Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Kristen Turner

Position New Teacher Coordinator/ 6E Math Enrichment Teacher

School/District Sandtown Middle, Fulton County

E-mail Kturn118@students.kennesaw.edu

Phone 404.368.2951

Grade Level(s) 6

Content Area Math

Time line 2-3 weeks

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.
MGSE6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems
Content Standards utilizing
strategies such as tables of equivalent ratios, tape diagrams (bar models), double number
NETS*S Standards: 1a, 1b, 2c, 3a, 3b, 4a, 4b, 5a, 6a

Basic Operations and Concepts

Students:
a. demonstrate a sound understanding of the nature and operation of technology systems.
b. are proficient in the use of technology.

Social, Ethical, and Human Issues

Students:
c. develop positive attitudes toward technology uses that support life-long learning, collaboration, personal
pursuits and productivity.

Technology Productivity Tools

Students:
a. use technology tools to enhance learning, increase productivity, and promote creativity.
b. use productivity tools to collaborate in constructing technology-enhanced models, preparing
publications, and producing other creative works.

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Technology Communications Tools
Students:
a. use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
b. use a variety of media and formats to communicate information and ideas effectively to multiple
audiences.

Technology Research Tools

Students:
a. use technology to locate, evaluate, and collect information from a variety of sources.

Technology Problem-Solving and Decision-Making Tools

Students:
a. use technology resources for solving problems and making informed decisions

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The students will be completing a project-based assignment on Rates and Ratios. During this project, the
students would have received prior learning, and this would serve as an enrichment assessment. This is a
three-part project which assess their proficiency of rate and ratio, using rate and ratio in real-life situations, and
presenting their final product and providing feedback to their classmates. The project requires the knowledge of
Kahoot, PowerPoint, Adobe Spark, and Flipgrid.

Project Parts
 For part one, the students’ knowledge of rate and ratio is assessed through a teacher led Kahoot.
 Part two includes the students creating a vacation to New York with a budget of $3500. The details
include food expenses, lodging, car rental, fuel cost etc. and is provided through a template on
PowerPoint. Once the students have all details, they transfer their information to Adobe Spark, where
they create a video presentation of their trip.
 To conclude the project-based assignment, part three requires the students to upload their
presentation on Flipgrid and then must provide feedback on two of their classmates’ presentations.

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.

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 Where have you seen rate used in the real world?
Where have you seen ratios used in the real world?
How can you use ratio and rate reasoning to solve real-word problems?
How can you create a video through Adobe Spark?
How can you incorporate technology to summarize results?

The students will have the opportunity to plan their own “vacation” anyway they would like. This promotes student voice
and choice and will promote interest. As stated in the overview, the students have prior knowledge of rate and ratio, as
they began learning the standard 2 weeks prior in their math class.

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.

During this project, there are many areas for student assessment.

In the beginning, students are assessed on their knowledge of rate and ratio through a formative assessment used
with the web tool Kahoot. This will serve as review before they begin the research part of their projects. The results
are analyzed and explored more in depth through Do Nows and Exit Tickets.

After the Kahoot, students will take several days to complete their New York Rates and Ratios project administered
through a template on PowerPoint. Upon completing all parts of the project, the students will complete the vacation
analysis where they will further demonstrate their proficiency of rates and ratios.

Creation of the Adobe Spark video will require the students to learn new knowledge and skills. Using Adobe Spark,
the students will create a video presentation. The teacher will model and provide instruction (verbal, written, and
visual) on how to create the video and guide facilitate the students through the process. The students are provided
a rubric to help guide their work.

Once the video is complete, the students will upload their video presentation to Flipgrid for their classmates to view
their work. In addition, the students will give feedback on two of their classmate’s projects.

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?)

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 Technology supports student learning through the entire process. This was my first true paperless project and
Microsoft Teams helped support the work. Since the beginning of the school year, Teams has been the
operational platform that I use to work with my students. We, the students and I, communicate and share
information. Specifically, for the project, the students received all the daily tasks, work, instructions, rubrics,
videos, etc. to help make them successful. I created a channel for our Team and the students learned that area
would be used during this project. The students have been navigating Teams since March 2020, so they were
familiar with the different functions and features. The PowerPoint is the only product that will be turned in through
Teams.

The students will use the following tools:

 Kahoot- assessment
 PowerPoint- assessment
 Adobe Spark- assessment
 Flipgrid- assessment

As a teacher, I know that there could be a possible learning curve with the different technology. The students
should be able to successfully complete the tasks with an emphasized focus using the tools than content
knowledge. Of all the tools, Adobe Spark will be the most unfamiliar, and will require guidance on how to create a
video. Modeling and video clips were given for the students to reference. The students are proficient with Kahoot
and Flipgrid and will need limited support in PowerPoint with small details, such as creating a text box that I will
teach them how to do.

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?)

Using rates and ratios in mathematical and real-world scenarios is not new for the students, so the students
should come with a foundation. My class is an enrichment class to their actual math class so prior to the
project, I was able to determine their proficiency through our daily activities. As one more measure, the
students complete a Kahoot that reviews rates and ratios. For questions that indicate a need to review through
a high level of incorrect answers, I take the time to thoroughly explain the answer and work it back in through
the next couple of Do Nows or Exit Tickets.

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
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.

