Lesson Plan for Implementing
NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Mykea Young
Position Teacher
School/District Forest Park High School/Clayton County Public Schools
E-mail Mykea.young@clayton.k12.ga.us
Phone 678-382-2346
Grade Level(s) 9-12
Content Area Mathematics (Algebra 1 and Foundations of Algebra)
Time line 5 Days
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content Standards MGSE9-12.SID.1-3
NETS*S Standards: ISTE-NETS for Students 1c, 2b, 6a, 6b, 6d, 7c
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Over the course of this lesson, students will learn how to represent data with plots on the real number line, and
how to display this data using histograms, dot plots, and box and whisker plots. Students will also learn about
the shape of distribution and what this shape tells us about the presented data. Once students have learned
about these concepts, they will then be expected to conduct their own survey of at least 20 participants about a
topic of their choosing (must be teacher approved). Once students have conducted their survey, they must
present their information in the form of a video presentation, while adhering to the guidelines of the rubric.
*Attached at the bottom.
Content standards:
MGSE9-12.S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
MGSE9-12.S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median,
mean) and spread (interquartile range, mean absolute deviation) of two or more different data sets.
MGSE9-12.S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting
for possible effects of extreme data points (outliers).
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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.
By the end of the lesson/project, students should be able to answer the following questions:
1) How do I summarize data?
2) How do I represent data?
3) How do I interpret data?
4) What can the shape of a data distribution tell me about the data?
5) How do I know which measure of center I should use to describe a set of data?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
At the conclusion of the lesson, students will produce a video presentation explaining why they chose their
survey topic. The presentation will also have to include the data they collected, graphical displays of the data, a
description of the shape of data, the best measure of center for describing the data with an explanation, as well
as an interpretation of what the data tells us.
Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Students will use Demos graphing calculator to create their graphical displays. Students will also use Google
Forms to conduct their survey.
Students will have the option of utilizing VoiceThread, FlipGrid, MovieMaker, Adobe Spark, or any other video
creator they prefer.
Students should be well aware of how to input data into the Desmos graphing calculator and produce graphical
displays on it.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Prior to beginning the project, students will have already been taught the vocabulary and concepts necessary to
be successful during this project. At this point in the unit, students who have struggled have had conferences
with the teacher, received feedback on how best to move forward, and have had the opportunity to attend
tutorials. However, to solidify the foundation of the project, Day 1 will be spent making sure students remember
pertinent vocabulary and concepts.
I anticipate students maybe not liking the idea of group work, and maybe being shy about their knowledge (or
lack of). Additionally, students may have a difficult time deciding what their survey topic will be.
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
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lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
For this project, students will work in small groups of 3-4 within the virtual setting. All students have been given
Chromebooks by the county, and all students have been offered hotspots if they were having trouble accessing
the internet.
I think the biggest technical issue that may arise is students not knowing how to navigate certain resources, such
as the Desmos calculator. (Many students still have issues with this tool). Also, students may not be familiar with
certain resources, such as VoiceThread, Adobe Spark, or FlipGrid, making the task a little more time consuming
and difficult. A brief overview video about each resource will be provided to students so that they have an idea of
what to expect, if they choose that particular resource.
Students will be allowed to utilize class time in order to help prep for the project. Students will still be allowed to
collaborate and work on the project outside of their specified class time.
Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?
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The roles for the assignment are as follows:
- Teacher: facilitator and guide
- Students: producer, explorer, collaborator, and teacher
Day 1: Teacher will review the pre-requisite skills needed for the project. A Quizizz will be given to help review
vocabulary and concepts. The teacher will then review the most missed questions from the Quizizz, ensuring that
students have a full understanding of why their answers were incorrect, and how they should arrive at the correct
answer next time. At the conclusion of the review, the teacher will give students an exit ticket in the form of a
Padlet, asking them to summarize their knowledge of the covered standards.
