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Please review the attached directions carefully. This is a two-part assignment due within 30 hours.
Directions: This is a two-part assignment, that is due within 30 hours!

Part I: (Please complete the outline summarizing the information for the video and I will record the information) In order to support 21st century students, technology and innovation must be a part of instruction to engage students. As technology continues to grow at an astronomical pace, teachers must stay current on incorporating technology into instruction.
***Create a 3-5 minute explainer video to inform fellow teachers about three appropriate media and technology resources that support content, skill development, and engage and support the learning of all students, and how they can relate to STEM.*** (I WILL CREATE THE VIDEO)
Include the following for each resource in your video:
· Summary of the resource, including links and relevant information needed to access it
· How the resource will support content and skill development, particularly in STEM
· How the resource will engage students and support learning
· Identify on the SAMR technology wheel which Bloom’s cognitive domains are addressed in the resource and how it will foster innovation and problem solving.
In addition, submit a one-page outline summarizing the information in your video.
Support your findings with a minimum of three scholarly references.
Submit your summary, video link, and references on the “Explainer Video Template.”

Part II. Please review the lesson plan attached and answer the question.
Experience with lesson implementation and reflection are key components to becoming an effective educator. Effective educators consistently reflect on their practice to make positive changes in the instruction and ensure they are meeting the needs of all students in the classroom.
Allocate at least 4 hours in the field to support this field experience.

Part 1: Lesson Plan Implementation

For this field experience, you will deliver your STEM lesson plan created during Topic 5 to either your whole mentor classroom or to a small group of students that your mentor teacher has chosen.
Remember to focus on:
· Method of teaching: Project-based, inquiry-based, or engineering design based
· Strategies to develop cross-disciplinary skills and encourage engagement
· Alignment of standards and learning objectives
· Fostering innovation and problem solving
· Use of technology and resources
 Part 2: Reflection

Following your lesson plan implementation, meet with your mentor teacher to discuss your lesson and receive feedback. Below is a list of questions to ask your mentor teacher. Obtain specific examples for each area:

Mentor Feedback:

· How well was the overall lesson presented?
· How well did I communicate the learning objectives and expectations?
· How well did I demonstrate knowledge of the content of the lesson plan?
· Where did I struggle?
· What can I do to improve my instruction?
· What did I do well?

Reflection on Students and Learning Objectives:

· Did students meet the learning objectives? How do you know?
· Could the objectives have been communicated more clearly?

Professional Reflection for Future Instruction:

· What do you feel went well? What do you feel that you could still improve upon?
· How will this experience influence your future instruction?
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. 
In 250-500 words, summarize and reflect on your lesson plan implementation and the feedback received from your mentor teacher.
APA format is not required, but solid academic writing is expected.

Explainer Video

Create a 3-5 minute explainer video to inform fellow teachers about three appropriate media and technology resources that support content, skill development, and engage and support the learning of all students, and how they can relate to STEM.


Video Link:



© 2018. Grand Canyon University. All Rights Reserved.

GCU College of Education


Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:



July 28, 2021


Linear Equations

Instructional Plan Title:

Graphing Polynomials

Lesson Summary and Focus:

The topic to be discussed is algebra, the main aim being better and clear understanding all the algebraic equations and not only to solve equations but also to solve various algebraic questions that are more complex. To create linear equations and inequalities to solve mathematical questions.

Classroom and Student Factors/Grouping:

In the classroom, students have different understanding of the topics taught and this will give a clear direction on how to group them when it comes to group work and project work. The fast learners who are also gifted in understanding and catching up with the lessons should be grouped together so as to balance the class in a great manner.

National/State Learning Standards:

MAFS.912.A-REI.3.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables
In this lesson the students should Create equations in two or more variables to represent relationships between quantities and graph equations on coordinate axes. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities and interpret solutions as viable and non viable options. Also solve simple rational and radical equations on one variable, this is according to the standard of algebra learning that students should be taught.

