instructions.
Time Group Roles & Process Evidence Collected

How will you assess?
30 min After the first 15 minutes of review and Treasure map will be checked to
overview, students will be split into ensure clear instruction;
groups. These groups will rotate constant observations and
verbal check-ins
through centers that appeal to various
learning styles. Groups stations will
include the manipulative center (flash
cards/computer additives) and the
interpersonal center (group assignment
on measurements and state
memorization—creation of treasure
maps).
Time Individual Process Evidence Collected
10 This will be the center that students Khan Academy scores will be
min get to do individual work on reviewed and worksheets will be
conversions and labeling their 50 scored.
states—khan academy
Time Share Out Roles & Process Evidence Collected
10-15 min Students will then share their treasure Observations, treasure map
map with another group and allow success, and participation in
them to solve it. Near the end of the reflection conversations.
lesson, students will be instructed to
return to their seats and group
discussion will be held to share
thoughts and reflections.
Notes, Resources & Materials Needed:
 Google Chromebooks
 SMART Board
 Flash Cards
 Stop watches
 Conversion Chart
 Map of the USA
 Map painted on courtyard
 Pencils
 Coloring Materials
 Rulers
 Yardsticks/Meter Sticks
 Scales
Designing Instruction Reflection:
Based on what you know about your learners and class how does this lesson support
their needs and integrate their assets?
Based on what I know about my learners and class, this lesson supports their needs by
demonstrating the use of learning this material in the real world and how to apply it to their
lives. This lesson integrates their assets by appealing to all learning types and teaching
them how to use the new information in their lives.
What specifically will you do to support students with language acquisition

throughout this lesson?
To specifically support students with language acquisition, I will spend time reviewing the
required language for the math standard. The students will be filling in their own
conversion charts for the units of time, distance, and weight. The charts will include
necessary vocabulary to clearly dictate and help students to understand the lesson. I will be
available to answer any and all questions.
How will you make accommodations so that your student with an IEP can meet grade
level standards?
I will make accommodations for my students with an IEP by supporting them with a class
aid, if available. The lesson can be altered and adjusted to appeal to all needs, such as
providing a copy of instructions or visual aids.
How will your student with social-emotional issues feel supported throughout the
lesson to ensure this is a safe learning environment?
My socio-emotional issues student will participate in a behavior management plan between
myself and his/her parents. This lesson requires students to successfully work in a group
and to complete individual work. Group work will help the student to feel included by
working with their peers. Group work and physical activity will help keep the student
interested and involved; thus, creative a positive environment and building his/her
confidence.
In what ways does this lesson meet the principles of UDL (multiple means of action &
expression, representation and engagement)?
This lesson meets the principles of UDL by appealing to various learning styles through
centers, incorporating technology to further their understanding, allowing for various
approaches for students to make personal connections, and by incorporating social studies
and P.E. standards.
References
Bruton, S., & Ong, F. (Eds.). (2010, September 17). Physical Education Model Content
Standards for California Public Schools: Kindergarten Through Grade Twelve.
Retrieved August 27, 2019, from
https://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
Common Core State Standards Initiative. (2019, August 27). Grade 5 » Measurement &
Data. Retrieved from Common Core State Standards Initiative:
http://www.corestandards.org/Math/Content/5/MD/
Dickenson, P., & Coddington, L. (2019). Teaching Outside the Box. Dubuque: Kendall
Hunt.
Klingensmith, B. (Ed.). (200, May 18). History-Social Science Content Standards for
California Public Schools: Kindergarten Through Grade 12. Retrieved August 27,
2019, from https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

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Running Head: PROBLEM-BASED LEARNING 1

Problem-Based Learning Plan

ITL 516 Mathematics Integrative Design

Week Four Assignment 4A: PBL (Signature Assignment)

Problem-Based Learning Planner

Teacher Name: Chelsea Johnston Grade: Fifth

 Concepts (Nouns): units of measurements, how to measure, how to determine the

Social Studies Standards:

 Concepts (Nouns): 50 states, 50 state capitals, location of states in US

Physical Education Standards:

 Concepts (Nouns): movement concepts, strategies to aid in psychical activities,

Students will be able to apply knowledge of SMP:

less than a kg, that a cm is smaller than an inch,

Students will conduct the treasure hunt on a US map as shown above.

Possible Solutions: (include all pictures, models, representations)

Time Group Roles & Process Evidence Collected

What specifically will you do to support students with language acquisition

Standards for California Public Schools: Kindergarten Through Grade Twelve.

Retrieved August 27, 2019, from

Data. Retrieved from Common Core State Standards Initiative:

2019, from https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

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