Day 2: Teacher will introduce the project to students, and go over the rubric with students to make sure they
understand what is expected of them. At this time, teacher and students will engage in discourse, questions may
be asked, and statements for clarifications will be given. The teacher will then split students into their pre-
determined groups (breakout rooms). Students will have the remainder of class to work on their presentations
and develop a survey topic.
Day 3: Teacher will begin class by answering any questions the students have in regards to the project, data
collection, and displaying/interpreting data. Students will then continue working on their projects. By the end of
day 3, all groups should have a topic and have started collecting data.
Day 4: Teacher will begin class by answering any and all questions the students have in regards to the project,
data collection, and displaying/interpreting data. Additionally, the teacher will review the expectations for the
presentation component. Students will continue working on their projects.
Day 5: Teacher will begin class by answering any and all questions the students have in regards to the project,
conversions, or dimensional analysis. Students will then complete their projects. By the end of this day, students
should have their presentation uploaded to the specified location in Google Classroom (a Padlet so all groups
can link their projects).
After projects are uploaded to the Padlet, students are to go and comment on at least 2 other group’s
presentation leaving positive, constructive feedback.
Due to the fact that students are producing an original artifact, higher order thinking at the creativity level of
Bloom’s Taxonomy is taking place.
The assignment as a whole is technology driven, authentic, relevant, and meaningful. Students are creating and
conducting their own survey, analyzing and displaying the data, and interpreting what the data means. Students
are collaborating from the very beginning as the project is done in small groups.
Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
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All students will learn the necessary standards and concepts needed to be able to successfully complete the
project. During the lessons themselves, students will be given multiple opportunities to gain and display their
knowledge of the material through a variety of digital resources. These resources include their online book
platform and interactive sites such as Desmos.
The product lends itself to differentiation as students are allowed to choose how they display/present their
information to the class.
Students will work in groups of 3-4 for this particular assessment. Lower level students will be group with
students who higher performing, that way the project will not seem so taxing to them.
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)
This will be one of the first times that students have had to complete a task so encompassing and grand in a
virtual setting. I would conduct a survey via Google Forms, asking for students to provide their feedback on
their project. I would want to know if students felt like they had the necessary equipment to complete the
assignment, if they found the lesson meaningful, and if they had to do the project again, what would make it
better.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
If I could redo this lesson, I would limit the amount of video options for students to maybe just 2 or 3. It’s difficult
having to explain each of the various platforms to students and showing them how to navigate them.
Additionally, I would allow more time for the collection of data. I only allowed two days, which was not sufficient
time for all groups to obtain all 20 data points (at no fault of their own).
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Statistical Data Displays and Interpretation Video Project Rubric
16pts 9pts 0pts
Title and Name Contains all names, title, Contains only names or No name or title
as well as a picture title (1pt).
(2pts).
Survey Question Survey question is -- Survey question is not
clearly presented. present.
(2Pts)
Use of Vocabulary Contains at least 7 Contains 5-6 vocabulary Contains 4 or less
vocabulary words with words with the vocabulary words or no
the definition. definition. definitions are provided.
Graphical Display A graphical display of -- No graphical display is
the data is present. present.
Shape of Distribution States what the shape of States what the shape of The shape of the
distribution is and distribution is without an distribution is not
interprets the shape. interpretation. mentioned.
Presentation Presentation is between Presentation is between Presentation is less than
4-5:30 minutes long. 2-3:59 minutes long. 2 minutes long.
Written Component No spelling/grammar Incomplete sentences or Incomplete sentences, 7
errors. contains 4 – 6 spelling or more spelling and/or
and/or grammar errors. grammar errors, and/or
no written
interpretations.
Timeliness Turned in on time. Turned in 1 day late. Turned in more than 1
day late.
Lesson Plan Video: https://drive.google.com/file/d/1QXA-qubrCfG4rORYNtnbE-WVzrapmDvC/view
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