Lesson Study
Cycle 3
Sokovia Scarcity
February 2022-June 2022
February 2022-June 2022
1. Students watched this video (right) as a warm up activity, first by simply observing.
2. Students watched the video again, this time writing down what they notice and wonder. 3. Students shared their notes with table group and discussed the question, "What can you predict about population growth vs food production?" 4. After sharing out with the class, team roles were assigned and reviewed. Roles included: Accountability manager, Team Captain, Skeptic, and Coach. 5. Students were presented with the task for the day: "The population of Sokovia is initially 2 million people and is increasing at 4% per year. Sokovia’s annual food supply is initially adequate for 4 million people and is increasing at a constant rate adequate for an additional 0.5 million people per year. -- Based on these assumptions, in approximately what year will Sokovia first experience shortages of food?" 6. Students worked with their table groups to solve the problem. Challenge questions were available to those who finished early. 7. Individuals were asked to share their group's thinking with the whole class. |
|
|
|
We will create a safe, inclusive environment that empowers students to confidently share their developing thoughts and understandings by structuring student guided conversations using group roles and mutual accountability for group’s collective understanding.
Theory of ActionIf we as teachers model and incorporate designated roles into student group work, then students will be able to hold each other accountable for sharing their mathematical thinking. This would result in every student’s ideas being valued, respected and mutually beneficial in the classroom.
Research and Planning |
Students will understand how linear functions grow by equal increments and exponential functions grow by equal factors and how these functions help us model real world scenarios. Students will also understand that exponential increases will ultimately cause a steeper increase than the visible increase of a linear function.
CCSS.HS.F-LE.A.1.a Social Justice Standard: Diversity 9 (DI.9-12.9) |
Slide Deck |
Action Photos |
|
|
Student has strong self-advocacy skills. She is comfortable asking staff and peers alike for support (i.e. can you read this for me?). She enjoys brainstorming and working through challenging tasks with preferred peers. Student wants to comprehend the mathematics at work and not just achieve the correct answer for sake of completion.
|
Student loves learning about numbers and statistics as they relate to his two favorite sports, baseball and football. Student will raise his hand and ask for support as needed. The student works well with preferred peers but is more reluctant to participate with peers who he feels less comfortable working with.
|
During the discussion, our host teacher shared his celebrations and wonderings, including two focal questions:
1. How could we improve the use of group roles in the class? 2. How can we improve the connection between mathematics and social justice? Then, myself and the third group member shared our celebrations, wonderings, and gave suggestions in an attempt to answer the host teacher's question. |
Takeaways:
|