Reasoning and problem-solving

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EI Lesson Plan Template

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VITAL INFORMATION

Author

*Subject(s)

Topic or Unit of

Study

*Grade/Level

*Summary

STANDARDS AND DIFFERENTIATED INSTRUCTION:

*Standards

Differentiated

Instruction

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:

Objective

Anticipatory Set

 

Teach Lesson /

Model

Guided Practice

 

 

 

Independent

Practice

 

 

Closure

 

Evaluation

*Assessment/Rubrics

MATERIALS AND RESOURCES

Instructional

Materials

(handouts, etc.)

 

Resources

Lesson Plan

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Lesson Plan Template – Integrated Health

Teacher Name Date

 

 Subject/Grade/Time needed

Math/ 2nd Grade/ 1 hour in class and 5-10 minute weekly check-ins. Personal graphs are daily homework over a 28 day period.

 
Content standard(s) addressed:

Math

Measurement and Data 2.MD: Represent and interpret data

“Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems for using information presented in a bar graph.”

Health standard(s) addressed:

Standard 1: Essential concepts

Content Area: Nutrition and Physical Activity

1.2.N Identify the number of servings of food from each food group that a child

needs daily.

Standard 5: Decision Making

Content Area: Nutrition and Physical Activity

5.1.N Use a decision-making process to select healthy foods.

Standard 6: Goal Setting

Content Area: Nutrition and Physical Activity

6.1.N Set a short-term goal to choose healthy foods for snacks and meals.

Standard 8: Health Promotion

Content Area: Nutrition and Physical Activity

8.1.N Practice making healthy eating choices with friends and family.

 

 Materials needed:

· 2 large drawn graphs on board.

· Word problems about adding and subtracting vegetables and fruit from diets for each student.

· Graphing paper for the students.

· Instructional sheet for the students to give to the parents about the experiment.
Learning Objective (what will students know/be able to do as a result of this lesson?)

The students will be able to solve some simple math word problems in 2 teams and attach the correct amount of the correct vegetable or fruit type to the large graph on the board, plotting the answers.

They will be able to individually make a graph and chart results over a 28 day/ 4 week period. They will add up weekly results and plot the results on their graph. The students and the parents will be able to see the vegetable and fruit intake of the student over the 30 days and compare to what is the average amount that should be consumed.

Main Goals: Learn about graphing results and the daily 5 servings of vegetables and fruits. Hopefully getting the student and the family involved in eating more fruits and vegetables in their diets.

 

 Assessment of learning (how will you evaluate?):

Criteria:

Grade work based on the following:

· Is the graph clearly labeled?

· Are the results plotted correctly?

· Did the student participate/do the assignment?

· Did the student add correctly?

· Do they understand the concept of graphing?

· Do they understand the concept of 5 daily servings of fruit and vegetables?

· Was the assignment completed?

· Have students present their graphs and talk about what they and their families did to eat healthier, if anything.

 
Agenda (what’s posted on board/what are students doing? –this is your activity section):

1. Class Activity: (With Teacher)

· Make sure the students know about getting 5 servings of fruit and vegetables a day. And the importance of eating healthy

· Draw on the board (or have pre-made) 2 large graphs: Vegetables and Fruit. X axis labeled: Week 1, week 2, week 3, week 4. Y axis labeled: 0-50

· Students sit together in 2 teams. Each student has a list of word problems.

Example: Suzie loves her vegetables. On Monday, Suzie ate 3 carrots and on Tuesday, Wednesday, and Thursday she ate 4 more carrots. On Friday she ate 5 pieces of broccoli. Saturday and Sunday she ate a total of 10 celery sticks. How many vegetables did Suzie eat for the whole week?

· The first team to raise their hands with the correct answer gets to go to the board and draw in the amount of vegetables/fruit eaten.

2. Individual Activity: (Written on Board)

Instructions for Your Bar Graph

1. Get 2 pieces of graph paper

2. Create 2 separate Bar graphs for fruit and vegetables

3. Label your graphs with the following information:

Title: My 30 Day Fruits and Vegies Chart

X axis/Month: Week 1, Week 2, Week 3, Week 4

Y axis/Amounts of (Fruit or Vegetables): 0-50.

Keep your graph at home. Count how many vegetables and how many fruits you ate in total each week. Plot the total numbers on your graphs.

 

 Instructional Notes (what is teacher doing?):

The teacher will give the students some information about eating right and benefits of eating fruit and vegetables.

Then during the class activity, the teacher will be monitoring how the students are working in teams.

The teacher will be responsible for reading the word problem aloud and checking the answers.

During the individual activity the teacher will be responsible for writing the instructions on the board and making sure all students understand and stay on task.