Specific Learning Target(s)/Objectives:

At the end of this lesson students should be able to understand and integrate various algebraic questions and be able to solve many algebraic problems. The students should also be able to present their work to the teacher in time regardless of being correct or wrong. When wrong the teacher is able to correct the students and improve their understanding in both algebra and other related mathematical problems.
The teacher will use assignments and homework which should be submitted for assessment to know which area were well understood by the students. The students should be able to perform arithmetic operations in polynomials, also to understand that polynomials form a system
analogous to the integers, namely, they are
closed under the operations of addition,
subtraction, and multiplication.

Academic Language

· Coefficient
· Absolute value
· Constant
· Expression
· Inequality
· Evaluate
· Integers
· Irrational numbers
· Natural numbers
· Simplify
· Subtraction
· Multiplication
· Addition
· Division

Resources, Materials, Equipment, and Technology:

Traditional tools including

· Charts
· Boards to illustrate examples to students
· Books or papers that students use to write down their assignments
· Graph books to draw equations
· Calculator to ease the complexity of work
· Geometrical sets

Technology tools

· Conjectures. To give more examples
· Visual reasoning
· Conceptualization and modeling
· Flexible thinking

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

3 hours

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

· I will use drawing charts to teach them how to simplify equations and also uses their books to write down questions for answering them.

· Students with special needs:
· I will use a one on one teaching method to reach all the students before the end of the class hours
· I will do examples on the white board so as the students to follow up with what is being done on the board

· Students with gifted abilities:

· I will do one example in the board and show some other few examples, then will give questions and ask students to do them on their books and I will go round checking.
· I will also give assignments for further elaboration of what was being taught at the class to get to know where was correctly understood.

· Early finishers (those students who finish early and may need additional resources/support):
· I will give them home work and ask them to bring the following day, this is to enhance memorizing of what was taught earlier.
· I will also give them task to teach those who Did not understand well in class through group work.

2 hours

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

· I will group them in groups of four each, then give them questions related to what was done on the board
· I will do it as a competition and the first group to get the answer should raise their hand and they will work the question on the board

· Students with special needs:

· I will give questions in groups of four each that is after doing an example on the board.
· I will then ask the group that got the correct answer to stand and mix them again so that the students that have already understood the question, to teach those who have not.

· Students with gifted abilities:

· I will give each and every student a question and let them do it by themselves.
· I will then group them in groups after getting the fastest students.
· I will then give random question and each group will work out their questions on the board doing it as a presentation.

· Early finishers (those students who finish early and may need additional resources/support):

· I will give them questions each to answer and submit to me.
· I will then get the perfect ones and give them complex questions to answer them before putting them in groups to discuss the question, this will determine the best from those slower once.

3 hours

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL)
Students will have to do class work which will be done by the students following the example given in class. The class work will be collected to check whether the students understood what was being taught that time in class. The class work will be marked and returned back to the students for correction.

· Students with special needs:

After teaching them and giving proper examples on the work done, the students will then be given assignments that they will do them only in class this class work will not be collected rather be marked in class by the teacher then returned back to them and the correction will be done on that class sitting.

· Students with gifted abilities:
Students at this class will do assignments and also after the weekly class work a continuous assessment test will be given to gauge where the students understood well and where they never understood well. Also class work will be given and marked and them returned to them for correction. The students will therefore hand over the correction so as to perfect what was taught.

· Early finishers (those students who finish early and may need additional resources/support):

Students will be complete the class work and after giving out the work to be marked, them after that they will be given homework which will be collected on the following day during the next class. After every week the students will be given continuous assessment test that will gauge their knowledge on the same.

2 hours

4 hours .

Extension Activity and/or Homework

Assignments are given in students either through a continuous assessment test or home work to check on their ability to memorize all the activities and lessons taught in class. Assignments also put students in position where they should be ready for exams throughout their school time.

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