TEACHER/CO-TEACHER: INSTRUCTIONAL FRAMEWORK GPS/CCGPS Standard(s)

(Number & Descriptor)

Rodney Finkley MONDAY

CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 1 and 2. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

COURSE:

Math III - A

SUBJECT WEDNESDAY
CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 5 and 6. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

Exponential Models.

TITLE:

Food Sustainability FRIDAY

CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 9 and 10. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

TUESDAY
CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 3 and 4. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

THURSDAY
CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 7 and 8. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

INSTRUCTIONAL STRATEGIES

Literacy Integration

Technology Integration

Communication of Learning Intentions & Success Criteria

(Essential Questions)

Building Commitment & Engagement

(Warm-Up)

Teacher Presentation Strategies

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 1 & 2 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 3 & 4 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 5 & 6 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs.. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 7 & 8 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 9 & 10 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

WORK SESSION

OPENING

Guided Practice and/or Independent Practice

CLOSING

Closure Independent Practice

(Homework)

TEACHER/CO-TEACHER: INSTRUCTIONAL FRAMEWORK

Rodney Finkley MONDAY

COURSE:

Math III /HEALTH & NUTRITION

SUBJECT

MATRICES

TOPIC:

NUTRITION FRIDAY

TUESDAY

WEDNESDAY

THURSDAY

MM3A5a Students will use

GPS/CCGPS Standard(s)
(Number & Descriptor) matrices to formulate and solve problems. a) Represent a system of linear equations as a matrix equation. c) Represent and solve realistic problems using systems of linear equations. Students will use the previous weeks log journal (Pinterest) to research, and then write in narrative and table form a summary pertaining to the daily foods they consume. Students will log onto Edmodo to receive assignment and rubric. Students will use internet (www.nutritiondata.self.com)to find nutritional values of food.

MM3A5a Students will use

matrices to formulate and solve problems. a) Represent a system of linear equations as a matrix equation. c) Represent and solve realistic problems using systems of linear equations. Students will use the previous weeks log journal (Pinterest) to research, and then write in narrative and table form a summary pertaining to the daily foods they consume. Students will use internet (www.nutritiondata.self.com)to find nutritional values of food. Students will use MS Office to create Power Point assignments.

MM3A5a Students will use

matrices to formulate and solve problems. a) Represent a system of linear equations as a matrix equation. c) Represent and solve realistic problems using systems of linear equations. Students will use the previous weeks log journal (Pinterest) to research, and then write in narrative and table form a summary pertaining to the daily foods they consume. Students will use internet (www.nutritiondata.self.com)to find nutritional values of food. Students will use MS Office to create Power Point assignments

MM3A5a Students will use

matrices to formulate and solve problems. a) Represent a system of linear equations as a matrix equation. c) Represent and solve realistic problems using systems of linear equations. Students will use the previous weeks log journal (Pinterest) to research, and then write in narrative and table form a summary pertaining to the daily foods they consume. Students will use internet (www.nutritiondata.self.com)to find nutritional values of food Students will use MS Office to create Power Point assignments

MM3A5a Students will use

matrices to formulate and solve problems. b) Solve matrix equations using inverse matrices.

INSTRUCTIONAL STRATEGIES

Literacy Integration

Students will create a list of new words they encountered through their research.
Students will use MS Office to create Power Point assignments. Students will use Edmodo to submit assignment.

Technology Integration

Communication of Learning Intentions & Success Criteria

(Essential Questions)

How can last Mondays meals be written as a linear equation? Students will spend 1st 15 min. creating Pinterest boards from last Fridays meals.
Teacher will use the Promethean Board to demonstrate solving linear equations and Matrices.
Students will work collaboratively to create and solve matrix equations.

How can last Tuesdays meals be written as a linear equation? Students will spend 1st 15 min. creating Pinterest boards from yesterdays meals.
Teacher will use the Promethean Board to demonstrate solving linear equations and Matrices
Students will work collaboratively to create and solve matrix equations.

How can last Wednesdays meals be written as a linear equation? Students will spend 1st 15 min. creating Pinterest boards from yesterdays meals.
Teacher will use the Promethean Board to demonstrate solving linear equations and Matrices
Students will work collaboratively to create and solve matrix equations.

