Unit+Plan

Unit Plan Guidelines **
 * **I.** || **Subject Area** || **Grade Level** || **Unit Title** ||
 * || A. Chemistry || 10th - 11th grades || Acid-Base Equilibrium ||
 * || B. Biology || 11th grade || Marine Food Chains/Webs ||
 * || C. Mathematics || 10th - 11th grades || Ratios and Proportions ||
 * || D. Mathematics || 10th - 11th grades || Probability and Statistics in Our World ||


 * **II.** || **Estimated Time:** //Estimate the amount of class time for the unit// ||
 * || This unit will take place over the course of four weeks; lessons will occur on a daily basis within the following areas of study: Chemistry, Biology and Mathematics. ||


 * **III.** || **Student Population:** //Identify the size of the class and describe the students’ cultural, linguistic, and academic characteristics// ||
 * A. || The class includes 28 students; 18 female and 10 male. All students are native English speakers; no special needs students in this class. Class is heterogeneous with students of Caucasian (21), African-American (3), Hispanic (2), and Asian (2) decent. ||
 * B. || The class is made up of 26 students; 2 students with IEPs and 2 gifted students. All students speak English with no problems. There is a mixture of students from African-American, Caucasian, and Asian descent. ||
 * C. || The class consists of 30 students ranging from special education to mentally gifted. All the students speak English as their first language and are of African American descent. ||
 * D. || 9 male, 12 female; heterogeneous in national origin, including, Korean, Indian, West Indian and American. ||

Stage 1 – Desired Results

 * IV. Standards:** //Identify the national, state, or district standards for this lesson//
 * A. || S11.C.1.1.3 || Explain the formation of compounds (ionic and covalent) and their resulting properties using bonding theories. ||
 * B. || S11.A.1.3.2 || Describe or interpret dynamic changes to stable systems ||
 * || S11.A.3.1.1 || Apply systems analysis showing relationships, input and output, and measurements to explain a system and its parts ||
 * C. || 2.2.11.C || Evaluate numerical expressions that include the four basic operations and operations of powers and roots, reciprocals, opposites, and absolute values. ||
 * || 2.7.A1.1.2 || Apply number theory concepts to show relationships between real numbers in problem solving settings. ||
 * || 2.7.A1.1.4 || Use estimation to solve problems. ||
 * D. || 2.7.11.A || Compare odds and probability. ||
 * || 2.7.11.C || Draw and justify a conclusion regarding the validity of a probability or statistical argument. ||

//1.)// //Identify the “big idea(s)” of the unit and,// A. Chemical reactions are predictable. B. Organisms interact and depend on other living things in a variety of ways. C. Animals and their habitats depend on specific proportional outcomes. D. Animals and habitats can be evaluated using statistics and probability models
 * **V.** **Understanding(s):**

//2.) Identify specific understandings about the “big idea(s)”// A. A chemical reaction will proceed until equilibrium is reached or until a limiting reactant is exhausted. Predict products of simple chemical reactions and write the correct balanced chemical equations for those reactions. B. Describe the flow of energy through living systems in the ocean. C. Identify and analyze mathematical percentages and proportions applied with the habitats of the different animals at the aquarium. D. Application and analysis of data through calculation of probability to practical situations, specifically, the likelihood of certain species existing and surviving in specific habitats.

//What questions will foster inquiry, understanding, and transfer of learning?// A. How do stoichiometric ratios relate reactants to products in a chemical reaction? How does pollution affect the acid-base equilibrium of natural waters? B. How do organisms interact with each other? How do these relationships affect larger systems in the environment? C. How do you determine the correct amount of supplies in order to run an efficient aquarium? What different proportions create healthy and safe environments for certain habitats? D. What is the difference between experimental and theoretical probability? What is the probability of finding a particular species of plant or wildlife (i.e., fish) in a specified habitat? What is the data compiled on real-world issues in a manageable and effective way?
 * II. Essential Question(s):**

