CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Technology required
Students will need a device to search the Internet. This lesson assumes students submit assignments on Google classroom but that is not a requirement.
Time
2 hours, including time for presentation, student research and completing assignment sheet.
Lesson Summary
Students learn definitions of artifacts and their use in understanding every day life during a historical period. Students conduct research on sites such as the Library of Congress and Smithsonian Institute to find images of four artifacts and write a discussion of each.
Allow students 30-60 minutes for research and an additional 30-60 minutes for completing the written assignment for each artifact. To maximize time on task, we recommend having students turn in their draft for at least one artifact by the end of the first class period. A second class period can be used for finding and describing additional artifacts.
CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS.ELA-LITERACY.WHST.6-8.1 Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
⏰ Time
Three to four hours. Time varies depending on the time allowed for research online and whether presentation will be submitted in writing or include presentation or video.
📲 Technology Required
Either a project or smart board connected to the computer will be required to view presentation in class and students will need a computer or tablet to conduct research on the web. The game can be played on any computer or tablet with Internet access.
Summary
This cross-curricular lesson includes history, mathematics, English language arts, computer applications and physical education. Students play a game which teaches about Native American veterans in World War I. They are given a presentation on the accomplishments of veteran, Joseph Oklahombi. In P.E. class, students sprint 210 yards to simulate Oklahombi’s attack. They are assigned to create a presentation to nominate Oklahombi for the Congressional Medal of Honor. This may include Google Slides, PowerPoint or video presentations.
The writing assignment and an outline for a guide are included in the presentation. This can be printed or copied and distributed to students through Google Classroom, Schoology or other CMS.
Physical Education
During P.E., have students measure out 210 yards, set out obstacles to dodge and jump over (backpacks with stacks of books would be a good choice) and sprint down the course, simulating Oklahombi’s attack on the machine gun nests.
Students will need to access the internet for their research. There are many reputable sites with information on Joseph Oklahombi, including the Smithsonian Museum of the American Indian, Oklahoma Historical Society, Veteran’s Administration and more. Optionally, students may submit their assignment as a video or slide presentation or write it using a word processor.
Differentiation
For students who have learning disabilities or other limits on writing ability, an oral presentation or video may be submitted in lieu of the written assignment.
CCSS.MATH.CONTENT 5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem.
CCSS.MATH.CONTENT.6.SP.5.c. Calculating quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation).
CCSS.MATH.CONTENT.7.EE.3 Solve multi-step real-life and mathematical problems posed with rational numbers in any form (positive and negative, fractions, decimals, and integers).
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Technology Required
Students will need access to a computer or iPad.
Time Required
30-45 minutes
Summary
This lesson includes game-based instruction and assessment.
Students register with a username and password, then play the game, in English or Spanish. You can have students register and select their own, or provide usernames and passwords you wish them to use, for example, an existing school login.
Each math problem has an EXPLAIN button that students can click to get an explanation of how to solve the problem. Some also have a hint, which is a short suggestion of how to go about solving it. For example, “Subtract the number of days you did not have homework, from the total number of days. Give the answer as a fraction of the total.”
We recommend encouraging students to read the EXPLAIN and any HINT buttons before asking the teacher for help.
4. If students miss a problem twice in a row, they are routed to a LEARN MORE page and need to select an option, which may be a video, web page with voice over or matching terms, to learn more.
Assessment
Students get immediate feedback on right or wrong answers. Assuming students are playing online, results of in-game math challenges are recorded to a database which teachers can access. Access to reports can be found here.
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations
CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
Technology required
Device with a browser for AzTech Game. Printer for printing codex and related worksheet and activity pages.
Time
4-5 hours
Lesson Summary
This is an augmentation of a lesson from the Library of Congress uses a primary source – the Huexotzinco Codex – as a basis for document analysis, inquiry and applied mathematics. Students analyze pages documenting tribute paid to Spanish administrators, compute the tribute paid, read a one-page overview of the codex and analyze the codex. A presentation is given on connections between Aztec, Mayan and contemporary methods. Students begin or end classes playing a game that includes Mayan history and middle school mathematics.