How can last Thursdays meals be written as a linear equation? Students will spend 1st 15 min. creating Pinterest boards from yesterdays meals.
Teacher will use the Promethean Board to demonstrate solving linear equations and Matrices
Students will work collaboratively to create and solve matrix equations.

How can last Fridays meals be written as a linear equation? Students will spend 1st 15 min. creating Pinterest boards from yesterdays meals.
Teacher will use the Promethean Board to demonstrate solving linear equations and Matrices
Students will work collaboratively to create and solve matrix equations.

OPENING SESSIONWORK

Building Commitment & Engagement

(Warm-Up)

Teacher Presentation Strategies Guided Practice and/or Independent Practice Closure Independent Practice
(Homework)

Students will go to the promethean board to explain answers. Students will log/journal daily meals and add to their pinterest board and solve daily equation.

Students will go to the promethean board to explain answers. Students will log/journal daily meals and add to their pinterest board and solve daily equation

Students will go to the promethean board to explain answers. Students will log/journal daily meals and add to their pinterest board and solve daily equation

Students will go to the promethean board to explain answers. Students will log/journal daily meals and add to their pinterest board and solve daily equation

CLOSING

Students will go to the promethean board to explain answers. Students will complete project.

TEACHER/CO-TEACHER: INSTRUCTIONAL FRAMEWORK GPS/CCGPS Standard(s)

(Number & Descriptor)

Rodney Finkley MONDAY

MM3D3: Students will understand the difference between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. Students will read from ENVIRONMENTAL text. Indonesian language reference text book. Science vocabulary. Research and chart emission standards for the respected areas of covered in the project. http://data.worldbank.org/indica tor/EN.ATM.CO2E.PC

COURSE:

Math III / Environmental Science

TOPIC

STATISTICS

TOPIC:

WATER QUALITY FRIDAY

MM3D3: Students will understand the difference between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. Students will read from ENVIRONMENTAL text. Indonesian language reference text book. Science vocabulary. Research and chart emission standards for the respected areas of covered in the project. http://data.worldbank.org/indicat or/EN.ATM.CO2E.PC

TUESDAY
MM3D3: Students will understand the difference between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. Students will read from ENVIRONMENTAL text. Indonesian language reference text book. Science vocabulary. Research and chart emission standards for the respected areas of covered in the project. http://data.worldbank.org/indica tor/EN.ATM.CO2E.PC

WEDNESDAY
MM3D3: Students will understand the difference between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. Students will read from ENVIRONMENTAL text. Indonesian language reference text book. Science vocabulary. Research and chart emission standards for the respected areas of covered in the project. http://data.worldbank.org/indic ator/EN.ATM.CO2E.PC

THURSDAY
MM3D3: Students will understand the difference between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. Students will read from ENVIRONMENTAL text. Indonesian language reference text book. Science vocabulary. Research and chart emission standards for the respected areas of covered in the project. http://data.worldbank.org/indic ator/EN.ATM.CO2E.PC

INSTRUCTIONAL STRATEGIES

Literacy Integration

Technology Integration

Communication of Learning Intentions & Success Criteria

(Essential Questions)

Does the abundance or scarcity of water affect its quality?

What responsibility do local and federal governments play in water quality?

What responsibility or connections, if any, do car manufactures have in water quality?

Are there companies profiting off H2O?

Is there correlation between carbon emissions and rain water?

OPENING

Building Commitment & Engagement

(Warm-Up)

Class will discuss latest communication with other schools.

Teacher will facilitate data collection, Skype sessions, and water testing and data analysis.
Students will form teams then collaborate with students from other schools to coordinate the logistics of communication, sample collection, data analysis and presentation means.

Class will discuss latest communication with other schools.

Teacher will facilitate data collection, Skype sessions, and water testing and data analysis. Students will analyze water carbon results by interpreting a normal distribution as a probability histogram for a continuous random variable.

Class will discuss latest communication with other schools.

Teacher will facilitate data collection, Skype sessions, and water testing and data analysis.
Students will organize, represent, investigate, interpret, and make inferences using data from both observational studies and real world situations.

