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The teacher or a curriculum task accesses the learners’ prior knowl- edge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities.

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Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation.

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The explanation phase focuses students’ attention on a particular as- pect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teach- ers to directly introduce a concept, process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase.

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Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept by conducting additional activities.

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The evaluation phase encourages students to assess their under- standing and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.

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Christiana Bautista - Sixth Grade/Lab Safety

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Christiana Bautista - Sixth Grade/Lab Safety

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The teacher will show the students a short, engaging video about lab safety: https://youtu.be/BRDApYgvDqQ
The students will be asked to write down two lab safety rules that stood out to them and to be prepared to share.

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Christiana Bautista - Sixth Grade/Lab Safety

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Christiana Bautista - Sixth Grade/Lab Safety

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After watching a fun video on lab safety, the class will share out two lab safety rules they wrote down that they feel stood out to them. The students will discuss any rules they think should have been mentioned. Students will be asked to write down the ideas they brainstormed together in their notes.

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Christiana Bautista - Sixth Grade/Lab Safety

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Christiana Bautista - Sixth Grade/Lab Safety

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The teacher will present the class with his or her lab safety rules and expectations via a Powerpoint lesson. He or she will also present a poster of the lab safety rules and it will be visible year-long for students to always refer back to.

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Christiana Bautista - Sixth Grade/Lab Safety

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Christiana Bautista - Sixth Grade/Lab Safety

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The students will have an open discussion about why the lab safety rules must be followed at all times. The teacher will discuss situations in which the rules are important (I.e., We will sometimes work with open flames or chemicals this year. Long hair must be tied back in order to make sure no accidents happen.)

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Christiana Bautista - Sixth Grade/Lab Safety

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Christiana Bautista - Sixth Grade/Lab Safety

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Students will complete a short exit ticket with 5 questions about lab safety rules and expectations. This will allow the teachers to gauge the mastery of the concepts and if certain ideas need to be reinforced.

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I love the exit ticket idea! You can make them simple and shuffle them as they are handed to you as to if the student is in need of remediation. 

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I love the exit ticket idea! You can make them simple and shuffle them as they are handed to you as to if the student is in need of remediation. 

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LOVE the open discussion idea! This is why it is so important that you make your classroom a safe place for all students to feel free to contribute.

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LOVE the open discussion idea! This is why it is so important that you make your classroom a safe place for all students to feel free to contribute.

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Yes, always refer back to lab safety! Good point and nice plan to keep it posted throughout the year. 

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Yes, always refer back to lab safety! Good point and nice plan to keep it posted throughout the year. 

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I really like that you have them engaging in recording some information as they view the video - nice way to keep them focused - and the brainstorming is a great idea as well. 

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I really like that you have them engaging in recording some information as they view the video - nice way to keep them focused - and the brainstorming is a great idea as well. 

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Upon entry, students will complete a brief inequalities review warm-up activity (posted on board or virtual classroom).  The teacher will ask students who is planning to attend the annual fall carnival fundraiser (a highly anticipated event in our town!).  The teacher will project a word problem on the board re: entry fee, ticket prices and fundraising goals.  The teacher will call on volunteers to identify and define key words, provide conversational solutions, and translate given information into equations and inequalities.  The theme can be adjusted based on a popular event for teens in the local area.

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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The teacher will project a graph with two intersecting inequalities on the board (re: job earnings).  Teacher will ask guiding questions and call on volunteers to make observations about each graph (points of intersection, rates of pay, direction of shading, etc.).  Then constraints will be added (max hours per week, minimum $ needed), setting up lesson and activity...

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Lesson: Following class exploration/discussion, the teacher will formally describe how to graph an inequality and identify critical points.  Activity: Students will choose how many tickets they want to buy at the carnival.  Then they will select two jobs from a list (or create their own!) and write an inequality to represent their earnings in each position.  Students will graph their inequalities and share two possible ways they could divide their hours between their chosen jobs to be able to afford their desired number of carnival tickets.

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Students will engage in whole class/small group discussion to come up with 3 additional scenarios/problems that can be described/solved with inequalities.  Students will also complete a worksheet asking them to practice writing inequalities based on given information (word problem or graph).

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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Lindsey Saunders - Algebra I /CCSS HSA.REI.B.3 & HSA.CED.A.1

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The teacher will assess student understanding throughout the lesson.  For example, by paying attention to student responses and shared observations, and adjusting guiding questioning accordingly.  Also, by reviewing Elaboration phase worksheet responses.  At the end of class, students will complete a “Glow-and-Grow” self-assessment regarding the concepts covered in the lesson.

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I love your warm up idea and your idea of linking the lesson to a popular event for the local area! 

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I love your warm up idea and your idea of linking the lesson to a popular event for the local area! 

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Great idea to start with observations of the graph before explaining it! 

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Great idea to start with observations of the graph before explaining it! 

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LOVE the groups coming up with their own scenarios / problems! 

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LOVE the groups coming up with their own scenarios / problems! 

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Exit tickets are great to use since you can get quick and easily analyzed feedback! 

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Exit tickets are great to use since you can get quick and easily analyzed feedback! 

