Step-By-Step+Instructional+Strategies

**Essential Question **  **Each Classrooms Collaboration **
 * Step-by-Step Instructional Strategies Overview ** **Goals and Objectives **
 * Students will analyze data gathered from 3 separate classrooms in the state of GA
 * Students will display collected data using appropriate graphs
 * Students will use problem solving skills to interpret data
 * Students will connect math to real life applications
 * Students will determine the height of trees on school property
 * Students will use population sample and proportions to determine county population.
 * How did we conduct a field analysis of data to show how one can use math and science in real life applications this week?
 * 3 Classroom’s Collaboration Activity **
 * Each class will collect data on the temperature three times a day over a four day period . Temperature will be checked during the morning, at noon, and afternoon. Students will use similar figures to determine the height of surrounding trees. Each school will provide the student height and shadow length to compare with the tree’s shadow length. Students will determine the population of species in the area. Each school will choose three plants that are common around the school. The students will collect data to determine the population of each species in the county. Students will meet on Friday at the end of the week to share findings and finish the K-W-L chart.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Students will work in groups of four to complete the project. Each group will have a project manager who oversees each day’s work. The project manager is a dependable, hardworking student. Students will be grouped in flexible groups consisting of 1 higher level student, 2 middle students, and 1 lower level student. Each group member will have a job assigned by the project manager. Each group will have a task to complete that fits into the final project. Each group will answer the essential question that relates to their particular topic in their PowerPoint presentation. When the schools meet to finish the K-W-L chart, the essential questions will be discussed as well.

<span style="color: #00b050; font-family: 'Georgia','serif'; font-size: 14pt;">**<span style="font-family: 'Georgia','serif';">Equipment **
 * <span style="font-family: Georgia,serif; font-size: 120%;">Computers
 * <span style="font-family: Georgia,serif; font-size: 120%;">Tape Measure
 * <span style="font-family: Georgia,serif; font-size: 120%;">Writing Utensils
 * <span style="font-family: Georgia,serif; font-size: 120%;">Art supplies
 * <span style="font-family: Georgia,serif; font-size: 120%;">Internet
 * <span style="font-family: Georgia,serif; font-size: 120%;">Skype account
 * <span style="font-family: Georgia,serif; font-size: 120%;">Webcam
 * <span style="font-family: Georgia,serif; font-size: 120%;">Student Response Devices

<span style="font-family: Georgia,serif; font-size: 120%;">**<span style="color: #00b050; font-family: 'Georgia','serif'; font-size: 14pt;">Step-by-Step Instructional Strategies Overview **

<span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt; text-align: left;">Students will meet with collaborating classrooms on Monday. Students will collaboratively complete a K-W-L chart answering questions relating to the project. The instructor will preview essential questions for the unit. The students will answer the essential questions at the end of the week during the summation Skype meeting. Each class will appoint 1 person to be the spokes person for the class. The spokes person will be call on people to answer questions if there are any from the other classes. The classes will communicate via video Skype. Each separate classroom will be in charge of determining an appropriate location for the video conference.

Students will spend 2 days learning and reviewing concepts in the collaborative project.
 * Daily Instructions Overview**
 * Conceptual Review**
 * __Day 1__** Creating Graphs and Choosing the Appropriate Graph Notes
 * <span style="font-family: Georgia,serif; font-size: 120%;">Students will watch a Cyber Chase video on the SmartBoard explaining how to create a line graph. This particular Cyber Chase episode is entitled Decreasing Water Levels. The video uses water levels to demonstrate how to display data. The CyberSquad is on a mission to determine the cause. The video is linked through Nettrekker. Please use your login information. The login is located at the bottom right of the screen. Once you login, you will be taken to the Nettrekker home page. If you return to the wiki and click the video link once more, the video page will open through Nettrekker. (Video Link)
 * <span style="font-family: Georgia,serif; font-size: 120%;">* Once you log into Nettrekker, all links should work. You can access the Video Reflection and Follow up on the same page as the Cyber Chase Video. A PDF file is also provided.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Video Reflection: As students watch the video, they need to think about the following questions. (Reflection Link)
 * <span style="font-family: Georgia,serif; font-size: 120%;">Video Follow up: The class will discuss the questions after the video concludes. (Follow Up Link)
 * <span style="font-family: Georgia,serif; font-size: 120%;">Cyber Chase Handouts: [[file:CyberChase_Handouts.pdf]]
 * <span style="font-family: Georgia,serif; font-size: 120%;">Students will complete worksheet after learning and reviewing graphs. The worksheet will be used as a formative assessment for students. The instructor will discuss the worksheet; students will self reflect on their understanding of the material. (Worksheet Link)

__**<span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Day 2 **__
 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Using Proportions to Find the Missing Length **
 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Introduction: Students will watch the Brain pop video on Similar Figures. (Brain Pop Link)
 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">In this eposide of Brain Pop, Tim and Moby show students that a triangle is a triangle but they may not be similar. Students learn the difference between similar and congruent. The short video segment is followed by a quiz to test student knowledge. Please use your user login and password to access the video clip.
 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Students will use the website to practice finding the missing length. Each students needs to complete 5 examples. Each example should be written down on a sheet of notebook paper. The examples will be used to help with field analysis (Student Practice)
 * __<span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Finding Sample Population __**
 * __<span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Day 2 __**


 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Students will use the online textbook videos to review sample population. Students need to watch 2 tutorial videos and write down 2 examples from each video. The students will use their notes to help them when completing the field analysis. The instructor will play the video clips on the Smartboard. The instructor needs to play 7-8: Example 1 and 7-8: Example 2. (Textbook Link)
 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">The link will take you to the login page. Use our generic login: astudent690 and password: evans to access the online textbook. Use the screen shot handout to direct you to the correct lesson. [[file:Screen Shot Help.doc]]

> Students will meet at the end of the week with collaborating classrooms to discuss findings across the state.
 * <span style="font-family: Georgia,serif; font-size: 120%; margin: 0in 0in 10pt;">Students will complete the problems from the online textbook as practice on sample population under the additional practice tab. Students need to complete the interactive practice quiz for lesson 7-8. The instructor will review the work students completed; students will use the work as a formative self assessment to see if they are on track in understanding the material. (Textbook Link)
 * <span style="font-family: Georgia,serif; font-size: 120%;">Students will spend 1 day completing field work required to complete the project
 * <span style="font-family: Georgia,serif; font-size: 120%;">Students will spend 2 days putting all the information together.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Two groups of students will find the height of trees around school. Students will use their height and shadow length and compare the shadow length of tree to determine the height of the tree. Students will record the data in their math journal. Each collaborating school will find the height of the trees. The students will display the information for each school in a bar graph. Each school must find the height of 5 different trees.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Two groups of Students will identify various types of plant life within a ½ mile radius of the school. The students will see how many of the identified plants are in the ½ mile radius of the school. Students will use the population sample gathered to determine the amount of trees in the county.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Two groups of students will monitor the daily temperature throughout the week. The temperature will be checked 3 times daily.