Class will discuss latest communication with other schools.

Teacher will facilitate data collection, Skype sessions, and water testing and data analysis.
Students will organize, represent, investigate, interpret, and make inferences using data from both observational studies and real world situations

Class will discuss latest communication with other schools.

Teacher will facilitate data collection, Skype sessions, and water testing and data analysis.
Students will organize, represent, investigate, interpret, and make inferences using data from both observational studies and real world situations

Teacher Presentation Strategies SESSIONWORK Guided Practice and/or Independent Practice Closure Independent Practice
(Homework)

Students will discuss finding and then articulate next steps. Communicate with cohorts then summarize results (take notes).

Students will discuss finding and then articulate next steps Communicate with cohorts then summarize results (take notes).

Students will discuss finding and then articulate next steps Communicate with cohorts then summarize results (take notes).

Students will discuss finding and then articulate next steps Communicate with cohorts then summarize results (take notes).

Students will discuss final results and then articulate next steps Communicate with cohorts then summarize results (take notes).

CLOSING

TEACHER/CO-TEACHER: INSTRUCTIONAL FRAMEWORK GPS/CCGPS Standard(s)

(Number & Descriptor)

Rodney Finkley MONDAY

CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 1 and 2. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

COURSE:

Math III - A

SUBJECT WEDNESDAY
CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 5 and 6. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

Exponential Models.

TITLE:

Food Sustainability FRIDAY

CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 9 and 10. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

TUESDAY
CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 3 and 4. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

THURSDAY
CCGPS Standard F-LE: Construct and Compare Linear and Exponential Models and solve problems. Students will go to the Georgia Farm Bureau web site to research and create a table to illustrate the produce sold in certified markets 7 and 8. Use Excel to graph linear & exponential functions of GA. produce. Use Power point for final presentation.

INSTRUCTIONAL STRATEGIES

Literacy Integration

Technology Integration

Communication of Learning Intentions & Success Criteria

(Essential Questions)

Building Commitment & Engagement

(Warm-Up)

Teacher Presentation Strategies

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 1 & 2 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 3 & 4 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 5 & 6 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs.. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 7 & 8 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

How does the produce grown in these markets compare to what is being grown throughout GA and the rest of the country or world? Find the area of Georgia certified markets 9 & 10 and their distance to the Farm Bureau Head Quarters in Macon, GA.? Teacher will use the Promethean Board to demonstrate and facilitate calculating market areas and the use of Excel.
Students will work collaboratively to find the areas of the certified markets, create tables of the produce grown in each market and the distance from the markets to Macon. The students must create linear and exponential graphs. Students will compare and contrast the linear and exponential graphs, and then discuss the sustainability of each region and global impact. Students will work on presentation of work in power point.

WORK SESSION

OPENING

Guided Practice and/or Independent Practice

CLOSING

Closure Independent Practice

(Homework)

T TEACHER EACHER/C /CO O-T -TEACHER EACHER: : INSTRUCTIONAL FRAMEWORK GPS/CCGPS Standard(s) GPS/CCGPS (Number & Descriptor) Standard(s)
(Number & Descriptor)

Rodney Rodney Finkley Finkley MONDAY MONDAY

MCC9-12.F.IF.2 MM4A6 : Solve trigonometric Use function equations evaluate notation, both graphically functions and algebraically. for inputs in their domains MM4P4: and interpret Make statements connections that along use function math tonotation other disciplines. in terms MM4P5: of context. represent math in multiple ways. Students will read provided text Students on food will carbon research footprint top five crops grown Students emissions. in a particular will read state, caloric daily region or labels, country then and write then a record the exact comparative analysis location with where at least one of each is grown. classmates. Collaboratively, Students will usestudents internet will to: use research internet their to: daily caloric need Research (USDA their website) crops. Watchdaily track You calorie tube video usade on contour mapping.Students will (supertracker). UseMicrosoft use contour map Excel (Google & power Earth). point.

