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Powerful Lesson Plans |
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Professional
Employment |
Student Teacher:
Jillian Gaglione This standard will be met because the students will be using role-playing to understand the concept of ratios. Ratios are an underlying theme in probability and deals will data. The students will be asked in this role-playing situation to making certain inferences and arguments. Objective: The students will be asked to determine ratios from a certain situation. At the end of the lesson the students will be able to examine a situation, determine how to make an argument based on the situation, and support their conclusions. The students will be analyzing the importance of ratios, a topic that they have been studying. Warm-Up: Who’s a baseball fan? I personally am a Yankees fan. How about everyone else? Who likes the Mets? Since opening day started, I haven’t missed a Yankees game. Do you feel that these athletes have a great job? Do you think it might be hard for some of them to get a position of a national team? Today I am going to ask you to assume the role of a baseball player who needs to find a job. You are going to have a meeting with the owner of the Yankees. He is most concerned with your batting average. You have 1500 at bats and 380 hits. You must determine you batting average from these numbers and plead your case. Selecting Participants: Each group will consist of two people and two observers. One of these people will be the baseball player, and the other person will be the owner of the Yankees. The other two will be the audience. Preparing the Audience: While the other two members of the group are practicing their skit, the remaining two will become prepared to listen to the group and observe there conclusions. They will be analyzing how well their feelings were expressed, what clues were given to reveal these feelings, and what would you have done in the same situation. Enactment: The students will be given ten minutes to decide what conclusions they came to. As a class we will enact each one of these skits. As a teacher, I will record each of the students’ conclusions. Discussion and Evaluation: After all of the skits are completed, I will ask each of the groups to support their conclusions. At this time I will also ask the two members of the audience to voice their observations. The groups will be evaluated on their ability to find the correct batting average. The other two students will be evaluated on their observations. The re-enactment: At this time, the two students in each of the groups that observed will be given a chance to re-enact the situation. Any student will be given time to re-enact their situation if they came to another conclusion after the discussion. Sharing Experience and Generalizing: At the end of this lesson, will we discuss as a class if they thought it was useful to conduct a lesson in this manner. We will also talk about any ideas about ratios they discovered or problems they encountered. Conclusion: At the end of this lesson, I will assign certain problems to complete for homework. Four students at a time will be given class time to use the computers in the back to practice with ratios on the Internet. They will be allowed to play both the matching and concentration games I created in www.quia.com. The students will be rotating between the computer and the homework problems for the remainder of the class period. |
Learning /
Developing
a Service Learning |