Make sure they are labeling the graphs correctly and that they have two separate graphs for vegetables and fruit.

The teacher should place an instructional sheet explaining the details of the experiment to the parents, in the student’s cubbies to take home.
Language Support:

The class activity can be used as an example of how create the individual graphs. By observing how to chart the amount of items eaten, an English language learner can see how to chart the items they eat. The support of teammates will also help in understanding with the overall concept. Written handouts and monitoring will also help students with any questions.

 

 Context – where might this particular lesson fit in with a larger unit of study?

This lesson would be good to use during a whole month of special health integrated lessons. Perhaps a physical activity experiment would be good as well. An integrated “get healthy, get fit” plan of 28 days of eating right and exercising.

Demonstrate the ability to make and support an Argumentative claim in a well-supported, organized, and cohesive essay.

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No Outside References except for sources provide:

References:

Clinton, C., & Steyer, J. (2012). Is the Internet hurting children? CNN. Retrieved February 22, 2014, from http://www.cnn.com/2012/05/21/opinion/clinton-steyer-internet-kids/

Little boys learn a lot from watching ‘Star Wars,’ and it isn’t all good. (n.d.). Upworthy. Retrieved February 22, 2014, from http://www.upworthy.com/little-boys-learn-a-lot-from-watching-star-wars-and-it-isnt-all-good

Rowan, C. (2013, May 29). The impact of technology on the developing child. The Huffington Post. Retrieved February 19, 2014, from http://www.huffingtonpost.com/cris-rowan/technology-children-negative-impact_b_3343245.html

Homework Assignment:

The Module 3 Case study is an Argumentative essay in which the writer takes a stance on technology and children and provides three or more supporting points as support.

After reflecting on “The Impact of Technology on the Developing Child” and “Is the Internet hurting children?” write a well-organized and well-supported essay on technology and children.

A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background on the topic or situation. In this case, it would be brief summary on technology and children today. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be a statement affirming the impact of technology on children today.

A well-supported essay includes supporting points, details, and examples. For this essay, you must decide the best way to organize the body of the paper. Will you have one or two paragraphs for each supporting point? Will you divide the body of your paper into three or more paragraphs, one for each point? In any case, each body paragraph must support (explain) your reasoning (rationale) using specific details. Each body paragraph must have a topic sentence that states the main point of the paragraph, which in this case would be each supporting point.

This essay must include no less than EIGHT citations from:
ONE of the assigned background materials for Module 3 and
ONE additional credible and reliable source selected by the student.

Citations are to be a combination of direct quotations and paraphrased quotations with or without the author’s name.

The conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world. In this case, where do we go from here?

The essay must also include a Reference List.

Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 3 Case expectations and the Trident University General Education rubric for English.

Papers must be double-spaced in Times or Times New Roman font (12 cpi) with standard one-inch margins.

The first person “I” is not used in a formal essay.

Assignment Expectations

  • Write an essay (no less than five pages in length) that states an original thesis statement on technology and children.
  • Demonstrate the ability to make and support an Argumentative claim in a well-supported, organized, and cohesive essay.
  • Demonstrate the ability to select credible and reliable sources for use in a well-supported and cohesive essay.
  • Demonstrate the ability to write a direct quote, paraphrased, or summary citation in APA Style

Assignment 2: Inferential Statistics and Generalization

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Assignment 2: Inferential Statistics and Generalization

Assignment Introduction

When reporting the results of a quantitative study it is necessary to provide descriptive statistics in order to detail information about your independent and dependent variables as you did in your Unit 3 Assignment. You also need to provide appropriate inferential statistics to test the research hypothesis. Beyond using the correct statistical procedure the most important aspect of reporting the inferential statistics is the appropriate interpretation of those results. This Assignment is concerned with the appropriate inferential statistics based on specific hypotheses.

Assignment Directions

Open the Assignment 5 Excel Spreadsheet and save it to your computer using the following naming convention:

Last_name_Unit 5_Descriptive_Statistics.

Once you have saved the spreadsheet to your computer, test the following hypotheses using the appropriate inferential statistics. Be sure to include your interpretation of the results, including the test statistic and the p-value where provided.

1. Test the following research hypothesis using the Quizzes tab. “There is an increase in performance between the first quiz and the fifth quiz.”

2. Test the following research hypothesis using the GPA-IQ tab. “There is a positive correlation between a person’s measured IQ and their GPA at graduation.” Based on the regression equation predict the GPA for a person with a measured IQ of 120.

3. Test the following research hypothesis using the Total Points by Gender tab. “Females score higher on the examination that males.”

4. Test the following research hypothesis using the Total Points by Race tab. “There is no difference between the mean scores based on racial identification.”