Lesson
First, some background for the teacher. The Huexotzinco Codex was part of the evidence in a case brought by the Nahuas, Indigenous people of what is now Mexico, against the Spanish administrators, alleging excessive taxation (tribute). This case was won by the Nahuas. In this lesson, students do not learn the full story until the third or fourth class period.
NOTE TO THE TEACHER: Allow at least 30 minutes before using this lesson the first time, to read through the Library of Congress lesson, download and print out documents for students.
Play a game
Have students sign in and begin the game, AzTech: Meet the Maya. Students should play for about 15 minutes.
Computation – How much was the tribute?
Continue with the second part of Library of Congress lesson, “The Huexotzinco Codex”, and have students complete Activity 2, Computation. After students have completed one tribute sheet and corrected their answers, use this slide presentation to show the connection between the Aztec and Maya codices and our modern system of numbers and graphs. Optionally, have students complete one or two more tribute sheets from the linked lesson. This should take one to two class periods.
Play a Game
At the beginning of class, have students continue the AzTech: Meet the Maya game. Students should play for 15-20 minutes by which time some of the students should have reached the codex activity and explanation in the game.
Four types of assessments are included; observation of student understanding of historical document analysis in the class discussion, student self-corrected math computation, student written assignments (analysis sheet, observations and scenario outlines) and the math problems in the AzTech game which are scored automatically with data available in teacher reports.
Differentiated instruction (optional)
Advanced Students who complete their assignments early can continue with the AzTech: Meet the Maya game. If they complete this game, they can choose to play AzTech: The Story Begins or AzTech: Empiric Empire.
English learners can play the AzTech : Meet the Maya and AzTech: The Beginning games in English or Spanish.
CCSS.MATH.CONTENT.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2
CCSS.MATH.CONTENT.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem.
Technology Required
Students will need a Mac or Windows computer or an iPad to play the Fish Lake game. Alternatively, students can play Forgotten Trail on the web using Chromebooks or any computer with a web browser.
Time
35-45 minutes
Lesson Summary
Students play 2-3 levels of a game that teaches and assesses adding and comparing fractions with different numerators and denominators, with the context of a story from Ojibwe history. They create their own problems using visual models to compare fractions. Students discuss classmates’ problems. The lesson culminates with a video on visualization as a problem-solving strategy.
Lesson
Start with a Game (10-20 minutes)
Students play the Fish Lake game through level 2. This requires installing the game on an iPad or a Mac or Windows computer. If only Chromebooks are available, students can play the Forgotten Trail Game instead. We do recommend Fish Lake if iPads are available. Although mathematics and social studies standards taught in both games overlap, the change from using Chromebooks in most lessons to a more console-level game can improve student engagement.
Students create their own problems (10 minutes)
Use slides 1-4 of this Slides presentation to explain the assignment. Optionally, for students learning at home or for homework, it can be assigned to students in Google classroom or similar system.
Discuss math problems students created (10 minutes)
Because students very often ask, “What do you mean?” or “Give me an example?” slides 5-11 of the presentation give an example.
A visual model of equivalent fractions
Watch a video (2.5 minutes)
Visualize! One way of solving a problem
Assessment
This lesson includes three types of assessment. In the games, students are presented with math word problems that relate to the game narrative. Their answers are scored and data can be accessed for each student from the teacher reports. Students submit math problems they have written for teacher feedback. Also, teacher can use whole class discussion of student problems as a gauge for understanding or have students in pairs or small groups submit written discussion of their peers’ math problems.
Note: When we surveyed teachers from the 2021-22 academic year, the most requested addition to the site was to combine the lessons into units. Of course, your average teacher could do this but your average teacher is also short of time.
📖Standards
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
⏰Time Required
About 4 hours for all seven lessons
📲Technology Required
Projector or smart board for in–class or access to computer or tablet for web meeting for remote learning. Presentation could be printed for students at home without computer access.
🧾Unit Summary
This seven-lesson unit teaches sixth- and seventh-grade standards on ratio and proportion using real-world problems. Complete unit requires about 4 hours and includes multiple hands-on activities.