C COURSE OURSE: :

Coordinate Algebra Mathematics 4

T TOPIC OPIC( (S S): ): WEDNESDAY WEDNESDAY

Functions Trig. Ratios

T TITLE ITLE: :

Carbon ContourFootprint Mapping(food) FRIDAY FRIDAY

MCC9-12.F.IF.2 MM4A6 : Solve trigonometric Use function equations evaluate notation, both graphically functions and for algebraically. inputs in their domains and MM4P4: statements interpret Make connections that use along math function notation to otherin disciplines. terms of MM4P5: represent math in context. multiple ways. Students will write about Students will research top five any patterns crops grown in a they different state, observe from and their daily region or country then record the exact location where at least table. one of each is grown. Collaboratively, Students will usestudents internet will to: use internet to: research their daily caloric need Research (USDA website) their crops. Watchdaily track You calorie tube video usade on contour mapping.Students will (supertracker). UseMicrosoft use contour map Excel (Google & power Earth). point.

TUESDAY TUESDAY
MCC9-12.F.IF.2 MM4A6 : Solve trigonometric Use function equations evaluate notation, both graphically functions and algebraically. for inputs in their domains MM4P4: and interpret Make statements connections that along use function math tonotation other disciplines. in terms MM4P5: of context. represent math in multiple ways. Students will create a table, and Students make daily will entries, research to log top the five crops grown caloric information in a different obtained state, region from the orSupertracker country and then record the exact location where website. at least one of each is grown. Collaboratively, Students will usestudents internet will to: use internet research their to: daily caloric need Research (USDA website) their crops. Watchdaily track You calorie tube video usade on contour mapping.Students will (supertracker). Use Microsoft use contour map Excel (Google & power Earth). point.

THURSDAY THURSDAY
MCC9-12.F.IF.2 MM4A6 : Solve trigonometric Use function equations evaluate notation, both graphically functions and algebraically. for inputs in their domains MM4P4: and interpret Make statements connections that along use function math tonotation other disciplines. in terms MM4P5: of context. represent math in multiple ways. Students will create a table, and Students make daily will entries, research to log topthe five crops grown caloric information in a different obtained state, region from the or Supertracker country and then record the exact location where website. at least one of each is grown. Collaboratively, Students will usestudents internet will to: use internet research their to: daily caloric Research need (USDA their website) crops. Watchdaily track You calorie tube video usade on contour mapping.Students will (supertracker). UseMicrosoft use contour map Excel (Google & power Earth). point.

OPENING INSTRUCTIONAL INSTRUCTIONAL STRATEGIES STRATEGIES

Literacy Integration Literacy Integration Technology Integration Technology Integration

MCC9-12.F.IF.2 MM4A6 : Solve trigonometric Use function equations evaluate notation, both graphically functions and algebraically. for inputs in their domains MM4P4: and interpret Make statements connections that along use function math tonotation other disciplines. in terms MM4P5: of context. represent math in multiple ways. Students will create a table, and Students make daily will entries, research to log topthe five crops grown caloric information in a different obtained state, region from the or Supertracker country and then record the exact location where website. at least one of each is grown. Collaboratively, Students will usestudents internet will to: use internet research their to: daily caloric Research need (USDA their website) crops. Watchdaily track You calorie tube video usade on contour mapping.Students will (supertracker). UseMicrosoft use contour map Excel (Google & power Earth). point.

Communication Communication of of Learning Learning Intentions Intentions & & Success Success Criteria Criteria
(Essential (Essential Questions) Questions)

What the difference What are is the topographical differences between an Omnivore, in the top 5 crops? Lacto-ovo vegetarian, and Vegan? Teacher Teacherwill willfacilitate facilitate a helping each group discussion on what is a differentiate the locations carbon footprint? of their 5 crops.
Teacher will demonstrate: how to use how use a Teacher will useto the contour map . Promethean Board to The calculation ofto the demonstrate how use steepness notation of the region function when through trigonometric converting units. ratios.
Students will collaborate while; 1. 5 crops. 4. Find Calculate daily 2. caloric Use contour maps. number 3. Calculate daily inclines of 5. CO 2 crops through emission trigonometric ratios. compare and Students will discuss food contrast they discover choices, patterns nutritional and value, basedcaloric on crops and topography. daily intake, Algebraic Students will work on creating notations & calculations Power Point of the Students willpresentation log/journal daily assignment. meals and add to their pinterest board and solve daily equation.

