UMF Secondary Education Lesson Plan/Learning Event Template

Name: Program: Secondary Course: EDU 460

Clara Moore Education

Unit Topic: Graphing Patterns & Equations

Lesson Topic / Title: Graphing data points on a scatter plot

Lesson Date: Lesson Length: 100 minutes Grade/Grade Range: 8

Learning Event 4
Days 5,6

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards and desired understandings.

Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to identify the independent and - Not every student will do this within the
dependent variables when faced with a testable lesson, but the important part is being
question or hypothesis. present for the conversation about the
variables. I will pose the question to
the students asking them how I can
get a ping pong ball to bounce for the
longest amount of time possible. By
using this format I am getting the
students to both come up with the
independent variable and define it,
given that I am presenting them with
the dependent variable and asking
what causes it to change.
Students will be able to graph a collection of data
points presented in the form of an ordered pair.
- I am not measuring the students’
ability to collect data, I care more
about the mechanics of graphing an
ordered pair. This was a skill that was
set to be a pre-requisite for the unit but
then many students either did not
attempt it on their pre-assessment or
they graphed their ordered pairs in the
Students will be able to graph one possible trend line form (y, x) rather than (x, y).
on a scatter plot that goes through at least two points
and splits the data in half. - Since I am using scatter plots to give
students the repetition required to
prove to me that they can graph an
ordered pair, it only seems right to
teach and then later assess them on
trendlines as we are moving into the
linear function unit (later on after I
have left my placement my students
may be assessed on being able to give
the equation of a trend line).
- We are not focusing deeply on the
trendline, but because we are teaching
it and giving a handful of assignments
around it, we are assessing the
students on this skill with a great
amount of leniency, and when
assessing providing data sets where it
is more difficult to get the trendline
wrong than right.

Content Standard(s) Instructional Decisions / Reasoning

Maine Learning Results

SR.EA.4 Investigate patterns of association in - There are no grade 8 standards for

bivariate data. scatter plots specifically according to
8.SP.A.2: Know that straight lines are widely the list of standards set by RSU 18’s
math department, only in Algebra 1,
used to model relationships between two
which these students are not formally
quantitative variables. For scatter plots that
enrolled in.
suggest a linear association, informally fit a - The vocabulary used in this standard
straight line, and informally assess the model fit is far greater than what the students
by judging the closeness of the data points to can comprehend, but the level of
the line. understanding that I am looking for is
that they are able to analyze a data set
and determine an approximate
placement of a trendline. We are
working with scatter plots enough that
my mentor and I feel the need to
assess the students on them, but not
enough for them to have more than a
middle-of-the-road understanding of
the concepts.

ISTE Standards for Students

1.2 Digital Citizenship:
1.2.b - Students engage in positive, safe, legal and - My students all use district devices
ethical behavior when using technology, including within my classroom. These devices
social interactions online or when using networked are thus monitored by the school
devices. which means that the students need to
follow the guidelines provided here on
digital citizenship. As it pertains to my
learning event, however, I am able to
monitor student progress on IXL by
watching the live feature. I can see
when students are leaving their tab
because their feed goes idle, I can see
what question they are currently on
and what they have already answered.
And I can see their smart score.
- One student showed me that
he is able to edit the encrypted
text to change his smart score
to the goal score that I had set
so that he could move on to
the next task. On my screen,
(because the encrypted text
did not change the score in
IXL’s actual system, just on his
screen) I was able to see that
the students’ score was only a
fraction of what he was
claiming it to be. Moral of the
story: trust what you see on
your screen more than what is
on the student’s screen.

1.1 Empowered Learner:

1.1.c - Students use technology to seek feedback - I am in particular targeting the “using
that informs and improves their practice and to technology to seek feedback that
demonstrate their learning in a variety of ways.. informs and improves their practice”
than the demonstration of learning in a
variety of ways through the technology
piece of this standard. IXL provides
immediate feedback to the students as
well as a detailed explanation of the
correct answer if they give a wrong
answer. This provides the students
with better access to feedback than I
can provide and allows them to take as
 much practice as they personally need
to be able to reach the goal score that
I have set for them to earn on the skill.