//What positive attitudes and democratic values will students develop?// A. Appreciation for the delicate balance required to support aquatic life. Ability to relate the effects of man-made pollution to the environmental impact through theory and experiment. B. Appreciation for natural resources, Understanding of how living organisms are connected to each other C. Students will develop an understanding and appreciation of how math is applied to real world situations using proportions to run an efficient aquarium D. Appreciation for natural habitats, the likelihood of organisms existing in "unnatural" habitats, and the application of mathematical concepts to real world situations. //1.)// //What skills related to acquiring, organizing// //and using information will students// //develop?// A. Students will collect, graph, and analyze data, determine adequacy and or relevance of data, interpret data and draw conclusions. Students will perform calculations based on theory, acquire information from internet sources and rate their reliability, compare calculations to sourced information and draw conclusions. B. Creating charts and diagrams, Identify cause and effect relationships, Identify and use reliable internet resources C. Students will identify and analyze proportions, rates and scales in order to solve for a variable. Students will have to research different animals and their habitats in order to create an artificial aquarium. Students will be required to gather information to determine the correct proportions of water to habitat size and tank size to the number of animals. D. Creation of charts, diagrams, graphs and equations. Students will collect and interpret data and will provide analysis and evaluation of findings. Students will then construct tables and graphic organizers, draw conclusions and make generalizations about data.
 * VII. Attitude(s) and Value(s):**
 * VIII. Skill(s):**

//2.) What technological skills will students develop?// A. Students will perform internet research, create a PowerPoint presentation, use a pH meter, perform calculations using a calculator and Excel, and prepare a lab report using Word and Excel. B. Internet Research, Creating a PowerPoint incorporating a student-made video C. Students will be required to use the internet to research proportional rates in order to run an efficient aquarium. Students will then be required to be creative and develop their own aquarium. D. Students will organize data through the use Excel to create of spreadsheet as a tool in analyzing probability and statistics; creation of graphic representation using Microsoft Word.

//3.) What interpersonal skills will students develop?// A. Students will be expected to develop communication, assertiveness, and conflict resolution skills while working in small groups within a lab with limited resources. The same skills are required for for preparing a group presentation. B. Cooperation with others, Decision-making skills, Delegating Responsibilities, Effective communication with others, Creativity, and Presentation skills C. Students will develop research skills on the internet, decision making skills in order to create their own aquarium, communication skills with the teacher in order to come up with creative ideas for an aquarium. D. Cooperation with others; Decision-making skills; Delegating Responsibilities; Effective communication with others; Problem-solving and Collaborative thinking and group analysis ||

