STEM Lesson Plan

Candidate: Giovanni Campas

Subject(s): Math

Grade level(s): 9-12

Common Core Content Standard(s): Record the number, the sub-element, and
description of the Common Core State Standard(s) on which this lesson is based.

CCSS.Math.Content.HSG.MG.A.1
Use geometric shapes, their measures, and their properties
to describe objects.
CCSS.Math.Content.HSG.MG.A.2
Apply concepts of density based on area and volume in
modeling situations.
CCSS.Math.Content.HSG.MG.A.3
Apply geometric methods to solve design problems.

Date: 6/30/16 and

7/5/16
Single/Multi-Day
Lesson:
2 day lesson

List the Common Core State Standards for Mathematical Practices

used by writing their number, title, and description:
MP1:
MP2:
MP3:
MP4:
MP5:
MP6:

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision

List the Next Generation Science Standards Performance

Expectation(s) used by writing their number, title, and description. If this
is a math or English course, you can simply use the NGSS Science
and Engineering Practice(s):
2.Developingandusingmodels
3.Planningandcarryingoutinvestigations
4.Analyzingandinterpretingdata
5.Usingmathematicsandcomputationalthinking
8.Obtaining,evaluating,andcommunicatinginformation

Check which 21st Century Learning Objectives are used with an X:

To build skills in creativity and innovation by brainstorming and
identifying multiple ways to solve a problem, and implement their own
approach to that problem
To build skills in critical thinking and problem solving by
identifying relevant given information, analyzing the data, manipulating
the variables, and evaluating the process and work done
To build skills in communication and collaboration by sharing,
justifying, and critiquing ideas with precise academic language in oral and
written forms as they work with others on a common task
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I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will develop an understanding of surface area and volume by means of lecture via a PowerPoint
and an activity where they measure three-dimensional objects (i.e. boxes). Students will also develop an
understanding of buoyancy and how it applies to the boat building process.
II. LEARNING OUTCOME (Objective):
Students will apply surface area and volume to build the dimensions of the boat suitable for their
navigator. Furthermore, they will use buoyancy to calculate what the boat's volume should be.
III. ESSENTIAL QUESTION:
How can we use surface area and volume to build a boat suitable for your navigator using just paper and
wood glue?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
Students are currently engaged in a forensics PBL in which they have to determine who stole 6
laptops from their current high school. Students will determine if it is possible to build a boat of just
paper and wood glue and see if that boat is capable of floating after calculating surface area, volume
and buoyancy.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Teacher will show a video of an instructor testing out the boat. They will see that it is possible to build a
boat which they could ride in. Additionally, there will be an activity where they will practice measuring
surface area and volume on actual three-dimensional boxes.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
DAY 1
Teacher delivers hook, displaying a video of the boat. Teacher makes connection between surface area
and volume and how it will relate to the boat building process. Furthermore, students will have a hands
one activity on measuring surface area and volume.
Teacher then goes over PowerPoint, modeling with a box that has been open to demonstrate what surface
area looks like.
T: Connects lesson to measuring boxes
S: Students will practice surface area and volume through the activity.
T: Teacher walks around and answers questions or provides feedback.
S: Students complete task.
DAY 2
Teacher goes over a quick problem that summarizes day 1. Teacher will introduce buoyancy and how it
relates to building the boat. Teacher will present an overview of what buoyancy and will give an example
of how to calculate it.

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C. APPLICATION ACTIVITY (Practice and/or Reflection):

Students will determine how tall is the perpetrator through the Projectile Trajectory handout.
D. MATERIALS & RESOURCES:
Projector, Handouts, Student Notebooks, Doc Camera, boxes, measuring tapes and calculators.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
-Prompting Students
-Informal: Listening to student conversations
-Formal: Student work or input in organizer
-Checking for understanding: Questioning
-Drawing of the problem
-Exit slip
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
PRACTICE):

Pacing extending or adjusting time, varying activity.

Presentation of material offer multiple modalities in teaching, modeling, hands-on, providing
visual clues, utilizing advanced organizers.
Opportunities to discuss material with other students to increase comprehension.
Graphic organizers to display information and to organize student ideas.
Visuals (photos, diagrams, charts videos etc.) to increase comprehension
Teacher demonstrations/role-plays of procedures and concepts
Increased use of examples and varied explanations
Pre-teach necessary vocabulary
Collaborative Groups
Use of Calculator

VII. HOMEWORK (IF APPROPRIATE):

N/A

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Accommodations/Modifications for Special Ed. Students in Gen. Education Classrooms

Individuals with Disabilities Education Act (IDEA)
Provides for least restrictive environment to the maximum extent appropriate
States that children with disabilities must be educated with their non-disabled peers
Provides free and appropriate public education
Allows standards to be demonstrated by using alternative measures and a range of performance
Mandates access of students with special needs to the general education curriculum: links the IEP
to the standards, determines what is essential from the standards, gears assessment to the big
ideas
Description of specific learning disability
The student does not achieve at his/her age or ability level in one or more specific areas when
provided with appropriate learning experiences
The student has a severe discrepancy between achievement and intellectual ability
Eligible exceptionalities and disabilities
Orthopedic impairment, Autism, Emotional disturbance, Visual impairment, Hearing impairment,
Mental retardation, Speech or language impairment, Traumatic brain injury, Deaf/blind, Other
health impairment, Specific learning disability (e.g. auditory or visual processing difficulties)
Accommodations and modifications
An accommodation is a change in the course, standard, test preparation, location, timing, scheduling,
expectations, student response, and/or other attribute which provides access for a student with a disability
to participate in a course, standard or test which does not fundamentally alter or lower the standard or
expectation of the course, or test:
Pacing extending or adjusting time, allowing frequent breaks, varying activity, or omitting
assignments that require timed situations
Environment preferential seating, altering physical room arrangement
Presentation of material offer multiple modalities in teaching, modeling, hands-on, providing
visual clues, utilizing advanced organizers
Material and equipment (assistive technology), taped texts, highlighting material,
supplementing material, calculator, computer, Braille, enlarged print, or access to special
equipment
Assignments giving directions in small distinct steps, using written back-up for oral directions,
adjusting length of assignment, change format of assignment, break assignment into small
assignments, read directions out loud, visual prompts or cues.
A modification requires a structural and/or cognitive change in the level of material.
Presentation of subject matter using specialized curriculum written at a lower level of
understanding
Adapting or simplifying texts
Lowering reading level of assignment
Accommodations/Modifications for ELL Students in General Education

Classrooms
Opportunities to discuss material with other students to increase comprehension
Graphic organizers to display information and to organize student ideas
Visuals (photos, diagrams, charts videos etc.) to increase comprehension
Objects for students to observe and manipulate to add meaning
Alternative assessment strategies (drawing, speaking, demonstrating, dictating, etc.)
Teacher demonstrations/role-plays of procedures and concepts
Models of desired end products provided

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Increased use of examples and varied explanations

Modify speech: speak slowly, repeat, limit vocabulary and sentence length
Pre-teach necessary vocabulary

Page 5 of 5