RSU18 Math Dept. Standards:

- The Ping Pong Lab portion of this

MA.ABS.8.1 (Algebra: Building Functions)
learning event targets indicator 3 for
Grade 8: Connection between the independent this standard perfectly as I am using
and dependent variables within equations an in-person, real-life scenario that the
3: Understand the relationship between students are helping to create to model
independent and dependent variables as the relationship between independent
representative of real-life situations. Understand and dependent variables. This
the connection between the independent and scenario in particular is not going to
dependent variables within equations. create a function or perfect relationship
that can be modeled in an equation
2: Know terms: independent variable &
because of human variability, but it
dependent variable
provides a great opportunity for
another tactile approach to learning
independent and dependent variables,
as well as assessing students’
understanding of the concepts through
the outlining of the activity as well as
through graphing as when I was giving
the notes on independent and
dependent variables I expressly told
the students that our independent
variables are graphed along the x-axis
and our dependent variables are
graphed along the y axis.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning

IXL skill AVL to 80, - After students struggled so much on

- Students can continue to 90 to earn an extra the pre-assessment, I knew that I
2 points on their end of unit assessment needed to assess them on plotting a
coordinate/ordered pair again mid-unit
before we moved into the mechanics
of graphing a linear equation. This will
serve as a formative assessment. My
favorite element of IXL’s platform is
that it provides immediate feedback as
 well as videos that a student can
reference if they are working on this
skill at home and are unable to reach
out to my mentor or myself for help,
and are provided with a detailed
explanation about why the correct
answer is correct. The students do not
have to complete this skill during the
time provided for the learning event
but it is highly encouraged. Those that
do not finish can come back to it at the
end of the unit in class (they are free to
work on it outside of class) when we
are working on the learning logs.
- My mentor Chelsey and I can watch
the students in real-time and see their
smart scores change as they progress
through the exercise in IXL’s live
feature. If we notice that a particular
student is struggling more than the
others we will go to them and help
them to get through the page that they
are on, and then let them try a few
more on their own before we possibly
decide to revert back to assist them.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Teacher: - I to be able to monitor the students on

- Laptop IXL live while they are working on the
skill AVL to see which students need
help at the moment while working on
the skill.
- The timer is for the warmups so that
- Timer they can be contained to the allotted
time available for it during class.
- I will give a demonstration while
- All of the students’ resources probing the students about how we
- Ipad, Apple Pencil, Smart TV for wrapup might conduct the ping pong lab and
so I will need access to all of the same
 resources that I am giving them
access to. In the case of the Station 2
and Station 4 worksheets, I also need
to be able to create answer keys
before I provide feedback.
- Coordinate Plane Whiteboard & Dry Erase - To demonstrate drawing a line of best
Markers fit with the students in a way that they
will find interactive and will provide
multiple modes of access to learning
for a variety of student learning styles
via interaction, visuals, and discourse.