I teach two sections of this course, one daily, with 10 students as my highest of face-to-face learners, therefore,
class management is easy. The students know and follow the rules and expectations that were discussed in the
beginning of the year. This project is an individual assignment, as at the start of this project, it was unclear which
students would stay virtual learners or face-to-face learners. Fortunately, our school is one-to-one, and all
students (virtual or face-to-face) have a dell touchpad that they are able to use. Internet is a requirement for
students opting to complete schools virtually, and if a family is not able to get purchase internet due to financial
hardships, the county provides hot spots that they can use.

One of the main technical problem that I had to be aware about was bandwidth speed. In the beginning, I would
try to show clips or videos to the virtual students from my device, and often they would complain about “lagging”.
In order to trouble-shoot, I begin giving the virtual students the links, giving them a set amount of time to watch,
and then have discussion or answer questions.

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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?

During this project, the students are independently working in areas of research and creativity to produce
artifacts that enrich their understanding of rate and ratios. For 90% of the project, I take the role as
facilitator, and when I am not facilitating, I am modeling or teaching.

The research-based instructional strategies used during the project include check for understandings,
scaffolded instruction, and providing models. Throughout each day there are many opportunities that
check the students understanding. The Kahoot that the students complete for the first part of the project is
an example, as well as the many small checks that are given through throughout the project like the Do
Nows or asking questions after each new layer of the project is presented. This whole project is scaffolded
as it is given to students as three separate parts. The other parts are not even mentioned until it is near
the end of the current part they are working on. When the students must research the different activities of
New York (food, lodging, entertainment, etc.), the instruction will be scaffolded as well; instruction to
complete their research is given by topic. Lastly, models were provided for parts two and three. A new
section was modeled daily during the research and the students received a model presentation to use as
an exemplar when creating the third part, the video presentation.

Technology supports this project 100% as the students prepare everything through technology. Though
this project is an individual assignment, I do provide them with an environment where they can collaborate
with one another, as I encourage student to student help, including answering questions from other
students.

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?)

Content differentiation was very strong for this project once I understood what the students needed. For
majority of the project, the students accommodate all learning styles. I modeled before each new segment the
students needed to complete, pre-recorded videos, and provided written instructions as well. I did not want to
leave any student behind as I knew coming in that my students were not going to all process this information
the same.

The process lacked areas of differentiation as one of the goals was to use Adobe Spark as their video creator,
but once completing, I have ideas on how I could further differentiate. One example would be the state they
are visiting. The state that the student chooses for their vacation does not matter and moving forward I will
allow the students to choose the state they would like to plan their trip to. One area where there is
differentiation is through their student feedback, as they can deliver through many modes including text and
video.

During the time where the students were completing their work, I was either circulating the classroom assisting
with individual students or answering questions to my virtual students. Since this was an enrichment project,
there was not much help needed from the students as if they were learning content, so I was able to take my
time with the students who needed additional support. For the students who successfully completed their
assignments, they would further create a brochure or flyer of their project.

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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?)

The closing event for the project is the upload and viewing of the videos through Flipgrid. During this activity,
the students will be able to view their classmates’ work and receive feedback on their presentations as well.
Each student is required to give feedback on at least two classmate’s presentations. The students will reflect on
their work through Flipgrid answering the prompt “How can we use rate and ratio in real-life situations?”

Th students made their projects their own with their presentation and believe they enjoyed every part of the
project. The students cannot get enough of Kahoot, so that was entertaining for them. They loved completing
the research, and I believe them researching the cost of real items and having to “spend” money, opened their
eyes to the fact that living can be costly, and you will have to make decisions along the way on how to spend
money. Seeing their presentations come to life was a nice moment for some, as they added the pieces of the
slides, narration, music, etc. individually.

The concept went well and flowed cohesively as it logically went from one phase to the other. Also, deciding for
this to be an individual project worked great as my students are face-to-face and virtual. Initially, I would model
each part and have the students work on a part a day, however, a video recording was missed, as students
would have questions and needed something to reference. Eventually I started pre-recording my modeling, so
the students were able to reference if they missed class that day or needed a refresher.

In the future, I would create more time for instruction. I truly facilitated most days and upon reflecting, feel as if I
could have mini lessons before the students work on their projects. This allows the students to continue to
receive practice and instruction, but also create and show their knowledge.

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.
Advice I would give to someone who is completing this project is to plan everything beforehand and complete
the project first. This will ensure that the person knows how to work all the tools, is able to plan for their
students, and get a true sense of what the students will be doing. This can be completed paperless as I did,
however, one would need to ensure that if they were taking that route, that they would know how to address all
the needs that a student would have for the paperless products.

I enjoyed seeing this project come to life and I was excited to teach my students new tools that they can use in
their classes. The New York Project was created to express all 4Cs of critical thinking, creativity,
communication, and collaboration. My biggest takeaway from this project is learning how to manage student
accountability. Creating check-ins and submissions throughout the process, kept the students on task and
made them true owners of their work. My goal when creating this project was to expose my students to
something new, and I was able to successfully do that.

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Artifacts

Part One: Ratio and Rates Assessment Click here to view (Kahoot) 

Honorable Mention: NY Rates and Ratios Template Click here to view (PowerPoint)

Part Two: NY Video Instructions and Rubric Click here to view (Adobe Spark)

Part Three: NY Video Submission and Feedback Click here to view (Flipgrid)

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