Stage 2 – Assessment Evidence

 * **IX**. || **Performance Task(s):** ||  || **Other Evidence:** ||
 * || //Through what authentic performance task(s) will students demonstrate the desired understandings, attitudes, and/or skills?// ||  || //Through what other evidence (e.g., quizzes, tests, observations, homework, journals, etc.), will students demonstrate achievement of the desired results?// ||
 * A. || Students will prepare, using PowerPoint, a group presentation where data collected in the laboratory is discussed alongside theoretical calculations and information collected from internet sources to discuss the effects of acid rain and other pollution sources on the acid-base equilibrium of natural waters. They will need to incorporate the environmental requirements of biological organisms with respect to pH range and food source habitability. Students will also discuss sources of pollution, especially acid rain, and regulatory attempts to reduce causal factors. || A. || Students will prepare a lab report, take a quiz at the end of this unit, and take an exam upon completion of equilibrium. ||
 * B. || In small groups, students will prepare a PowerPoint presentation about a marine food web. Presentations need to include a student-made video. Students will need to identify each organism in the food web and its trophic level as well as what type of organism it is i.e. consumer, producer,etc. They also need to explain each organism's role in the food web and the consequences of removing an organism from the web. Also, students will need to explain how energy is transferred from one trophic level to the next within their presentations. || B. || Students will have a quiz at the end of the lesson ||
 * C. || In small groups students will be required to create a PowerPoint presentation of their creative aquarium. Their aquarium will need to contain four different species, their correct proportional rates of water to type of habitat, amount of food to the number of animals and the efficient amount of space needed for a healthy environment. The students will have to explain and present their creative findings and develop proportion questions that apply to their newly created aquarium. || C. || Students will be assessed daily to see if they grasp the mathematical concepts of proportions through a short quiz. Students will also be required to participate actively during class or finishing problems on the board. ||
 * D. || On an individual basis, students will collect data about the habitats of various organisms, with an emphasis on six particular species of plant and wildlife and their existence or non-existence, as the case may be, in a specific habitat (i.e., the number of each located in an area, the density of these species as opposed to the size of the area and the existence, frequency and coexistence with other species). Students will then collaborate with pre-selected small groups to compile data in an Excel spreadsheet, to discuss discrepancies in data, and to apply agreed upon data to experimental probability models previously introduced in class. From this information, each student in the group will work to create a different table, chart or graph to show statistics about a different species as well as the probability of each species existing and/or continuing to exist in said habitat. Each group will then work to create a graphic organizer that contains the Excel spreadsheet, probability calculations, charts, tables and graphs as well as an explanation of what each represents. Lesson will culminate with student presentation of their graphic organizers to the class as a whole. || D. || Students will have a standard math test on probability and statistics problems upon completion of the lesson. ||
 * || //By what criteria will the evidence be assessed?// ||  || //How will students reflect upon and self-assess their learning?// ||
 * A. || Rubrics will be used to evaluate student presentations and laboratory reports. Students will be graded individually for the laboratory report and as a group for the presentation. Each rubric evaluates content, organization, and creativity. || A. || Students will use the discussion section of their lab report as well as their presentation to reflect upon their learning. ||
 * B. || An evaluation will be conducted using a rubric to evaluate content, organization of presentation and creativity. || B. || Students will write a reflection on their personal impacts on marine food webs. ||
 * C. || The project will be evaluated using a rubric that will measure the group's organization, creativity and application of proportions in a correct way towards their aquarium. || C. || At the end of the project students will complete a reflections with pre-written questions to respond about the entire process of learning proportions and creating the project. ||
 * D. || Students will perform a self-evaluation, as well as evaluation of other group members regarding contribution to group. Teacher will use a rubric to evaluate students on an individual and group basis, considering student input from evaluations, as well as accuracy of data, calculations, and resulting charts; creativity and variety of models; and clarity in group presentation || D. || Students will utilize a journal to reflect on application of probability and statistics skills to this aquarium model and will have to come up with two additional applications within their current lives. Teacher will provide NCAA March Madness example. ||
 * D. || Students will perform a self-evaluation, as well as evaluation of other group members regarding contribution to group. Teacher will use a rubric to evaluate students on an individual and group basis, considering student input from evaluations, as well as accuracy of data, calculations, and resulting charts; creativity and variety of models; and clarity in group presentation || D. || Students will utilize a journal to reflect on application of probability and statistics skills to this aquarium model and will have to come up with two additional applications within their current lives. Teacher will provide NCAA March Madness example. ||

Stage 3 – Learning Plan
Time Estimation: (3) 45 minute classroom sessions and (1) double period laboratory - 90 minutes.
 * X. Learning Activities (8 – 10 lessons)
 * //For each learning activity, include a lesson title, time estimation, lesson objective(s), 2 – 3 paragraph description of the activity, and detailed list of instructional resources for each lesson. Resources needed to teach the lesson will include: 1.) sources for background information for students and teacher, and 2.) teaching and learning materials (e.g., children’s literature, non-fiction reading materials, video, music, photographs, diaries, letters, newspapers, maps, globes, web quests, internet sites, textbook, charts, graphic organizers, storytelling materials, etc.).//
 * //Include **one complete** lesson plan with all necessary attachments (e.g., graphic organizer, rubric, checklist, worksheet, project directions, etc).// ||
 * ====**A. Lesson # 1 Title: pH and Equilibrium**====

Objectives:
 * 1) Define and discuss concepts such as pH, buffer, strong & weak acid or base, conjugate acid-base, & neutralization.
 * 2) Perform acid-base equilibrium calculations.
 * 3) Measure pH of solutions using a pH meter; perform titrations using a pH meter.
 * 4) Discuss the effects of pollution (i.e. acid rain) on the acid-base equilibrium of natural bodies of water.

Description: The class will discuss acid-base equilibrium in the context of natural bodies of water. Teacher will use direct instruction to introduce acid-base equilibrium and demonstrate equilibrium calculations. Students will then work individually through a series of equilibrium problems from the textbook, with the teacher checking work and assisting as needed. Laboratory will be performed in seven groups of four students, measuring the pH of various water sources, measuring the effect of additions of acids or basses, and graphing their results. Students will write an individual lab report and will prepare group PowerPoint presentations to discuss their laboratory findings. Students will use both internet sources and textbooks to interrelate acid-base equilibria to survival of aquatic life for their presentations. Students will be assessed based on the rubric for lab reports and the rubric for this presentation.