Students: - The first four materials listed are all for

- Ping pong balls the Ping Pong lab. The students’ goal
- Yardsticks is to see what they can change to
- Interactive notebooks make a ping pong ball bounce for the
- Block 5 only - data collection sheet greatest amount of time possible. The
- Blocks 3 and 5 - empty graph of conclusion I am hoping to lead them to
quadrant 1 is that they need to change the height.
- phones/stopwatch Thus, they will need a ping pong ball, a
yardstick to measure the height, a
phone or stopwatch to measure the
time, and then they will record the data
in their interactive notebook.
- For Block 3 I had the students
create a data collection chart
in their interactive notebooks.
After observing some struggle
with that (feedback was also
provided from my mentor and
supervisor as I was being
observed in block 3 on this
day), I made up a data
collection handout for Block 5
during my prep-period that
they would glue in and would
save them a step of setting up
for the lab.
- Laptops - Laptops are for IXL skill AVL
- Warmup slips for both days of the learning - Warmups are part of the students
event routines, it is important that the routine
is maintained, even when a lesson
takes two days and the first half of it is
extremely interactive
- ruler/straight edge - The straight edge is for when students
are practicing graphing a line of best fit
so that it remains a straight line
Materials for extended learning opportunities:
- Station 2 Worksheet - My mentor Chelsey and I foresee that
- Station 4 Worksheet some of the students are going to
finish with everything that we have
planned early on the second day of
this learning event. To provide them
with more to work on, Chelsey gave
me these worksheets that she often
assigns in her Algebra 1 course when
they are covering scatter plots. These
as well as continuing IXL skill AVL to
90 rather than 80, will provide the
students with extra credit. Stations 2
and 4 are opportunities for extra
classwork grades, IXL skill AVL to 90 is
an opportunity for 2 extra points on the
end of unit assessment.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instructional Decisions / Reasoning

Day 1

- Entering the classroom/warmups - 10 minutes

- Attendance - 5 minutes
- Introducing the Ping Pong Lab & Set up - 10 minutes
- Data Collection - 15 minutes
- Wrap up and compilation - 10 minutes

Entering the Classroom and Warmup - 10 minutes

The students enter the classroom and take their - The warmups are part of the student’s
seats for class. In Block 3 Chelsey my mentor will
routine. We can use them to gauge the
distribute the warmups for me as I am coming from
another class across the hall. In Block 5 while I am students on their current
still partially immobile I will enlist the help of a student understanding of what we will be
to pass the warmups out to the class. teaching that day, assess them on
what we were learning the previous
The students have 5-6 minutes to work on the day, or do what I have decided to do
warmups independently but are able to ask each during my teacher work sample and
other or either teacher in the room questions about make them five questions that help to
the content.
establish a students number sense as
Once the timer goes off I will round up the class, ask that is somewhere where a majority of
if they have any questions they want to go over, and my students struggle.
discuss them on the board/on the smart TV. To cut - The students would spend all day on
down on time I do limit this to two of the five their warmups if we let them and
questions on the warmups.
constantly distract themselves. So
once everyone is in the classroom and
working I will set the timer for a
minimum of 5 minutes and at most 6.5
depending on who is there that day
and the difficulty level of the warmup.
- Many of the students will consistently
have the same question, which with
number sense questions is the point. I
want to challenge them, to see their
reasoning, and to explain why the
correct answer is correct through some
discourse, so we will go over two of
the problems on the warmups.

Attendance - 5 minutes

After the students complete their warmups I will - This is part of our students’ routines, it
have them turn them in, and return to their seats.
is something that they look forward to
Once the students are seated I will ask them an
attendance question, often something silly that every day. We ask them some silly
provides some more insight into their personalities questions, and they rag on each other
but not so deep into their personal lives. for their answers and get to share a
Realistically this should take only one minute but little more of themselves with us. It
they love to talk about the question and make shouldn’t have to take five minutes but
comments out of turn so the extra time needs to they love it so that makes it easier to
be accounted for. not worry about how much time it
takes.

Introducing the PingPong Lab and Setup - 10

minutes

After attendance I will have the students turn in their - Certain students in both classes will
warmups and grab their interactive notebooks on
JUMP at the opportunity to mess with
the way back to their seats. Up until this time in
order to keep it from being a distraction, I will have anything that they can possibly use as
the box of ping pong balls that we are using for the a weapon or in any destructive
lab hidden away. manner, so it is best to keep all of the
materials away until they are needed.
Once the students are settled in I will take the box
out and hold up a Ping Pong ball. I will ask them
what they think I could do, that would make the - I want the students to come up with
ball bounce the longest *that is not throwing it as
the hypothesis/answer to my posed
hard as I can at the floor*. I want the students to
share with the class what comes to their mind as question on their own. It gives them
 they think of it so long as they are being respectful more ownership over their learning. I
of the fact that other people may be speaking want the discourse and the challenging
when they have the thought. Should the students thoughts. I feel like the prompts that I
fall flat of the answer that I am looking for have come up with are very fitting to
(changing the height) I will prompt them with how
the scenario and are vague but also
what we change has to be something that we can
measure, and something that can remain direct enough to lead the students to
consistent and as free from human error as my intended conclusion.
possible.

