Changes in Temperature and Elevation
Overview
This lesson is designed for students to begin practicing adding integers in real world context. Students also create number line diagrams to support their thinking when adding integers.
Brian-Based Lesson
Jennifer Grubbs
Lesson Objectives:Learners will be able to:
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| Grade: 7thTime frame: 60 -90 minutes (1 day - 1 ½ days) | Lesson Title: Changes in Temperature and Elevation | ||
| Brain-based Strategies Used in the Lesson: *Brain breaks*Color-coding*Teach in small chunks | Formative or Summative Assessments: Exit Ticket: Slide 10
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| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Due to the nature of this school year, I have spiraled back to the 6th grade curriculum to re-introduce and re-explain the following topics: opposites, absolute value, ordering and comparing rational numbers. Typically this lesson would be two separate lessons, lessons 2 and 3, but due to the incorporation of 6th grade lessons, they are now combined to be the 4h lesson of Unit 5 in 7th grade. | |||
Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.
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| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.6.NS.C: Apply and extend previous understandings to the system of rational numbers7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtractive rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0. | |||
Technology used:
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| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 1 min | Slide 1 of Desmos, Compute | Review of learning goals for the lesson | |
| 5Mins | Slide 2 of Desmos | Warm-Up:Which set of arrows do not belong? Explain you choice.Give students about 2 ½ minutes to select which arrows do not belong and explain why. Teacher has options where they can snapshot select students’ work to share with the class or they can as the students to share their opinions about which set does not belong. It is extremely imperative to explain to the students that there is not a correct answer. | |
| 10 -15mins. | Slide 3 of Desmos | Introduce using number lines to add positive and negative numbers. Complete the first table together along with the number lines. Students will be introduced to using two arrows and a dot in their representation of addition on the number line, particularly focusing on the lengths of the arrows. Allow students to work on the second chart on their own, asking questions for about 5 minutes. Then as a group review the answers and have the students explain how to graph the addition equation on the number line. Focus on using the colors of blue and black to help with retention of the models, especially for the arrows. To improve memory use a red dot for the solution. | |
| 5 mins | Hidden Meanings | Brain break: Students will attempt to figure out the saying, TV show, etc from pictures and/or words. | |
| 10-12Mins | Desmos Slides 5 and 6 | Give students 7 minutes to work on their own. During this time, they can ask questions about things they do not understand. Students get instantaneous feedback on this slide, meaning the coding will let them know if they got their answers right. Take 3-5 minutes to ask for any questions or anything that students need clarified. | |
| 5 min | Slides 3, 5, and 6 of Desmos- Wrap up |
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| 5 | Sit/Stand | Brain Break- Students will answer some quick rapid fire questions by either sitting or standing to show their choice. Some may include using other motions to represent their choice if given more than 2 choices. | |
| 2 Mins. | Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Students will complete a quick Google Form evaluating how they felt about the lesson and their comfort level with the skill(s) taught in class. Instructor(s) can give feedback at any time during the lesson on any slide, except slide 4 and slide 7. Students will need to be reminded to check for the green box at the top of the slide to indicate that the instructor has provided feedback. | ||
| Homework or in-class assignment | Assessment(s): (assignments and/or activities)
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Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.