Lab Report Rubric: from Hudgins, A. (2009). Lesson plan activity on curcumin extraction from tumeric spice, SEPCHE Summer Institute for Math and Science, retrieved from http://web3.holyfamily.edu/stuteach/Documents/forms/Student-Teach-forms/Lesson%20Plan%20Sample%20Hudgins.doc

Presentation Rubric:

Background Information:
 * pH and Fish Lesson Plan: http://mslc.rutgers.edu/nsfgk12/Lessons%20and%20Activities/Lesson%20Plans/Aquarium%20Project/pH%20and%20Fish.htm
 * MIT OpenCourseWare, Principles of Chemical Science: http://ocw.mit.edu/OcwWeb/Chemistry/5-111Fall-2008/CourseHome/index.htm
 * Chem1 Virtual Textbook: All about acids and Bases: http://www.chem1.com/acad/webtext/abcon/index.html

Teaching and Learning Materials: Time Estimation: 4 45 minute sessions
 * Calculators
 * pH meters
 * Computers with Microsoft Office
 * Internet access
 * Chemistry Textbook
 * Laboratory Notebook ||
 * ====**B. Lesson # 2 Title: Food Chains/Webs in Ocean**====

Objectives:
 * 1) Define and discuss terms related to food chains/webs ex: autotroph. heterotroph, trophic level
 * 2) Construct sample food chains/webs of species in the ocean
 * 3) Discuss the transfer of energy between trophic levels
 * 4) Explain the effects/impacts of removing one species from a food chain/web

Description: The class will discuss existing relationships between animals that they know of and create sample food chains. Students will use textbooks to define specific terms related to food chains/webs. Working in small groups, students will use internet resources to create food webs for species living in the ocean. They will create a PowerPoint presentation and a video explaining their food web and the effects of removing one organism from the web. Teacher will ask questions about how energy is transferred between trophic levels of groups' food webs. Students will be assessed according to rubric and a quiz will be given at the end of class presentations. [|foodweb rubric.odt]

Background Information:
 * http://www.mos.org/oceans/life/webs.html
 * http://oceanworld.tamu.edu/resources/oceanography-book/marinefoodwebs.htm

Teaching and Learning Materials: Time Estimation: 4, 45 minutes full sessions
 * Science textbooks
 * Food web diagrams
 * Internet Access
 * Laptops
 * Digital Cameras ||
 * ====**C. Lesson # 3 Title: Proportions, Ratios and Scales of Aquariums**====

Objectives:
 * 1) Identify and solve proportions using cross multiplications
 * 2) Analyze and research different proportional data of aquariums
 * 3) Develop and construct a creative aquariums according to the research containing proportional rates of specific requirements for an aquarium
 * 4) Apply the mathematical proportions of an aquarium to create and present your own aquarium to the class

Description: The class will first practice solving proportions through direct instruction. The class will be required to conduct research via the internet to find the different rates and proportions that make up an aquarium. A presentation will be developed using the mathematical skills of proportions in order to create their own aquariums.

Background Information: 1. [] -- provides requirements of an aquarium based off of proportions 2. Saltwater Aquarium Models: Recipes for Creating Beautiful Aquariums That Thrive by John H. Tullock

Teaching and Learning Materials: Time Estimation: 4 45 minute sessions
 * Geometry textbook, Algebra II textbook chapter 11 and 7
 * TI 83 Calculators
 * Chart Paper
 * Internet
 * Books ||
 * ====**D. Lesson #4 Title: Theoretical and Experimental Probability**====

Objectives: Students will be able to:
 * 1) Define probability terms, including theoretical and experimental probability;
 * 2) Differentiate between theoretical and experimental probability; and
 * 3) Apply probability concepts to real world problems through three experiments

Description: Teacher will set up three stations with the materials (listed below) mentioned above at each station. Give students about fifteen minutes for each activity. Teacher will serve as timekeeper and blow a whistle between each activity and then have groups switch activities. The following is a brief description of each activity:

Station 1: //__Rolling Two Dice__//: Have each student roll two dice 10 times and record each sum. When the experiment is completed, have each student come up with a group probability by combining the individual experiments. Experimental probability is the number of times a sum is rolled divided by the number of rolls (10).