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Victoria Zimbro - Grade 8 - Independent Probability

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Victoria Zimbro - Grade 8 - Independent Probability

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The introduction to this lesson will be in three parts. Class will begin with a bellringer to review prior math concepts (grade 8 multiplying/dividing rational numbers & grade 5 multiplying fractions). It's meant as a pre-assessment and differentiation tool. The next two pieces are discussions of the Hunger Games reaping and a classroom lottery. Question prompts will discuss the fairness of both activities and how the chances change depending on the circumstances.

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Victoria Zimbro - Grade 8 - Independent Probability

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Victoria Zimbro - Grade 8 - Independent Probability

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Students will work in groups for 10 minutes to discuss two possible scenarios. They will have to determine which event is more likely in each scenario and explain their thinking.

Then the class will review:

·       How they approached the problem

·       Their hypothesis

·       Why they think their answer is correct·

·       How the scenarios can be applied to everyday life

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Victoria Zimbro - Grade 8 - Independent Probability

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Victoria Zimbro - Grade 8 - Independent Probability

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Guided Notes (30 minutes)

The teacher will lead students through their guided notes, which include:

·       Independent probability definition

·       How to calculate independent probability (generalization)

Examples derived from Scenarios 1 & 2 in the Exploration portion

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Victoria Zimbro - Grade 8 - Independent Probability

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Victoria Zimbro - Grade 8 - Independent Probability

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Stacking the Deck (10 minutes) The teacher will ask for volunteers to tell how many red cards, black cards, suite cards, and face cards are in each deck of normal (52, no jokers) cards. Students will include the correct answers in their guided notes. Students will then work in small groups (10 minutes) to determine the probability of various events as provided on their guided notes worksheet. They may use the decks of cards provided as manipulatives. The teacher will bring the class back together to review the problems and answer questions (5 minutes).

Freedom Stations (15 min)

Students will choose from a list of activities to complete based on how they feel about the topic and how they best to learn. They must work independently and be actively engaged throughout the entire session.

I’m completely confused: 7 th Grade Review

·        Review https://www.mathsisfun.com/data/probability.html

·        Math Games https://www.mathgames.com/skill/7.23-probability-of-simple-events

·        IXL https://www.ixl.com/math/grade-7/probability-of-simple-events

I need more practice: Independent Probability Review

·        Review https://www.mathsisfun.com/data/probability-events-independent.html

·        Math Games https://www.mathgames.com/skill/7.33-probability-of-independent-and-dependent-events

·        IXL https://www.ixl.com/math/grade-8/probability-of-opposite-mutually-exclusive-and-overlapping-events

I get this: Independent Probability Challenge

·        Kahoot Challenge https://create.kahoot.it/v2/details/df457ee7-47a7-43e0-9047-2e28d121c4c9

·        Create 3 sample test questions involving different scenarios in the real-world (i.e. rolling die, flipping a coin, picking a card). Each scenario should be written as word problem and include a detailed explanation with how to solve the problem.

While students work independently on their chosen station, the teacher will pull small groups of English Language Learners and special needs students who usually require additional guidance. Together, they will work through additional examples and prepare for the dependent probability lesson (if time allows).

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Victoria Zimbro - Grade 8 - Independent Probability

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Victoria Zimbro - Grade 8 - Independent Probability

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| Throughout the Lesson The teacher will evaluate how students are grasping the material through how well they participate in the class discussions.
| Freedom Stations (see Elaboration) Students will self-assess their understanding of the content and use that assessment to choose a Freedom Station.
| Exit Ticket (5 min) Students will reflect on how well they understand independent probability and can relate it to their everyday lives. They will advise what the teacher can do to support them and share what they will do to improve/challenge themselves. Students will also share in which Freedom station they participated. They will submit a screenshot of their final IXL/Kahoot results.
| Unit Homework ·       https://www.ixl.com/math/grade-8/identify-independent-and-dependent-events ·       https://www.ixl.com/math/grade-8/probability-of-independent-and-dependent-events

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Students will watch a video called “how the soda can got its shape”

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Taylor Burrows- 10th grade Geometry- 3D shapes

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Taylor Burrows- 10th grade Geometry- 3D shapes

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The teacher will use everyday 3D items and 3D solids to explain the parts of a 3-dimensional figure (radius, height, slant height, etc)

The teacher will pass these items around so students can play/ask questions

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Taylor Burrows- 10th grade Geometry- 3D shapes

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Taylor Burrows- 10th grade Geometry- 3D shapes

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The teacher will go through the SMART notes on how to find the surface area, volume, and lateral area of three-dimensional shapes.

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Taylor Burrows- 10th grade Geometry- 3D shapes

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Taylor Burrows- 10th grade Geometry- 3D shapes

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Teacher will lead a conversation about how formulas were found. Students should understand the logic in the formulas and be able to ‘reverse engineer’ them if they ever did not have a formula sheet.

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Taylor Burrows- 10th grade Geometry- 3D shapes

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Taylor Burrows- 10th grade Geometry- 3D shapes

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Students will do a worksheet practicing using the formulas for different shapes. While they are doing this, the teacher will be circulating the room to ensure understanding and asking the students to point out various parts on a 3D shape.