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
Students watch a video from Math Snacks in which Isabella uses the ratio of words she speaks to her date to determine if it was a good or bad day. The video has a companion teacher guide with questions to stimulate students’ thinking about ratios and test their understanding. Students play a game where they brew potions with given ratios to defeat an opponent. Students then complete a learner’s guide assessing and reinforcing their knowledge of ratios.
Standard: CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
Yes, this lesson plan is just a video. We watched LOTS of boring videos on ratios and rates to find this one! This video can be used before or after the lesson on Introduction to Ratio and Proportion, either as an introduction for students who need more preparation or a second look for students who could benefit from having the material presented in a different way.
Standard: CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
Summary: Students are presented with definitions of ratio and proportion along with multiple examples and ways to solve these problems. This presentation includes multiple explanations for multiple levels of understanding. There is a solution using algebra, with cross-multiplication and an explanation of why cross-multiplication works. There is also an explanation using equivalent fractions. If you are teaching an algebra class, use the first explanation and delete the second. For a more basic math class, delete the first explanation and just use equivalent fractions. Also includes a baking activity, not required but highly recommended.
Standard: CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
Students hear or read a presentation on ratio, percentage decrease, rate and proportion. They watch a short video on ratio. Students collect data either outdoors or using images provided. They then compute ratio, rate, increase and proportion using the data.
Standard: CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
Students play the Making Camp Navajo game, selecting the activity that explains ratio and proportion. The teacher reviews the activity with the class in a presentation, that includes three more problems to be completed as a group.
Standards: CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates, including those that involve complex fractions, with like or different units. CCSS.MATH.CONTENT.7.RP.A.2.C. Represent proportional relationships by equations
Students watch a 4-minute video giving examples of finding unit rates by simplifying fractions. They solve a problem together as a class and are given a short lecture on solving rate problems with complex fractions. Problems provided can be worked by students individually or done together in class.
Standards:CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems. CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
This cross-curricular lesson is from Discover Dairy. Students read a passage on the life cycle of dairy cows. A guided class discussion answers questions on the life cycle. The lesson concludes with a challenging lab in which students create a healthy cow diet.
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
📲 Technology Required
Computer with printer to print lab work sheets, for in-class use. Computer or tablet with Internet access for home use.
Heads up! For the lab in this lesson you will need spinach, carrots, cheese sticks, orange juice, and a weight scale and/or measuring cups. It is not required to do the lab 2 component but recommended.
⏰ Time
60-70 minutes
📃 Summary
This cross-curricular lesson is from Discover Dairy. Students read a passage on the life cycle of dairy cows. A guided class discussion answers questions on the life cycle. The lesson concludes with a challenging lab in which students create a healthy cow diet.
You can also go to the Discover Dairy site, which requires a free registration and login to download individual parts of the lesson and see the other lessons they have available.
Read a passage on the life cycle of a dairy cow
You’ll find this on page 14 of the handout linked above or download both reading assignments here (it’s only two pages) or copy the link to assign in your Google classroom to read on line.
Class Discussion on Life Cycle
Using the discussion questions on page 4 of the complete lesson plan, discuss the dairy cow life cycle with students based on their knowledge from the reading.
Lab Exercise #2 Feeding a Dairy Cow
Each student or group will need a scale or measuring cup and the following:
1 cup spinach
Baby or whole carrots
1 cheese stick
One 12 oz. cup of orange juice
Distribute the materials needed and the lab assignment (pages 11 and 12 of the complete lesson plan or you can link directly to those here, if you want to assign in Google classroom or other management system. Note that link includes both labs 1 and 2.) Lab explanation from page 5 of the complete lesson plan.