Station 2: //__Marbles in a Bag__//: Teacher has 7 red marbles, 10 black marbles and 3 green marbles in bag at station. Students pick a marble out of the bag 10 times. Students will compute experimental probability by keeping track of how many of each color are picked out of bag. Experimental probability here is the number of the color picked divided by the total marbles picked.

Station 3: //__Card Trick__//: Each student in the group picks a card from the deck, shuffles the cards and picks another card four times. The student will pick a total of five cards. To determine experimental probability, students will find the desired outcome such as number of face cards, over the total numbers of cards drawn.

After all the experiments are performed and experimental probabilities are found, students compare them to the theoretical probabilities of each experiment. You may determine how close the two are as fractions, decimals, and percents. Students will then complete a Probability Worksheet for homework to gauge their understanding of these concepts.

Teaching and Learning Materials: = = ||
 * Holt Algebra II book (to provide overview and definition of terms, as well as introduction to probability problems)
 * A pair of dice for each student
 * Ten or more colored marbles and a bag
 * A standard deck of 52 cards


 * XI. References:** //Identify the sources for the ideas in this unit. Use APA format.//
 * Rating System: Each resource below is rated according to the following key

☺☺☺☺ Excellent resource, Creative, Very Informative, Well-organized
||

A. Acid-Base Equilibrium

Eickhorst, M & Scott, K (2003). //pH and fish.// [Lesson Plan] retrieved from http://mslc.rutgers.edu/nsfgk12/Lessons%20and%20Activities/Lesson%20Plans/Aquarium%20Project/pH%20and%20Fish.htm ☺☺ This site contains a middle school lesson plan for a laboratory exercise where students measure pH and evaluate the effect that the addition of various chemicals has on the pH measured. Lesson is brief and simple, with the focus clearly on middle school science.

Drennan, C & Taylor, E.V. (2008). //Principles of chemical science.// [Videos and lecture notes (PDF) ] retrieved from http://ocw.mit.edu/OcwWeb/Chemistry/5-111Fall-2008/CourseHome/index.htm

☺☺☺☺ This site presents a complete set of lecture videos and lecture notes from the Fall 2008 //Principles of Chemical Science// course at MIT. This is a thorough presentation and should be useful, particularly if students miss classes, or as enrichment for students who excel. Other classes contained on the MIT OpenCourseWare site are freely available and will be encouraged as a high quality source of enrichment material.

Lower, S.K. (2010). //Chem1 virtual textbook//: //All about acids and bases//. retrieved from http://www.chem1.com/acad/webtext/chemeq/ ==== ☺☺☺ This site is programmed by a retired professor of chemistry from Simon Frasier University in Canada. The virtual textbook covers all the topics covered in high school chemistry (and first year college) in an easily accessed way. Each chapter contains a clear presentation of terms and definitions, with graphics, sample calculation, charts and graphs, and concept maps.====

Calascibetta, F., Campanella, L., Favero, G., & Nicoletti, L. (2000). An aquarium as a means for the interdisciplinary teaching of chemistry. //Journal of Chemical Education//, 77(10), 1311-1313. ☺☺ This article discusses an interdisciplinary program created by faculty in the math and science departments at the University of Rome. The program discusses the interdependance of physical and chemical parameters required to sustain life in an aquarium. While the information presented, especially the concept map are interesting, the links to software and program materials are no longer functional, limiting the usefulness of this source.

Sponberg, A.F. (2007). Ocean acidification: The biggest threat to the oceans? //BioScience//, 57(10), 822. ☺☺ This is an opinion piece discussing the history of ocean acidification and the link to athropogenic activites. It is thought provoking and presents historical shifts in knowledge and opinions of researchers and politicians.

B. Rediscovering Biology Molecular to Globular Perspectivers: Biodiversity [] ☺☺☺ This video discusses the importance of understanding the complexities of interactions among organisms and how the loss of biodiversity impacts the resistance of an ecosystem and humans. It also explains how mathematics can be used to to analyze and predict relationships within an ecosystem. The video runs approximately 28 minutes.