Once they reach that conclusion I will perform an - Before they jump into the lab I want
informal test, dropping the ping pong ball from a the students to be able to see a test of
short height and having the students time it, and their hypothesis in action. It is missing
then again from a greater height. I’ll write each
the important element of measuring
time down whether it was the low drop or the high
drop, and ask them what they notice *should be the height, but it is meant to be
that the higher the drop, the longer the time* informal and still get the point across.

I will then turn to the board and then ask the - This is again more of giving the
students what materials they think we will need to students ownership over their learning.
test our hypothesis if changing the height. As I want the discourse I want the
students come up with something if it makes students to reason through why we
sense I will write it on the board, if it does not I
might need certain materials to
may ask them why they came up with that
particular material and have some discourse maintain consistency.
before I decide whether or not to put it on the
board.
- This is only true of Block 3. In Block 5 I
I will then show the students how I want them to set had a revised version of this where I
up their data collection table in their interactive just gave the students a handout of the
notebooks, set them free to work in pairs or trios setup that I had the students in block 3
of their choosing, and challenge them to collect as
create to cut down on time as well as
much data as possible within the next 15 minutes.
to make the concept of collecting data
easier.
- To perform the lab with the most
precision possible, two or more people
will be required as one will have the
measure the height and drop the ball,
the other will have to watch the ball
and measure the time that it bounces
with a stopwatch. I am letting them
choose their own partners because, for
the most part, my students work very
well when they get to choose who they
work with. We have a lot of clashing
personalities and it becomes a greater
classroom management issue when
we try and separate the friend groups
than when we just let them be.
Data Collection - 15 minutes

Students have this time to in their groups collect as - I am saying this more out of
much data as possible. Some groups will be able to post-lesson reflection than anything. It
collect large amounts of data with no problem, some
truly was a mix. Going into the lesson I
will inevitably be entirely made up of students with
ADHD and collect no data, and some will just collect was hoping that repeatedly checking in
a few data points and misunderstand my instructions with each group would keep them on
no matter how many times I have them re-read the task but it did not.
board or I repeat my instructions.

At about the 5-minute mark I will have been able to

check in on everyone and announce that I would like - I want the students to be able to have
for everyone to collect data at three different heights
enough data points to graph in the
(their data collection sheets are set up so that they
need to collect 3 different time trials per height), next section of the lesson and to
which makes for 9 data points in total. eventually graph a trend line. It is hard
to graph a trend line when there are
very few data points that are possibly
scattered at complete random.
My mentor will get to pick one group to take to the
landing over the school’s lobby and do one BIG drop - This was one of the students from
based on the productivity and behavior of the
Block 3’s ideas and we loved it enough
members of that group.
to allow it to happen and incorporate it
into the lesson for Block 5. It is a nice
reward for these students, provides us
a chance to talk about outliers, and
gives the students further proof that
our hypothesis was correct.