Teachers should explain that a healthy, well-cared-for cow will give more milk. The way farmers care for their cows and how they feed them has helped to increase the amount of milk cows give over the past 50 years. Just like our diets, a cow’s diet must be balanced based on her stage of life. For instance, a baby calf requires higher energy foods to fuel her rapid growth. A cow that has just given birth requires higher levels of certain nutrients to replenish her body. Farmers must adjust rations to accommodate those needs. Farmers work closely with an animal nutritionist and use a variety of feed products to balance cows’ diets to meet their precise nutrient needs using a variety of feed products. Farmers use a large feeding scale to make sure each cow gets the right amount of each feed. Those feeds are blended together to provide a balanced diet called a Total Mixed Ration (TMR). During the lab, students should use the carrots, celery, cheese and orange juice to balance a diet to meet the required nutrients listed on the lab worksheet. They should use a weight scale to measure the right amount of each feed. If they don’t have a weight scale, they can use measuring cups to determine the amount. Complete the ratios in the worksheet.
Review and Summarize Dairy Cow Life Cycle: What We’ve Learned
Review questions and summary can be found on pages 5 and 6 of the complete lesson plan.
ASSESSMENT
This lesson includes three types of assessment – the initial class discussion gives an estimate of the general class understanding of the dairy cow life cycle. The lab provides individual student data on mastery of both the science and math concepts. The concluding review questions can be poised to the whole class or given to students as a quiz.
CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths
CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
CCSS.ELA-LITERACY.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Technology
Students will need a phone or tablet to play the game.
Time
75 minutes
Lesson Summary
Learn decimals while weighing a flies and the food they eat. The lesson begins with a game on decimals and the Aztec smallpox epidemic, then moves to another disease spreader – flies. Students learn the role flies play in our ecosystem, how they eat and reproduce.
Lesson
1. Play a game
Play AzTech: Empiric Empire to learn basic conversions from fractions to decimals. Empiric Empire is available free for iPad or iPhone and for Android phones. As an added bonus, students will also learn about epidemics. It’s worth mentioning that the smallpox epidemic was spread by viruses but a lot of other diseases are spread by flies.
Note: For summer learning, you may want to just copy the paragraph above into your Google classroom for students to download the games to their phones.
2. Watch a video
I pasted in a link starting after the first minute because that is mostly telling you to like/ subscribe and comment. Ah, YouTube!
Bell Ringer – What if flies went extinct ? This 7:33 minute video discusses flies as agricultural pests and disease vectors, but also their benefits as scavengers eating up decaying carcasses, pollinators and animal feed.
Here is the link if you’d like to post in your Google classroom or other CMS for students to watch at home. https://youtu.be/80Iqp6bqc-0?t=76
3. Read about flies & perform a demonstration
Recommended reading: Eat like a house fly. Houseflies and barf
What really happens when a house fly lands on your food? Print out this page from Science World – Canada , include the link in your Google classroom or other CMS for students to read, or just read the page to students during class. The demonstration requires vinegar, jello and a turkey baster – things many people have around the house or can pick up easily at a local store. It also includes a list of vocabulary words and definitions, which fits perfectly with our philosophy of direct teaching of academic language.
4. Complete word journal
This lesson provides the opportunity for students to learn many words, in the reading, in the videos and possibly in the Empiric Empire game as well. Students add words or terms with which they are unfamiliar to their word journal. Some teachers call it a personal dictionary, to others it’s a word journal. Regardless, the goal is the same, for students to record new words, give a dictionary definition and “make the word their own”. This can be done by rewriting the definition in their own words, using the word in a sentence or including an illustration of the word.
Two dictionary sites to recommend for definitions are below. An added bonus to mention to students is that they can hear words pronounced.
I recommend watching the first 5 1/2 minutes of the Facts About Flies – Secret Nature video to give the students some idea about both flies as vectors of disease but also important scavengers consuming decaying material. The full documentary is 49 minutes, which I personally found to be more about flies than I wanted to know.
Assessment
Three types of assessment are included in this lesson.
The Word Journal assignment is completed individually and submitted.
Math questions answered within the Empiric Empire game are scored automatically with immediate feedback and student results can be viewed in the teacher reports.
Math questions posed within the presentation can be answered as a whole class, having students hold up a card with their answer or with individual students responding and asking the rest of the class to agree or disagree.