Pratt, S. Standing up for the spineless. //Oceanus,// 42 (2), pg. 33-35. ☺☺☺ This article discusses the impacts of insecticides on crustaceans due to the fact that both insects and crustaceans have similar hormones. Chemical runoffs from agricultural and industrial sources are impacting crustaceans, like copepods and mysids, which play major roles in marine ecosystems. It is a brief article but provides hard evidence of impacts of human activities on marine ecosystems. It can be used to initiate class discussion and extrapolation of further impacts on food webs if small crustaceans are eliminated.

Sylvia Earle: How To Protect The Oceans (TED Prize Winner) [] ☺☺☺☺ Sylvia Earle emphasizes the importance of studying and preserving the ocean in order to preserve life on this planet. She discusses the importance of studying marine ecosystems and the role of humans in those ecosystems, encouraging her audience to take actions now to protect the ocean. This video would be a great way to introduce an ocean unit and the importance of studying it. Approximately 18 minutes long.

C. Planning and scheduling timeline for the 2009-2010 Problem solving curriculum. ☺☺☺ This will keep the teacher as well as the students on track in terms of time. Each objective will be covered on a daily basis.

[] : ☺☺ This video will provide students with background information on fractions. Fractions, which are crucial for understanding proportions will be explained and broken down to its simpliest forms.

[]:

☺☺ This video will provide the students an opportunity to apply fractions and other mathematical skills to solve a proportion word problem.
[] : ==== ☺☺☺ This site provides interactive activities for students on Algebra, Numbers and Operation, Geometry, Data/Probability, money games, and more money. This site is for grades 7-12 and provides excellent activities.==== Tullock H. John: Saltwater Aquarium Models: Recipes for Creating Beautiful Aquariums That Thrive

☺☺☺☺ This resource will provide examples of proportions applied to aquariums and background information for the group project of creating your own aquarium.
D.http://www.youtube.com/watch?v=VikfwNpnZ10: This is a student interactive site, where students must add or remove colored fish to a tank to achieve the correct answer, finding the probability of removing a red fish from a group of yellow and red fish in the tank. Several levels of difficulty, to challenge all learners.

==== ☺☺ [] This site simulates flipping a coin. Students can enter the number of coin tosses they want and the results are displayed graphically as a page full of coins, with the totals of heads and tails shown as numbers too.==== ==== ☺☺☺ [] This page has rules for 4 games using dice that students can play in small groups, giving the opportunity to think about probability.==== ==== ☺☺ bbc.co.uk/weather/ukweather Students can find out the 5 day weather forecast for their area and use the data to identify weather patterns and to create charts regarding probability of weather events for a particular season or day==== ==== ☺ This is a student interactive site, where students must add or remove colored fish to a tank to achieve the correct answer, finding the probability of removing a red fish from a group of yellow and red fish in the tank. Several levels of difficulty, to challenge all learners.==== ==== ☺☺☺ [|www.mathwire.com/games/datagames.htm]; Another student interactive site that offers an array of online activities that students can use to gain familiarity with probability and statistics. Although some of the games are elementary, there are others that prove quite challenging.====

☺ Hamming, Richard W.: __The Art of Probability__. Advanced discussion of various probability models and the applicability of the same to real world problems and situations.
//If this is a “taught” unit, please include a reflection that addresses the following: what was the reaction of the students to the unit? What understandings, attitudes, and skills did students gain as a result of this unit? Were there any surprises? What would you change, if anything, in the future? What did you learn as a result of teaching this unit?//
 * XII. Reflection:**

A. Format B
 * 1) Things I have done well this week that helped the students learn: The examples and demonstrations that I used for this lesson helped maintain student interest, particularly showing the effects of mixing vinegar and baking soda. Students are always excited when the demonstration cart comes out.
 * 2) Thoughts I have had this week: With the success of this unit, and the excitement of the students with demonstrations, I should research chemistry demonstrations so that I have a good demonstration as often as possible.
 * 3) Feelings I have had this week: I feel that the students are beginning to connect to the material as they are contributing suggestions for future demonstrations. If only I could get them as excited about doing calculations, all would be wonderful.
 * 4) One important thing I have learned this week: Some demonstrations are best performed with adequate drainage. Chemistry can be messy
 * 5) Things I want to remember to do in the future to help students learn: Some students learn better though demonstrations - I should involve the students more in the future. This will increase excitement.
 * 6) Things my University supervisor should know: Goggles are required in the lab. No exceptions.