Wrap up and compilation - 10 minutes

At this time I will have the students put away their - Some of the students will not have
yardsticks and ping pong balls and return to their enough data points to be able to
seats. I’ll go around the room and have each
create a meaningful scatter plot, so I
group share out a set of data points that they
collected, telling the rest of the students that they am having all of the groups share out
should be writing down the data points as they are some data points that they collected so
said and I am writing them on my Ipad. that all students will be able to access
the concept of graphing a data point
through creating these scatter plots in
a meaningful way because it is based
on data that they and their peers
collected.
Once we hit a point where it seems like there isn’t
much more range in the heights that students - This will have to be quick because we
worked with I will hand out a printout of Quadrant are running out of time in this block (I
1 of the coordinate plane. can make it run into the next day of the
learning event need be but would like
to have it done by the end of class
 On my Ipad, I will open up my own copy of the today). Once the students have their
handout and use three of the provided points to papers I will demonstrate with three
have the students walk me through how to plot points on the smart TV through my
them. At this point, I will turn the students to their IPad how to plot the data on the
papers to independently graph the data points that
coordinate plane working in exclusively
they have written on their collection sheets which
should take up until we leave class. I will be Quadrant 1 as negative time and
circulating at this time to ensure that the students negative distance do not apply to the
are doing so correctly. data set that we have created. Once
the students have seen me graph my
three points they should be able to plot
their points all on their own so long as I
leave something up on the screen or
on the whiteboard telling them to “go
over x and then up y”.

Day 2

- Entering the classroom/warmups - 10 minutes

- Attendance - 5 minutes
- Line of Best Fit - 7 minutes
- Independent Practice - 28 minutes

Entering the Classroom and Warmup - 10 minutes

The students enter the classroom and take their - The warmups are part of the student’s
seats for class. In Block 3 Chelsey my mentor will
routine. We can use them to gauge the
distribute the warmups for me as I am coming from
another class across the hall. In Block 5 while I am students on their current
still partially immobile I will enlist the help of a student understanding of what we will be
to pass the warmups out to the class. teaching that day, assess them on
what we were learning the previous
The students have 5-6 minutes to work on the day, or do what I have decided to do
warmups independently but are able to ask each during my teacher work sample and
other or either teacher in the room questions about make them five questions that help to
the content.
establish a students number sense as
Once the timer goes off I will round up the class, ask that is somewhere where a majority of
if they have any questions they want to go over, and my students struggle.
discuss them on the board/on the smart TV. To cut - The students would spend all day on
down on time I do limit this to two of the five their warmups if we let them and
questions on the warmups. constantly distract themselves. So
once everyone is in the classroom and
working I will set the timer for a
minimum of 5 minutes and at most 6.5
depending on who is there that day
and the difficulty level of the warmup.
- Many of the students will consistently
have the same question, which with
number sense questions is the point. I
 want to challenge them, to see their
reasoning, and to explain why the
correct answer is correct through some
discourse, so we will go over two of
the problems on the warmups.

Attendance - 5 minutes

After the students complete their warmups I will - This is part of our students’ routines, it
have them turn them in, grab their interactive
is something that they look forward to
notebooks, and return to their seats. Once the
students are seated I will ask them an attendance every day. We ask them some silly
question, often something silly that provides some questions, and they rag on each other
more insight into their personalities but not so for their answers and get to share little
deep into of their personal lives. Realistically this more of themselves with us. It
should take only one minute but they love to talk shouldn’t have to take five minutes but
about the question and make comments out of they love it so that makes it easier to
turn so the extra time needs to be accounted for. not worry about how much time it
takes.

