Lesson Plan Two: Global Collaboration

Grade Levels: 9th and 10th Subject: Integrated Mathematics Prepared by: Keesha M. Brown
State Content Standards: (VDOE 2012) AII/T.9 The student will collect and analyze data, make predictions, and solve real-world problems, using mathematical modelsee National-Common Core Standards: (Common Core 2012) CCS--MP5--Use appropriate tools strategically. College and Career Readiness--Research to Build and Present Knowledge: (Common Core 2012) 7--Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8--Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9--Draw evidence from literary or informational texts to support analysis, reflection, and research. National Education Technology Standard for Students NETS (S): (ISTE 2012) NETS Standard 3-- Research and Information Fluency Students apply digital tools to gather, evaluate and use information. (ISTE 2012) NETS Standard 5-- Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. (ISTE 2012)

Overview & Purpose

This lesson will allow students to work collaboratively with a global classroom in China. Students will be required to create a video presentation to demonstrate their research findings from the previous lesson. Students will add a budget allocation for the findings for both countries to their website. The students will post the video on a Website and will create a blog as way to maintain correspondence with the global classroom. Students are also tasked with responding to the students from China as the structure their Global Collaboration. By the end of the lesson activity, students will have showcased their findings on the following: 1. Math career trends in the United States and China. 2. Prospective salaries of math professionals in both countries 3. Cost-of-living expenses in both countries 4. A detailed budget to outline living expenses

Objectives

Students will be able to use technology to communicate with their global peers. Students will be able to use Microsoft Excel to create a detailed monthly budget.

Information

The purpose of this lesson is to allow students to delve further into the factors that influence lifestyle decisions. Students will have an opportunity to develop a collaborative relationship with students in China to create and build an ongoing project. In this lesson, again, students will practice sharing information in multiple formats, such as Microsoft Excel. They will use many of the skills shaped in the initial lesson and their global peers will be their audience. During this lesson, students will focus on using their knowledge and display of statistical analysis to answer essential questions that can provide a perspective on China's lifestyle trends compared with the United States. The foundation has been laid in the previous lesson and students will build on the previous activity by learning more from the students and China. They will also practice sharing information. At the conclusion of the activities, students will develop a collaborative website to detail their findings. The Website will include an overview of China (students may include specific cities or towns that cater to recent college graduates), background information regarding the math-related fields prevalent in those countries, a cost of living breakdown based on the potential salaries earned by college graduates. Within the cost of living breakdown, students will explore different foods, transportation options, living accommodations and their associated costs. Student will develop a spreadsheet using Microsoft Excel or an approved budget software, such as Microsoft Money The portfolio will consist of a website, which will include voice components and animation.

Materials

Pen Pencils Graph Paper Calculators Computers

Reservation of Equipment/Facilities Website Links

COW--Computers on Wheels or Mobile Lab--students will work on laptops to complete this task. http://collaborate.iearn.org/ http://www.wikihow.com/Make-a-Personal-Budget-on-Excel http://cgi.money.cnn.com/tools/budget101/budget_101.jsp http://topren.net/travel/culture/lifestyle/ http://www.wikihow.com/Convert-Microsoft-Money-Files-to-MicrosoftExcel-Files To ensure that students understand the second activity, they will be asked to discuss it in class and individually submit a written summary of their understanding. During this activity, several components will be emphasized. Students will use the Internet to learn how cost-of-living expenses and career choices can affect lifestyle options. This will prepare students for presenting their information as a part of building a collaborative relationship with a classroom in China.

Verification

Activity

Activity--Week One:

Week One:
Warm-up (each day): Students will create a mini assignment in EXCEL. Class discussion Part I: Students will be asked to review prospective employment opportunities for recent college graduates in math-related academic subject areas (i.e. actuary, engineer, statistician, math teacher) in the United States and China. Students may use the research findings from the prior activity. Students are required to provide salary information. Class discussion Part II: Students will be asked to select three of those employment opportunities to use as a part of the next lesson activity, which will be introduced later.. Students will be placed in groups of 3-4 to use the COWs. Teacher will lead students into a discussion about how career choices can affect lifestyle options and possibilities. The teacher will show how mathematical analysis and statistics can greatly impact career opportunities and disciplines pursued on a collegiate level. Homework: Review the following website: http://topren.net/travel/culture/lifestyle/

Activity--Week Two:

Week Two:
Class Question: Students will respond to the following question, "How do the lifestyle possibilities in China and the United States impact career professionals, specifically, the three chosen from week one?" 1. The teacher will introduce the student to the activity for Lesson Two. 2. Students will learn more about the collaborative network, iEarn. 3. The teacher will discuss Education Standards in China to provide students with some feedback. 4. Students will begin to assign roles to class members in preparation for building the project. 5. Students will, in groups, be assigned to different pages to create for the site. 6. During this week, students will compile their findings from the first lesson activity to include on the Website.

