IST 663: Secondary Lesson Plan (Assignment #3B) General Information

Librarian: Rachel Lee Collaborative Partner(s): 7th Grade Math & Career Teacher Lesson Plan/Unit Title: Pet Project Required Teaching Time: 3 Classes [30 minutes each] Scheduling: Fixed Grouping: Lesson Type: Flexible Mixed Small Group Large Group Multiple Lessons within Unit

Individualized

Stand-Alone Lesson

Lesson within Unit

Lesson Overview:
By collaborating with the math and careers teacher, students will practice basic mathematical skills

and will gain knowledge on how much it costs to own a pet. There will be a brief discussion regarding who has a pet or wants a pet and what they think it costs to take care of one. The seventh graders will choose a pet and fill out the worksheet with their guesses over the course of year. After looking at the ASPCA1 costs table and determining mathematically the differences between the actual and assumed costs, the students will write a reflection on what this information means to them and what they have learned. Students will be taught how to use the technology, Notaland.com, to virtually present information they have learned about the costs of owning their pet.

Related Subject Area(s): Math AASL and Common Core Standards, Indicators and Benchmarks:
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Benchmark: Students will learn how to create a notebook page on Notaland.com. 2.2.4 Demonstrate personal productivity by completing products to express learning. Benchmark: Students will include a five sentence reflection on their notebook page that describes the cost of their pet, what their guesses were, and what they have learned from the lesson and project. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.3.4 Create products that apply to authentic, real-world contexts. Benchmark: Students final product will demonstrate whether or not they would purchase a pet now that they have an understanding of the true costs.

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Standard 4: Pursue personal and aesthetic growth. 4.1.8 Use creative and artistic formats to express personal learning. Benchmark: Using Notaland.com, students can find pictures of their pet and have multiple ways to express themselves and what they have learned through how they decorate and compile their presentation.

Common Core Mathematics Standards:

The Number System 7.NS: 1. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Benchmark: Students will use what they have learned about integers as they add and subtract the various costs and totals.

Learner Profile (e.g., # students, special needs, reading levels, etc.):

There are 30 female students in this seventh grade math and career class. This class has a mix of achievement, motivational, and learning levels. Some students have trouble focusing on tasks and a seventh grader may be at a comprehension level equivalent to approximately a fourth grader. There are a handful of students who are from the behavioral management class, which includes an ESL (English as a Second Language) student.

Incoming Motivational Levels (select all that apply):

Attention: Low Medium High Explanation: Some of the students want a pet whether they have one or not, while some do not care about animals. They have never used Notaland.com before, so there is a mix of excitement, nervousness, and detachment (they could care less about using different technology). Relevance: Low Medium High Explanation: A few of the students do not care how it applies to math or already have a pet and do not want to figure out the costs. Other students are excited about figuring out the cost of owning any pet of their choice and using a new technology. Confidence: Low Medium High Notes: Some of the students cannot wait to use a new, different technology, while others do not want to feel incompetent. Students will be encouraged to raise their hands if they have any questions after they have read the instructions. The teacher, library media specialist, and I will also be walking around providing assistance to any students who appear to or do need an extra hand with comprehending the material. Satisfaction: Low Medium High Explanation: Some of the students are excited about using Notaland while others need some encouragement that this will produce the same satisfaction and results as their previous projects with Glogster. Creating, displaying, and presenting their Notaland page will give them a sense of pride because they created it with a reflection of what they have learned. The display will also allow students to show their parents and the rest of the community.

Motivational Goals:
The hook of Who owns or would like to own a pet? will excite students about finding out the cost of owning a pet, whether they own one now or not. Students will have the freedom to choose their pet and any picture of their pet (therefore choosing the breed), which addresses attention. Calculating the costs on their worksheets will apply to relevance as they determine and reflect upon the real-world costs of owning a pet in comparison to their assumptions. Students will be reminded of the satisfaction and confidence they had developed with Glogster in a previous project. They will be encouraged to apply that mentality to a different technology, Notaland. They will create a satisfying product digitally, which will then be presented to their class and also displayed in the library.

Assessment Methods and Criteria:

Lesson: I will be making observations and oral checks throughout the PowerPoint lesson to ensure students are engaged in the various discussions and understand the purpose of the project. Reflection: Students will be asked to reflect in five full sentences on their learning experience. Some questions for them to think about will be What did they learn about the expenses of owning a pet?, What was the costs of owning their pet?, and Would they want to own one and why? Notaland/Final Product: Students are expected to have their reflection and picture included on their Notaland page. These will be printed out for their teachers ad presented to their class.

Required Resources and Materials:

PowerPoint Presentation Notaland.com Notaland 101 ASPCA2 Cost Table Pet Worksheet Pencils Calculators Laptop/Computers

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Instructional Activities:
DAY 1 Setup/Preparation: Approximately forty copies of the Pet Worksheet and the ASPCA3 costs table need to be made prior to the lesson. Some of the material, up to and including the Reflection slide, from the PowerPoint will be presented on Day 1. Calculators and pencils will need to be readily available for the students to use if necessary. Direct Instruction: A short student-led discussion about who owns a pet and what are the typical costs that need to be considered will segue into describing the project. Students will be granted the freedom to choose any pet from a list of choices. They will be informed that although it is a generic list, they will be able to choose a specific breed for their pet when they are searching for a picture. As I explain the worksheet and what is expected of them, I will inform them that if they have any questions at any point, to simply raise their hand. To ensure that they do understand each component of the project and due to the variety of levels in the group, I will ask them to give me a thumbs up or down to continue or to further explain a slide. By the end of the period, they will need to have chosen a pet and filled out their worksheets, which includes the reflection. Independent Practice: Students will fill out the worksheet with their presumptions and with the true costs for the pet they have chosen. Sharing and Reflecting: The students will reflect on what they discovered about the actual costs of owning a pet. DAY 2 Setup/Preparation: Approximately forty copies of Notaland 101 need to be made prior to the lesson. The rest of the PowerPoint will be shown, starting with the Reflection slide. Calculators and pencils will be available for students who did not finish the assignment. Laptops and/or computers will be needed for this portion of the project. Direct Instruction: Students will recap what they learned from the previous lesson and I will show them the basics of how to use Notaland, going over the Notaland 101 worksheet with them. They will be informed that they can start the Notaland portion of the project after they have completed the pet worksheet and written their reflection. I will show them the sample of my Notaland notebook page; this is especially for students who do not care about the project or cannot conceptualize the final product. I will ask a few students to name their pet and then will show the class the process of finding a picture of their pet via Notaland.com or Google Images. They are now ready to start once they complete the first components and are encouraged to raise their hands if they have any questions. They will print out their finished product. Modeling and Guided Practice: Students will be shown how to get a picture for their project, whether they decide they want to use Notalands features or Google Images. A sample of what a final and complete Notaland notebook page will be shown to the class on the last slide of the PowerPoint. This will helpful to all students, but
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especially for those who need motivational support and need to see what a final product may look like. Independent Practice: Once students have seen what to do, they will be able to create their own notebook page. If necessary, they can ask for assistance, but will encouraged to first read the Notaland 101 and the pet worksheets to see if those answers any of their questions. DAY 3 Sharing and Reflecting: Students will present their Notaland project to the librarian, math and careers teacher, and the rest of their class.