Line of Best Fit - 7 minutes

At this time I will plot some random points up on the - Would this be more meaningful if I
coordinate plane whiteboard at the front of the used data points that the students had
classroom that has some clear trend.
collected the day before? Absolutely!
Would they be able to see them up on
that board? Absolutely not. My main
idea here is just to teach about
trendlines and their times are going to
be so small even with the larger drops
that in order to plot them neatly on the
coordinate plane whiteboard I will have
to scale up the y-axis and scale down
the x-axis as I am having the students
measure time in seconds and height in
inches and that’s a lot for me to even
have to think about. I could have a
massive collection of all the students’
data points plotted into Desmos and
then screenshotted on my IPad to use
on the SmartTV, but then drawing the
line of best fit becomes complicated
because many of these students
cannot handle their own technology
(the schools) responsibly, so I do not
want them using my personal
technology at all.
I’ll turn to the students and ask them if they have ever - Like independent and dependent
heard of a trend line or of a line of best fit. I’ll wait for variables I am hoping that trendlines
their reactions, hoping for one or two to say yes so I
are something that they have been
can ask them to explain it to their peers.
exposed to in science via data
If there is no one in the class who has a recollection collection on Excel or GoogleSheets,
of what a line of best fit is then I will prompt them by but it is very likely that the students do
asking what they think the name implies. Once I get not know or remember anything about
some feedback from the students I will explain to trendlines. Luckily the students should
them that it is a straight line that shows a trend in the be able to reason out what a
data and that it has only two requirements: trendline/line of best fit is through the
- Pass-through at least two data points
names as they are somewhat
- Split the data in half (approximately half
above the trendline and half below). explanations of the concepts they
describe. Whatever students can give
me though I would want to use in the
way that I speak with them about the
concept because they will be more
likely to remember what I’m teaching if
I explain it in a way that they came up
with.

Rather than showing the students myself I will give - Having the students draw multiple
them a yardstick and a colored whiteboard marker possible trendlines on the graph helps
and have the students volunteer to come up and to make the learning more concrete for
draw what they think is a line that represents the them, as they have the opportunity to
trend of the data points I have plotted on the physically interact with it, gives them
whiteboard. After all of the students that want to ownership over their learning, and fits
make an attempt come up to the board, I will have
very well with this topic as there are
the class vote on which line they think best
represents the data. infinite amounts of ways to make a
trendline that fits the data so long as it
I am hoping that there will be a tie or some discourse satisfies the requirements that I listed.
amongst the students over which line best represents
the data because it is entirely possible that multiple
students will draw lines that represent the data well
so that the students can all see that there is no one
right trend line for any given graph.

Once that discourse is made I will just show the - I want the students to see
students with the yardstick (without drawing it) some counterexamples of a good trendline,
more lines and ask them whether or not they think its and to maybe explain to me in the
a trendline and why to demonstrate that there are moment why it is not a good trendline
some wrong ways to draw a trendline and they can so that in the long term that can
get the opportunity to see some counterexamples become transferable knowledge that
side by side with good examples. they use for the rest of their lives when
analyzing data.
At this time I will have the students draw trendlines
on their own graphs that they finished yesterday and
my mentor and I will circulate to check them to make
sure that they do represent the data that the student
has plotted well enough.

Independent Practice - 28 minutes

After the students have all drawn their trendlines I will - This is in part to eat up some time, and
round them back up and have them turn their in part to provide the opportunity for
attention to the main whiteboard where I will give
more repetitions of the skill of graphing
them a “To-do list” of independent practice for the rest
of the class period. a data point for the students who were
1. IXL skill AVL to 80 struggling with it or did not have that
2. Station 2 Worksheet many data points to graph. I like IXL a
3. Station 4 Worksheet lot because it has the option for a
student to watch a video explaining
how to work through the skill if they are
struggling, as well as immediate
feedback and detailed explanations of
the correct answer if a student
provides the wrong answer.
- Station 2 and Station 4 were part of a
stations packet that my mentor
Chelsey used for a previous unit that
she did with her Algebra 1 class that
we just never re-named for this class.
Station 2 is analyzing four graphs with
unique trendlines, and the students
have the explain whether or not the
trendline is an accurate representation
of the data and why/why not. Station 4
is a worksheet where the students are
given a checklist and a story about the
graph that they are given and they
need to label/create everything listed
on the checklist.
- Not all students will get to the Station 2
and Station 4 worksheets, they are
intended to be for the accelerated
learners that are able to complete the
IXL skill before the end of class. To
reward these students for their extra
work I will be turning these worksheets
into an extra credit opportunity that all
students may access when we start
working on our learning logs and will
be worth an extra 5-point classwork
grade each.