B. Format A //Reflection for Biology lesson//
 * 1) Topic – Marine food webs focusing how organisms depend on one another
 * 2) Sequence of events - Students used resources such as textbooks and internet to research terms relating to food webs. I led a class discussion of how energy is transferred within a food web and asked students to extrapolate what they think would happen if an organism was removed. We then discussed how human activities ave impacted different marine food webs. Students used internet resources to create their own food webs and make a PowerPoint presentation for the class.
 * 3) Highlights of one or two notable events - Students were able to use textbooks and internet resources to create examples of marine food webs but struggled to explain how human activities could impact these webs. One student in class shared a story from the weekend in which he went fishing at the Jersey shore. I tried to connect his story with an article about overfishing on the Atlantic coast that was written in the local paper. One student suggested that there should be limits for fishermen catches to help maintain a balance in the food webs. Another student suggested to research the food webs which include tuna so find out what other organisms may be affected from overfishing tuna.
 * 4) Analysis of the event - There was some controversy in class as students took different positions of whether fishermen should have limits on the fish they catch. Students showed that they learned how food webs can be impacted when they explained the disruption when one organism is removed and a direct relationship between human activities and food webs. I facilitated a class debate on this issue and I was extremely pleased with students because they were able to support their opinions logically on both sides of the argument. Arguments included ideas about individual freedoms to hunt/fish, government control over industries, and preserving the environment. Although the debate was not planned into the lesson, it was beneficial because it promoted critical thinking skills, displayed information learned from class, and allowed students to work on speaking skills.

C. Format A
 * 1) Topic- Applying proportions to create an aquarium
 * 2) Sequence of events- Students were taught by direct instruction how to create and solve proportions using cross multiplication. Students engaged in research of aquariums and the essential amounts of water, food and space in order to run an efficient aquarium. Students then created their own blueprint of an aquarium based of the proportions from their research. Students presented in groups their final product with proportional questions pertaining to their aquarium.
 * 3) Highlights of one or two notable events- Students actively engaged in groups while they researched the internet and used their creativity to apply the proportions and rates of other aquariums to build their own.
 * 4) Analysis of the event- The students were engaged in learning how to solve proportions and rate with the final objective of creating your own aquarium. One issue that concerned all the groups was the research aspect. Each aquarium has different proportions pertaining to the size of tanks to the amount of food and space for the animals. It was important that each group presented their researched information cited as well as applied to their own aquarium.

D. STUDENT TEACHING JOURNAL Mathematics: __Probability and Statistics Lesson__
 * Format B


 * 1) Things I have done well this week that helped students learn: Through this lesson, I have attempted to make the abstract concepts of theoretical and experimental probability more concrete for students through the activity that applies these mathematical models to real world games.
 * 2) Thoughts I have had this week: This week’s thoughts include: hopefully students had the fundamental knowledge of probability concepts (from my earlier lessons) to make this learning center activity worthwhile; these games might be somewhat rudimentary for certain students, but the extension of the same that will culminate in the performance task for this unit will push students to apply probability and statistics concepts to plant and wildlife species; is there anything that I could have done to streamline this lesson’s format?
 * 3) Feelings I have had this week: I have been excited to see how well the students respond to projects where they get to apply their knowledge and develop it further. I hope that this lesson plan and unit as a whole helps students to understand the applicability of mathematics to their lives in general.
 * 4) One important thing I learned this week: Activities are only effective when students have a sufficient basis in the content knowledge, have clear and concise instructions and participate in the lesson. As active learners, they can really absorb this information and differentiate between different mathematical concepts.
 * 5) Things I want to remember to do in the future to help students learn: Incorporate their interests into the lesson plan. As there are so many different ways to accomplish this learning process, it might be helpful to have students brainstorm in a lesson prior to this about certain real world situations where they use probability and statistics. Where possible, the plan could be tweaked to incorporate certain of those student ideas.
 * 6) Things my University supervisor should know: This was a challenging lesson, with a lot of different aspects occurring simultaneously; however, it was worthwhile and serves as an attempt by me to employ PCK by bringing the mathematics concepts of probability and statistics to life for the students.