For teachers who want to do a deep dive into the role flies in consuming food waste, the experiment above uses 100 black soldier fly larvae. I am extremely impressed with this lesson because not only does it include a link to where to buy maggots (on Amazon, of course) but also answers the obvious question of what do you do with 100 fly larvae after your experiment is over. The answer is that you feed these to your class reptile. Would I bring 100 maggots into my classroom? Not in a million years, but that is why I am not an entomologist.
CCSS.ELA-LITERACY.L.7.5.B Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Dine’ Culture Standards (3.PO2) I will develop an understanding of Dine’ way of life through Iina’. I will implement and recognize the Dine’ lifestyle. I will present the stories related to Land and Water Beings.
CCSS.MATH.CONTENT.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals)
⏰LESSON TIME
25 -30 minutes including game play
📲TECHNOLOGY REQUIRED
A device with a web-browser – PC, Mac or Chromebook – or phone or tablet.
📃Summary
Students play a game which teaches about raising lambs, the uses of sheep and the ratio of single to twin lambs. The lesson ends with definitions of sheep and goat vocabulary and examples of analogies with sheep and goats. Optionally, students may complete a word journal assignment.
📚Lesson
Start with a game
Students begin by playing Making Camp Navajo. You can just copy and paste these instructions into your Google classroom or other system, or just copy and show in a projector on the board – old school rules!
You can assign your students usernames and passwords or you can send us a list and we will register your students for you. Email the list to growingmath@7generationgames.com . Your students can create their own usernames and password but we do not recommend this, mostly because they will forget what they entered.
Play Making Camp Navajo
There are three activities students should play. If you have not played before, the game will start you at the introduction. If you are a returning user, log in and click on the Life tab.
Learn about sheep in Navajo daily life
On the LIFE page, you’ll see two photos with sheep in them. Play both of those sections.
Next, go to the numbers page and pick this option to learn a little more about sheep.
This lesson has two types of assessment. Making Camp Navajo automatically records students answer to problems in the three game activities, assessing the Diné and math standards. The analogies produced by students address the ELA standard.
Differentiated Instruction
For students who struggle with vocabulary, including English learners, you may wish to include a word journal assignment. Some teachers call it a personal dictionary. Regardless, the goal is the same, for students to record new words, give a dictionary definition and “make the word their own”. This can be done by rewriting the definition in their own words, using the word in a sentence or including an illustration of the word.
Two dictionary sites to recommend for definitions are below. An added bonus to mention to students is that they can hear words pronounced.
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
7th-8th Diné History Standards – I will understand historical/factual events, people and symbols that influence my family. Concept 1.PO2. I will identify an event relating to important people in Diné history.
⏰LESSON TIME
90 minutes including time for research
📃SUMMARY
Vocabulary and historical events key to Navajo sheep farming are provided in a slide presentation. Students learn more about Navajo agriculture and history through a video, their own research, and a game combining math and history. Academic vocabulary is at the 7th grade level.
📚Lesson
Navajo-Churros: America’s First Domestic Sheep
Introduce sheep farming in Navajo and southwest history with this presentation, for an editable Google slides version, go here. The same presentation as a PowerPoint is found here. Students will learn vocabulary words related to general livestock farming and specifically to sheep.
VIDEO: Irene’s Churro Lambs
YouTube video: Irene’s Churro Lambs
Research and Writing Assignments
This assignment has two parts. In the first part, students research one of these events in history to learn more about it. They locate a primary source and a secondary source with citations, and then write an objective summary. In Part B, students select two research questions of interest, from a list provided, and conduct research to find the answers. A Google doc of the assignment can be found here.
Differentiated Instruction: Accommodations for learners with special needs
For the assignment above, for learners with special needs, you may wish to assign only one of the two parts. Generally, we would assign Part B, finding the answers to research questions. This is also a modification for students who are English language learners.
GAME: Making Camp Navajo LIFE Module
Students can play the three Making Camp Navajo modules for 20 minutes. The following instructions can be copied into Google classroom, pasted into a Zoom chat or given in class.
Technology Required
Time Required
Summary