I will monitor the students working on IXL via the Live - I love the live feature on IXL because it
Feed feature on their website and work 1:1 with any
students who are struggling with the graph of one allows me to track students’ progress,
data set, then see how they do on their own for the tells me which students are struggling
next one. A student must hit a smart score of 80 in with the content, and I can access all
order to move on to the next item on the list, and the of the questions that they have been
Station 2 worksheet must have my approval before I
asked on their skill so that if I so chose
will give students the Station 4 worksheet.
in the future I could pull those
questions and have the student
re-attempt them on paper in order to
track learning progress.
- We have a handful of students who are
receiving Special Ed. Services, or
have plans but are not receiving
services that benefit greatly from 1:1 or
small group instruction. With graphing
data points, however, 1:1 is going to
be much more effective and so if I
notice on my feed that a student is
struggling I will go check in with them
and sit with them while they work so
they can ask for help and so that I can
make them say their thinking process
while they plot their points out loud so
that I can help them eliminate
misconceptions as much as possible
and get them to a place where they
can try the next graph independently.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

- This is purely due to unpreparedness.

Student 51 was absent this week due to having
After this unit what we have done for
Covid19. It was my mentor and I’s plan to have them
make up just the IXL skill with some instruction to the student is create printed versions
walk them through the skill during LGT upon his of all of the digital work so that they
return. But when they returned to school they were can still access the content but with a
no longer allowed to access technology. Unsure of slower feedback time compared to the
what to do our response was to exempt them from all digital assignments. For the short term,
digital activities from this unit and to pay extra this was an alright solution and this
attention to their graphing abilities when we covered
student’s assessment reflected this as
graphing linear equations in class later in the unit.
they were able to (on their second
attempt) earn a 100 on the end of unit
assessment.

Student 42, 54, and 34 are going to be the students - These students are the ones that most
who will most likely be struggling with the IXL skill often need 1:1 help in our classroom.
and need more 1:1 help. Student 34 is in Block 3 and Two of these students have IEPs and
Students 42 and 45 are both in my Block 5 but very have transitioned out of the Special Ed
close friends and so I believe that in Block 3 I will be math class within the last two years
able to devote my attention to Student 34 whenever and one is in the process of obtaining
my mentor can’t and in Block 5 the two students will an IEP and will hopefully be moved to
be able to share me if they do require 1:1 work pretty
the Special Ed math class soon. That
easily.
being said, it is not in these students’
IEPs or a requirement that they
receive 1:1 instruction, but it is the best
way to differentiate instruction to fit
their learning style. They are the
primary reason that I have decided to
simultaneously monitor the students’
progress and work 1:1 to help those
that are struggling, but more students
will benefit from this plan than just
these three.

- The lab, although a great way to

Students who are absent on Day 1 of the Learning access the content, is not an
Event but Present on Day 2 will not be required to assignment, it is a means of
make up the ping pong lab. I will have them sit beside
instruction. It is rather difficult to get a
someone who was in class and had a sizable amount
of data so that they can still access the concept of a student to complete this lab on their
trendline on a deeper level than just having me talk at own or in one small group upon their
them about it. As far as practicing graphing a data return to school and will be distracting
point, before having them start the IXL I will check in to other students in the class, and if I
with them and ask them how we graph a data point, move them out into the hall then it
which variable is listed first in an ordered pair, things becomes a behavioral management
like that. Once I feel satisfied that they know what issue as there is a special ed
they are talking about I will let them get on the IXL to
classroom in the same hall as us with
practice their graphing skills.
students who have greater needs than
other students in the program. This
feels like a good compromise because
they are still accessing the material,
they just don’t get to have that
personalization and interactive
element.
Students who are absent on Day 2 but present on
Day 1 will be emailed a link to this article explaining
how to draw the trendline of a scatter plot and asked - This article is one that I used in
to draw one on their graph if they took their preparation for this lesson plan and I
interactive notebook home with them, and told to think it explains the concept of a
complete IXL skill AVL to 80. trendline really well. While it does not
get into what makes a good trendline
or what makes a trendline that maybe
doesn’t accurately depict the data it
still gets the important information that
I want the students to know. Many of
our students take their laptops home
 every day and so they should be able
to access the IXL skill from their laptop
or even on their phones, but there is
not a big rush on this as these
students did practice graphing data
points the day before so they will have
some of the foundation and
background knowledge required to
move into graphing a linear equation in
the next learning event. Additionally,
the IXL skill becomes part of their
learning log at the end of the unit and
so they will have another chance to
make it up during that time, without
Students who are absent for the whole learning penalty of a late grade.
event will be contacted with the same instructions as
the students who were present on day 1 of the
learning event but absent on day 2 of the learning - These students I will actually want to
event minus the part about the graph in their watch the video on IXL, do the IXL,
interactive notebooks, and with the requirement that and then read the article rather than
they watch the video on the IXL skill explaining how
the order that I presented to the
to plot points on a scatter plot from a table.
students that were present on day 1
and absent on day 2 because
otherwise they will be completely
disengaged from the article and
wonder why they are even reading it
(and thus not retain the content). This
provides the students access to all of
the content that we covered, just not
as interactive and personalized like I
said before.

