HSOE Lesson Plan Template

TEL7170: Technology in the Curriculum

HSOE Lesson Plan Template

GRADE

8th Grade

SUBJECT

Algebra

LESSON SUMMARY

How is Theory applied

in this lesson?

Flipped and blended Technology lesson which will incorporate gaming

and simulation. The topic of the lesson will cover the slope equation and
the point-slope equation. Two types of games will be used and scaled
for different levels. Examples are given in the powerpoint presentation.
The first will be a Who Wants to Be Filthy Rich game which is
essentially instructionist and the second is a simulation game Spaceship
Rescue.
Our lesson which incorporated elements of games and simulation
targeted the CSCC topic of finding a linear equation from two points
using the slope and point-slope equations. Kafai makes a distinction
between instructionist and constructionist perspectives (Kafai, 2006).
An instructionist approach inserts the content into an activity whereas
the goal of a constructionist approach is to have the activity serve as a
catalyst for the learning content. This somewhat parallels Paperts
(Papert, 1980) observation that computers in education could have a
QWERTY effect in that they could be a mode of perpetuating
educational techniques which he sees as detrimental to the learning
process.This would be the instructionist pathway. His vision is for
simulation which enhances the natural learning process which parallels
the constructionist model. We saw many challenges to using the
simulation and constructionist models since our original paradigm was
based on using a particular CSCC topic and seeing how successful we
could be at applying educational theories to lessons within this scope.
We decided on using both the instructionist and constructionist
approaches and presented students with two sets of games in this
lesson plan. The first was a shoehorning of exercises into a television
style game and the second was an attempt to create an original
constructionist game which engaged student interest through simulation.
The spaceship rescue game falls short of many of the ideals of the
constructionist model, but it does include simulation elements which
could help engage student interest. The most valuable aspect of the
games and simulation are that they spark student competition,
engagement and collaboration while at the same time presenting
material which otherwise might be perceived as rote.

OBJECTIVE.
What will your students be able to do?

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Students will learn how to find the equation for a line using two points. This requires use of the
slope equation and the point-slope equation. A game show type game will be used in the prelesson and in the Guided Practice. A simulation game will be used in the Independent
Practice.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

.Results of the online quia games can be saved and used for assessment. The results of the
starship game can also be saved and used for assessment.
COMMON CORE
How will you address Common Core standards?

CCSS.Math.Content.8.F.A.1, CCSS.Math.Content.8.F.A.2, CCSS.Math.Content.8.F.A.3,

CCSS.Math.Content.8.F.B.4, CCSS.Math.Content.8.F.B.5
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.

The presentation of the topic and activities will be scaled for diverse learners by assigning
problems of varying difficulty and scope. Games will also be scaled accordingly. Students
who may have difficulty will be given less complicated equations.
OPENING (10 minutes suggested)
How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?

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MATERIALS/STRATEGIES

TIME
5

TEACHER

STUDENTS

Students will be given an overview of

Ask questions if they
the assignment in the pre-lesson phase need additional
and resources to master the math skills explanation.
area which will be used in the game.
Engage student interest by presenting
them a series of games they will be
playing while at the same time
practicing their math skills.
During guided practice they will play a
game show type game similar to Who
wants to be a Millionaire.
During independent practice they will
play a simulated spaceship rescue
game using graphing. Dry erase graph
paper is also an option. Results will be
displayed on screen using a graphing
calculator application.

INTRODUCTION OF NEW MATERIAL (10 minutes suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?

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Computer projector

TIME
10

TEACHER

Walk through the process of finding the

equation of a line when given two
points on the line.

STUDENTS

Computer projector
Will ask questions if
Desmos calculator
they need clarification
of the linear equations
or game procedures.

Potential areas of confusion might be

trying to use coordinates from different
points in the slope-point equation.
Emphasize that the x and y values
must come from the same point.
Another area of confusion might be
when the slope is zero or the x or y
coordinate is zero.
Explain the games to be used in
Guided practice.
Explain the spaceship rescue
simulation game they will play in
Independent practice.
GUIDED PRACTICE (15 minutes suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS

Provide various levels of custom made

quia games similar to Who Wants to be
a Millionaire. Design games scaled to
the chosen subject levels.

Play quia style games

scaled for their level.

Provide assistance where needed.

INDEPENDENT PRACTICE (35 minutes suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?

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Powerpoint
Video
Computer projector

TIME

TEACHER

STUDENTS

15-20

Part 1. Give students a Simulation

Spaceship Rescue game.

Part 1:
Students will work as
mission control and
plan the rescue
mission.

Part 2
Display results on projector using
Desmos graphing calculator. Show
the locations of the damaged ships
One by one enter the equations for the
rescue routes to see how many points
are awarded.

Powerpoint
Video
Computer projector
Graphing Paper
Desmos Calculator

They can use the

slope and point slope
formulas to figure out
the equations of the
lines which will be the
routes of the rescue
ships.
After a set time
students will give their
equations to launch
control.
Equation of line can
be in any format
(point-slope is
easiest).

CLOSING ( 5 minutes suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?
TIME

TEACHER

Stress the importance of linear

equations and their use in future
subjects.

References:

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STUDENTS

Powerpoint
Students will provide
Video
feedback on which
Computer projector
type of game they
liked the best, which
challenged them the
most. What sort of
games would they like
to see?

Learning by Design from Theory to Practice from EduTech Institute and College of Computing,
Georgia Institute of Technology
Learning by Design from the Georgia Institute of Technology
Kolodner, J.L., Hmelo, C.E., & Narayanan, N.H. (n.d.). Problem-Based Learning Meets CaseBased Reasoning from The EduTech Institute College of Computing, Georgia Institute of
Technology.
Leelawong. K, & Biswas, G. (n.d.).
Designing Learning by Teaching Agents: The Bettys Brain System. Department of EECS/ISIS,
Vanderbilt University.

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