The (P)Age for Learning

LESSON PLAN

BIG IDEA

Students creating and presenting stories with the use of technology to share with classmates will necessitate the projection of real life scenarios requiring the understanding of fractions.

Lesson Plan Component	Criteria
Title	Life Problems Series- Fractions
GSE’s/GLE’s/Frameworks	3.NF.A.1, 3.NF.A.3a, 3.NF.A.3b, SL.3.1, SL.3.1c, SL.3.1d SL.3.3, SL.3.5, MP1, MP3, MP4, MP5, MP6, ISTE 1.a, ISTE 1.b
Objective(s)	The students, in groups, will identify a life problem, which necessitated the understanding of fractions.  They will explain this problem by using it to construct a video, which they will share with the rest of the class.
Materials	-One video Camera (more if possible) -One Computer (more if possible) -One projector and screen or a TV -Fraction Blocks, Building blocks, Legos, or any other divisible object. -Space for groups to collaborate -Space for groups to film
Anticipatory Set	Present the students with previous example created in other classrooms. Examples can be found at : (http://betterlesson.com/lesson/582003/and-the-oscar-goes-to)  Tell students they are to create a new scenario and create similar videos.
Procedures	Groups are provided ten minutes to discuss what the scenario in their video will be.  During this time I ask them prompting question.  Where fractions play a role in their lives? Groups then have 15 minutes to write the script for the video.   They have to determine how the fractional problem will be presented and solved on film.  I ask them to consider the audience, and to understand that people outside their group may have never seen their scenario.  How will they ensure that the problem and solution is clearly stated?  How is the problem clearly shown on video? While waiting to film, groups will set up.  I will remind them of presentation.  How else could the set be laid out so that the video captures the story? Each group will then have 5 minutes to film their scenario.  At the end of class the videos are shown.
Closure	Students will present their videos to the class and faculty.  I will ask the rest of the class if there are questions?  Then I will ask them to change one aspect of the problem.  Example: What if six people share the pizza, not 4, how many slices would they have?  I will allow constructive criticism of the presentations
Assessment	See rubric below
Modifications/Accommodations	-Students will have the ability to redo videos on another day if they choose.  They can switch groups and create new scenarios.  -To further harness the students’ ability to express fractions I will continue to elaborate on different ways of saying them, and different contexts in which they are used.  -Parents of students who lack a functional understanding of fractions will receive a message asking them to demonstrate fractions around the home and in daily life.

ASSESSMENT RUBRIC

GROUP:

           

Scenario Selection	The scenario selected by the group demonstrates a practical problem in life, which is not immediately obvious.  The scenario was picked without being prompted prompt	The scenario selected demonstrates a practical problem in life.  No prompting was required in the selection	The scenario selected demonstrated a practical problem in life.  Minimal prompting required in the selection.	The group required a lot of prompting in order to determine a scenario	Group unable to select a scenario
Fractional Understanding	The group was able to express their fractional problem in multiple ways.  The problem selecting was complex capable of having multiple numerators and denominators	The group was able to express their fractional problem in multiple ways.  The problem had complexity.	The group was able to express their problem without issue.	The group struggled to express their problem	The group failed to express their problem
Video: Communication	The video was creatively produced, and the problem clearly projected.  The video was enjoyable to watch.	The video was produced well ant the problem could be understood.	The video clearly communicated the problem	The video was not easily understood	The video was incoherent. The problem could not be understood.

Notes on Individual  Students:

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Resources:

Similar Lesson

http://betterlesson.com/lesson/582003/and-the-oscar-goes-to 

ISTE Standards

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Common Core

http://www.corestandards.org/