Field Courses Only – Post lesson

Reflection

Overall this learning event went really well, the majority of the students were deeply
engaged in the content (some became more engaged in using the materials for the class
as weapons), the only real problems came about when the students started graphing
their data points because their y values were so small and x values were so large. I tried
really hard in the days leading up to this lesson to come up with another physical activity
we could do that would model the same thing, keep the students contained in the
classroom, not take multiple class periods or require excessive resources, and produce
some data that was easier to work with and I could not come up with anything. If I could
get my hands on some volume manipulatives then I could model with the students that if
the volume increases by a given factor then the weight of the material will also increase
by that same factor. Otherwise, I would keep the learning event plan the same.

Teaching Standards and Rationale

Innovative Applications of Content, 5f, Engages learners in generating and evaluating

new ideas and novel approaches, seeking inventive solutions to problems, and
developing original work.

This artifact is a good example of this standard because it shows that I know how to
draw students into a lesson through inquiry and exploration to come up with a creative
solution to a problem. This is also a good example of the indicator because to the
students the content we are exploring is new and novel, and they are developing their
own data to access the material and practice graphing an ordered pair. The students
helped to develop the rules and materials for the lab within their classes, executed the
lab, and then used the data to connect with graphing ordered pairs and creating a
trendline reflective of the data that they have collected. This artifact shows proficiency
with the standard because it shows that I can facilitate authentic learning experiences
where the learners are fully immersed in the content from design through execution.

Collaboration, 10b, Works with other school professionals to plan and jointly facilitate
learning on how to meet the diverse needs of learners.

This artifact is a good example of this standard and indicator because it shows that I can
collaborate with and act on feedback received from other professionals in the field of
education. Without feedback from my mentor and supervisor, I never would have come
up with giving the students a pre-made data collection sheet, working with trendlines, or
the entire learning sequence from the second day of this learning event. This shows
proficiency with the standard because I show that I am open and receptive to feedback
and new ideas and am constantly working to improve my practice, as well as
collaborating with other professionals to ensure the growth of all our learners.

ISTE 2.7.a - Analyst: Educators understand and use data to drive their instruction and
support students in achieving their learning goals. - Provide alternative ways for students
to demonstrate competency and reflect on their learning using technology.

This artifact is a good example of this standard and indicator because it shows that I am
able to recognize that my students may need more practice with a skill that they
struggled with on their pre-assessment, and implement a secondary form of practice for
said skill using a technology that provides immediate feedback to the students. Students
demonstrate their competency on IXL by meeting the set smart score goal and they are
able to independently reflect by reading the detailed feedback that they are provided
after giving an incorrect answer to the question. The mentioned details prove my
proficiency with the standard and the indicator.