Activity--Week Three:

Week Three: Class Question: How can your knowledge of mathematical analysis and statistical analysis represent or be applied some of the data so that it is useful and purposeful in a global network? 1. The teacher will review the concepts of mathematical analysis, modeling, and statistical analysis as it pertains to depicting their findings on a website. 2. The importance of presenting factual and accurate projections will be part of the class discussion. 3.Students will include the cost-of- living expenditures (rent, electric, transportation, food, etc.) and detailed budget in an EXCEL spreadsheet (Both the US and China). Students may also use a budget application such as Microsoft Money 2010. Students will be directed to view http://www.wikihow.com/Convert-Microsoft-Money-Files-to-MicrosoftExcel-Files 4. Students will collectively arrange the employment data so that it can be included on the Website. Students will include a trend analysis and statistical analysis for each of the careers referenced. 5. Student will work on developing the Website. The Blog section is expected to be up and running to detail its progression.

Activity--Week Four:

Week Four: Class Questions and Discussion: As you near the end of developing the Website, what did you take away from the this experience. What information would like for China's students to learn about US lifestyles, math career trends and cost-of-living expenses the will be useful? What information would you like for China's students to expound, based on your findings. 1. Students will conclude the compilation of the Website and produce a finished product. 2. The teacher will request feedback from their peers and provide written feedback.

Global Network Used

The global network that will be used is iEarn. The project will be a new project coordinated through iEarn's Global Collaboration Center. Formative assessments will consist of teacher observations, peer feedback, self-assessments, and an evaluation of the analysis, based on a rubric. The teacher will evaluate the quality of the student's presentation of materials learned. There will be an individual and group evaluation of the assignment. The final assessment of this activity will be comprised of a review of the student's contributions to the Website and application of the content learned. Students with visual difficulties, will be allowed to conduct their research on computers that display its wording in large print, or provide an audio readback component. Students who are high achievers will be paired with another classmate, who may be struggling. But, they will also be allowed to work with classmates who exhibit the same level of proficiency that the student exhibits, to achieve a balance in a student's academic development. This may not be a popular approach, however, as an educator, I contend that differentiated instruction should group students with similar levels of achievement.

Formative Evaluation

Summative Evaluation

Differentiated Instruction

Summary:

Several changes were made to the second lesson plan. The time frame was changed to allow the teachers to include more class discussions and to discuss the data to be shared on the collaborative site. The students are required to produce their findings on a Website as opposed to an e-portfolio, to expand its options.

Multimedia Project : Global Collaboration E-Portfolio

Teacher Name: Mrs. Brown

Student Name:

________________________________________

CATEGORY Presentation

4 Well-rehearsed with smooth delivery that holds audience attention.

3 Rehearsed with fairly smooth delivery that holds audience attention most of the time.

2 Delivery not smooth, but able to maintain interest of the audience most of the time. One requirement was not completely met.

1 Delivery not smooth and audience attention often lost.

Requirements

All requirements are met and exceeded.

All requirements are met.

More than one requirement was not completely met.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Source information collected for all graphics, facts and quotes. Most documented in desired format.

Content is logically There was no clear organized for the or logical organizational most part. structure, just lots of facts.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.

Source Very little or no information source information collected for was collected. graphics, facts and quotes, but not documented in desired format.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Four misspellings and/or grammatical errors. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Mechanics

No misspellings or Three or fewer grammatical misspellings and/or mechanical errors. errors. The workload is divided and shared equally by all team members. The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

More than 4 errors in spelling or grammar.

Workload

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

References: Top Ren. (n.d.). China Virtual Tours. Retrieved from http://topren.net/travel/index.html. WikiHow. (n.d.). How to convert Microsoft Money files into Excel. Retrieved from http://www.wikihow.com/Convert-Microsoft-Money-Files-to-Microsoft-Excel-Files