KCunningham+Lesson+Plans

The following lesson plans were developed by

Name: Kayla Cunningham School: Spirit Lake (Formerly Harrisburg) School Email: kcunningham@spirit-lake.k12.ia.us School Phone: (712) 336-1370

__**Lesson Plan #1:**__ Topic(s) - //The student interprets patterns of association between two quantities in a scatter plot (clustering in reference to the line of best fit, positive or negative association, linear association, nonlinear association, and the effect of outliers)// Grade Level - 8th Grade Math

Phet Simulation || Use the Geogebra activity first to introduce types of correlation, followed my a more quantitative approach using the Phet link (HTML- works in browser) & its worksheet (Discovering Correlation Coefficient PhET). || || Link to interactive notebook includes teaching tips and pdfs of the interactive notebook pages. Second link is additional application practice. || __** //Engage// **__ The //Evaluate// task at the end of this 5E Lesson will cover the Challenger Disaster, so we will start the unit by showing the students a short clip about the challenger disaster. This will provide the students background information they can consider when doing their assessment, and it will also pique their interest as to how math and engineering could be related to this video.
 * **5Es** || **Link** || **Brief Link Description (see below box for more details, please!)** ||
 * Engage || Challenger Disaster Video || This video introduces students to an engineering issue that played a role in the Challenger disaster. ||
 * Explore || Geogebra Correlation Activity
 * Explain || Scatter Plot Lesson & Practice || Text pages for scatter plot & correlation lessons. Includes practice problems for individual student practice. ||
 * Elaborate || Interactive Notebook
 * Evaluate || Challenger Disaster Plotting || Students create their own scatter plots and analyze using data about o-rings from the Challenger disaster. Key included. ||

After watching the video, have the students discuss how engineering was involved in this disaster (it is referenced in the video). Also, have the students talk about the moral issue of letting the space shuttle go up when there was data saying it was unsafe. Have the students think of other things people do that are unsafe even though science has proven it harmful time and time again.

You will want to prep students for the rest of the lesson by letting them know they will return to examining data from the Challenger disaster after they learn more about how to organize and interpret patterns of data between two quantities. The students will be using a scatter plot to do this analysis.

__** //Explore// **__ Students will be introduced to positive and negative correlation through this online activity. Students view different scatter plots are asked it if has a positive, negative, or no correlation. When the students make their selection, they are automatically told if they are correct or not. As the students go through 10 or so of these questions, they will likely begin to develop an understanding of the differences between the types of correlation.

After the Geogebra exploration, students will build their own basic scatter plots using a Phet simulation. The attached pdf is a worksheet that guides the students through this exploration. The goal of the exploration is to help students quantify the strength of a positive or negative correlations by recording r-values for different plot shapes.

__** //Explain// **__ The explain section is a concise text summary of the content needed for this standard including practice problems. I will likely do a video lesson as well covering this content. The practice included in this section will be self-check practice, so the students can make sure they are on track with their understanding. Resource courtesy of Charleston, IL middle school.

__** //Elaborate// **__ For the elaborate piece, students will complete a page in their interactive notebook. We use their interactive notebooks like their own individual textbooks, so we usually don’t add pages until the students have already been introduced to the concept and have done some practice. This way, the notes have more meaning to the students and they are better able to add their own meaningful annotations to their interactive notebook “Textbook” that they can refer to later when studying for exams.

Sarah, at “Everybody is a Genius” has lots of great interactive notebook pages, and she provides a great example of how to use the notebook in your class. Her discussion of the pages used for teaching Scatter Plots & Correlation are at the link in the box above (she also has pdf and editable ppt links to the great interactive notebook pages she made).After completing their interactive notebook page, the students will apply what they have learned to complete “Interpreting Scatterplots Activity (link above).”

__** //Evaluate:// **__ This evaluate activity provides the students with data for the Challenger O-Ring Damage Index versus air temperature. The students are given a graph that is (allegedly :) ) similar to one that was used by NASA. This plot doesn’t include some points, and the axis don’t show values for low temperatures. The students will then use their new plotting skills to plot a new scatter plot of the provided data. The students then discuss the sorts of association they see in both the original and their improved scatter plot. Students also consider a claim about outliers, and a lack of association between the data. It asks the students if using the provided data they would have recommend launching at a particular temperature. This allows the students to put themselves in the role of an engineer who has developed a product, tested it, and knows it is unsafe for the given circumstances. How would your students react when there are outside influences discounting their data?

Additional teacher notes in pdf file found the box above. Resource courtesy of Charleston, IL middle school.

__**Lesson Plan #2:**__ Topic(s) - Pythagorean Theorem Grade Level - 8th Grade Math

|| "This multimedia mathematics resource shows how the Pythagorean Theorem is an important math concept used in the structural design of buildings. Using an interactive component, students construct right triangles of various sizes to explore calculations of the Pythagorean Theorem. A print activity is provided."- Website Description || __//**Engage**//__ Many students have an interest in or at least have seen a football game. This video from NBC introduces the concept of the Pythagorean theorem by connecting it to strategy to make a tackle during a football play. This will be the first of many applications of the pythagorean theorem the students explore during this 5E lesson.
 * **5Es** || **Link** || **Brief Link Description (see below box for more details, please!)** ||
 * Engage || Science of NFL Football || Links to video connecting football to the pythagorean theorem. Also has links of football to many other science/math concepts! ||
 * Explore || Math Interactive Webpage
 * Explain || Text Lesson & Practice || A text lesson covering the mathematics of the Pythagorean theorem & its applications. Document courtesy of Charleston, IL middle school. ||
 * Elaborate || Trig River Activity || A resource from teachengineering.org which engages students to determine the width of a river using right triangles. ||
 * Evaluate || Cable Cord Performance Task || Students analyze the most effective route for a cable line requiring the use of the Pythagorean Theorem. Document courtesy of Charleston, IL middle school. ||

__//**Explore**//__ Students begin to see the relationship between side lengths and hypotenuse through an online interactive activity. This activity has a worksheet/guide for the students to follow in order to help them see important connections related to the Pythagorean theorem. The video portion of this exploration makes a direct connection between the theorem and the engineering of buildings (civil engineering).

//__**Explain**__// The explain section is a concise text covering the Pythagorean theorem including practice problems. I will likely do a video lesson as well covering this content. The practice included in this section will be self-check practice, so the students can make sure they are on track with their understanding. Resource courtesy of Charleston, IL middle school.

__//**Elaborate**//__ This activity provides students a chance to brainstorm like engineers in order to determine the width of a river that cannot be measured directly. The activity can be started with a discussion of ways the width of the river could be measured. Lead students to realize that simply measuring the river across with a "tape measure" may not always be feasible. Students will cut out their pretend river, and will use a protractor to determine the width of the river at their point on the banks (row of desks). Pdfs of needed materials can also be found at the links above.

//__**Evaluate**__// Students will be evaluate through a performance task during which they play the role in finding the best way to run a cable line for a cable company using the Pythagorean theorem. Students must evaluate the pros and cons of different routes for the cable line, and realize how the best route may vary depending on how long the cable needs to run. Students must also be able to communicate their findings verbally and through a graphical representation.