5. Save your work often while completing the Assignment.

You will be submitting your Excel Spreadsheet so make sure that you have saved all your work to the spreadsheet before submitting the Assignment.

Directions

Unit 5 Assignment 2: Inferential Statistics and Generalization
Directions:
As you create your inferential statistics you may place your output on a separate sheet in this spreadsheet.
1. Test the following research hypothesis using the Quizzes tab. “There is an increase in performance between the first quiz and the fifth quiz.”
2. Test the following research hypothesis using the GPA-IQ tab. “There is a positive correlation between a person’s measured IQ and their GPA at graduation.” Based on the regression equation predict the GPA for a person with a measured IQ of 120.
3. Test the following research hypothesis using the Total Points by Gender tab. “Females score higher on the examination that males.”
4. Test the following research hypothesis using the Total Points by Race tab. “There is no difference between the mean scores based on racial identification.”
5. Save your work often while completing the Assignment.

Quizzes

Directions: Test the following research hypothesis using the data below. “There is an increase in performance between the first quiz and the fifth quiz.”
Student Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5
1 7 8 6 7 10
2 4 8 10 10 7
3 4 6 5 4 5
4 7 10 9 8 9
5 4 5 6 6 6
6 7 8 9 8 10
7 3 6 2 6 6
8 10 8 10 10 8
9 10 10 10 10 9
10 6 7 9 6 8
11 9 8 10 10 10
12 8 6 7 8 9
13 10 10 10 10 8
14 7 6 10 8 7
15 8 9 8 8 7
16 8 10 10 8 9
17 10 9 10 10 9
18 10 8 10 10 7
19 6 5 7 6 8
20 10 9 10 10 10
21 5 7 4 7 6
22 7 9 10 10 9
23 7 6 9 8 8
24 6 9 9 7 10
25 6 7 7 7 5
26 7 8 7 7 6

GPA-IQ

Directions: Test the following research hypothesis using the data below. “There is a positive correlation between a person’s measured IQ and their GPA at graduation.” Based on the regression equation predict the GPA for a person with a measured IQ of 120.
IQ GPA
118 2.32
112 2.34
103 2.8
108 3.53
123 3.84
110 1.84
110 3.7
110 3.9
103 2.03
99 2.28
100 1.91
108 2.66
124 3.9
120 2.56
102 2.92
125 3.9
131 3.28
105 2.02
121 1.18
124 2.84
110 1.66
97 2.38
108 2.8
105 1.61
114 1.77
119 3.98
115 3.49
117 2.09
124 2.38
102 2.34
121 3.17
128 3.35
97 1.24
122 2.56
125 3.9
124 3.13
135 4
121 2.31
125 3.49
95 1.14
132 3.42
101 1.77
113 2.57
114 2.27
121 2.43
123 2.56
113 2.84
132 2.22
111 2.11

Total Points by Gender

Directions: Test the following research hypothesis using the data below.. “Females score higher on the examination that males.”
Males Females
85 100
75 88
70 80
75 82
83 100
87 85
65 75
92 70
82 65
70 94
100 99
85 77
90 100
75 78
82 85
84 88
88 82
69 91
70 88
85 94

Total Points by Race

Directions: Test the following research hypothesis using the Total Points by Race tab. “There is no difference between the mean scores based on racial identification.”
Caucasian African-American Hispanic Mixed
84 75 80 60
81 92 89 72
100 64 79 69
100 96 65 84
76 92 94 61
77 94 60 78
73 73 70 62
86 76 97 80
99 83 64 60
66 60 99 65
90 73 74 71
82 88 93 63
78 71 75 77
77 92 98 88
64 93 62 90
96 62 83 77
62 66 94 99
77 74 86 92
90 73 78 85
79 87 73 91

Grading Rubric

ED572 Unit 5: Inferential Statistics and Generalization
Directions: Your instructor will review your Excel spreadsheet with the assumption that you have earned the full 150 points. If there are any deductions from that score, a comment will be provided to let you know what you did and what you should do better or to correct any errors. You are urged to use this rubric as a guide when you are completing your Unit 5 Assignment.
Criteria Expectation Possible Points
Use of Excel The correct Excel procedure was used to conduct the test of hypothesis. 25
Interpretation of Statistical Output The interpretation of the statistical output includes the correct description of the following: • Value of Test Statistic • Degrees of Freedom • Level of Significance • P-Value 50
Test of Hypothesis Decision The decision to reject or fail to reject the Null Hypothesis is explained in terms of the relationship between the selected level of significance and the p-value. 50
Explanation of Decision The decision to reject or fail to reject the Null Hypothesis is explained in terms of the research hypothesis. The conclusion is explained in non-technical language. 25
Instructor Comments:
Total 150 Points