How the calories 2nd set of five Howdoes many per crops differ in type and day should you topography from the consume? previously researched crops?

How the 3rdstyle set of five Doesdoes your life make crops differ in type and a difference in how many topography from calories per day the you previously researched should consume? crops?

How theamount 4th set of five Howdoes is the of crops differ in type and calories per day topography from the calculated? previously researched crops?

How last set of five Howdoes canthe we determine crops differ in type and the amount of carbon topography from the emitted from the foods previously researched crops?

you eat on a daily basis?

Teacher will facilitate Class will discuss what comparisons and contrast they can do as a group to of a different 5 emissions. crops and lower carbon its topography.
Teacher will demonstrate: how to usewill howfacilitate to use a Teacher contour map. discussions on the health The calculation of the implications local, steepness of thefor region national and global through trigonometric ratios. communities.
Students will collaborate while; 1. Find 5 crops. Calculate daily caloric 2. number Use contour maps. 3. Calculate daily inclines of 2. CO 2 crops through emission trigonometric ratios compare and Students will discuss food contrast they discover choices, patterns nutritional and value, basedcaloric on crops and topography daily intake, Algebraic Students will work on creating notations & calculations Power Point of the Students willpresentation complete project. assignment.

OPENING

Building Building Commitment & Commitment & Engagement Engagement (15 (15
min. min. Warm-Up) Warm-Up)

Teacher will facilitate Class will discuss the comparisons and contrast importance of knowing of a different crops and their caloric 5 intake. its topography.
Teacher will demonstrate: how to use how to use a Teacher will demonstrate contour map . how to create linear The calculation of the functions from out of caloric steepness of the region conversions. through trigonometric ratios.
Students will collaborate while; 1. Find 5 crops. Calculate daily 2. caloric Use contour maps. number 3. Calculate daily inclines of 2. CO 2 crops through emission trigonometric ratios compare and Students will discuss food contrast they discover choices, patterns nutritional and value, basedcaloric on crops and topography daily intake, Algebraic Students will work on creating notations & calculations Power Point of the Students willpresentation log/journal daily assignment. meals and add to their pinterest board and solve daily equation

Class will Teacher will discuss facilitate the comparisons importance of and knowing contrast of aamount the different of5emitted crops and its topography. carbon that can be Teacher will attributed todemonstrate: each student.
how to use how to use Teacher will teach the a contour map . concept of using function The calculation of the notation to convert carbon steepness of the region emissions into linear through trigonometric functions. ratios.

Class will Teacher will discuss facilitate the comparisons need to lowerand personal contrast of a school and different carbon 5 crops and its topography. emissions.
Teacher will demonstrate: how to usewill how to use a Teacher contour map. demonstrate how to use The calculation of the MS Excel steepness of to thecalculate region calories and carbon through trigonometric ratios. emissions.
Students will collaborate while; 1. Find 5 crops. Calculate daily 2. caloric Use contour maps. number 3. Calculate daily inclines of 2. CO 2 crops through emission trigonometric ratios compare and Students will discuss food contrast they discover choices, patterns nutritional and value, basedcaloric on crops and topography daily intake, Algebraic Students will work on creating notations & calculations Power Point of the Students willpresentation log/journal daily assignment. meals and add to their pinterest board and solve daily equation

Teacher Teacher Presentation Presentation Strategies Strategies CLOSING CLOSING SESSIONWORK ORK

Guided Practice Guided Practice and/or and/or Independent Independent Practice Practice Closure Closure Independent Independent Practice (Homework) Practice
(Homework)

Students will collaborate while; 1. Find 5 crops. Calculate daily 2. caloric Use contour maps. number 3. Calculate daily inclines of 2. CO 2 crops through emission trigonometric ratios compare and Students will discuss food contrast they discover choices, patterns nutritional and value, basedcaloric on crops and topography daily intake, Algebraic Students will work on creating notations & calculations Power Point of the Students willpresentation log/journal daily assignment. meals and add to their pinterest board and solve daily equation