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Unit and Lesson Plan Template

Subject Area: Mathematics Grade Level: High School (9-12) Objective: The students will be able to strategize, plan and create an amusement park that will maximize profit and park rating. They will work with finances by raising ticket and food prices, by hiring employees, and by expanding their park. They will be able to collect data based on their successes and failures to make informed decisions, identify trends, and forecast possibilities. Lesson/Unit Summary: Day One: Introduce the concept of game-based instruction and introduce the lesson. Show the video of Roller Coaster Tycoon 2 (RCT) while explaining what each group will have to accomplish during the week. On day one the students will strategize together and draw up a park layout that they think will maximize profit and park rating. Day Two: The students will get started on the RCT program. They can spend a few minutes getting acclimated to the controls and menu options before they start building their park. The students will build their park based on their written layout and record their starting profit, ending profit and highest profit of the day. They will also record their starting, ending, and highest park rating of the day. Day Three: The students will now explore the more advanced menu options and will start to maximize their profit. They will hire workers and play with ticket and food prices while observing changes in their parks finances and rating. They can use these observations to make inferences on what works best and what does not work. Day Four: The students will focus more on customer satisfaction and park rating on this last day of gameplay. Through trial and error, students will find the best methods of raising their park rating. They will continue to keep records of their financial progress and park rating. Day Five: The students will take all of their data and calculate the mean, median, and mode of their profit and park rating. They will also calculate and graph the mean, median, and mode of the classs highest daily

profits and park rating. They will make observations about the data and we will discuss everyones findings as a class to close out the activity. Instructional Strategy (ies): Cooperative Learning Project-Based Learning Game-Based Learning Common Core Standards (ELA, S.S, Science, etc.) CCSS.Math.Content.HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). CCSS.Math.Content.HSS-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. CCSS.Math.Content.HSS-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). CCSS.Math.Content.HSS-ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. CCSS.Math.Content.HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. CCSS.Math.Content.HSS-IC.B.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. CCSS.Math.Content.HSS-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. CCSS.Math.Content.HSS-IC.B.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. CCSS.Math.Content.HSS-IC.B.6 Evaluate reports based on data.

CCSS.Math.Content.HSS-CP.A.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. CCSS.Math.Content.HSS-MD.B.5 (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. CCSS.Math.Content.HSS-MD.B.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). ISTE/NETS Standards for Students: 1b. Create original works as a means of personal or group expression-The students will design and build an amusement park as a group. 1c. Use models and simulations to explore complex systems and issues-The students will use the Roller Coaster Tycoon software to simulate running an amusement park while focusing on maximizing profit and maintaining a high customer satisfaction rating. 1d. Identify trends and forecast possibilities-The students will identify trends in their data and use those observations to make informed decisions to benefit their park. 2d. Contribute to project teams to produce original works or solve problems-Students will work in teams with each member contributing to the project. 3d. Process data and report results-Students will collect data based on the results of their park and the classs parks and report the results graphically and written down. 4b. Plan and manage activities to develop a solution or complete a project-Students will manage an amusement park and learn how to maximize profit and maintain a high park rating. 4c. Collect and analyze data to identify solutions and/or make informed decisions-Students will collect data based on their decisions and use that to make more informed decisions and to answer questions. Media and Materials/Technology Needed: Students will need access to a laptop cart or a computer lab for about one week of class. The computers will need to have the program Roller Coaster Tycoon 2 downloaded. The students will also need sheet paper and graph paper to record their results and answer questions. A SmartBoard will be used to collect the classs data and make graphs during the final discussion.

How Depth of Knowledge (DOK) level 3 & 4 will be addressed in lesson: Level 3: Students will need to reason, strategize, and plan to create a successful amusement park layout that will have a high park rating and will maximize profit. Level 4: Students will have to investigate which decisions (hiring staff members, changing food and ticket prices, etc.) will increase/decrease profit, increase/decrease park ratings, increase/decrease customer satisfaction in order to create the best park possible. Differentiation (delivery method, activity/process, content/ability/ assessment): Students who are bilingual or ESL learners can change the language on the software to make it easier for them to do the activity. If there is not a language setting on the game, an ESL teacher may need to come in to work with the student who is having difficulty. Students will be grouped according to skill level so that higher-level learners will be able to help lower-level learners. The students will also be able to work at their own pace during the activity. Anticipatory Set: http://www.youtube.com/watch?v=TosKP8jgKhU (skip to 0:22) Teaching Procedures: The teacher will be more of a guide on the side for this lesson rather than stand up and lecture. The teacher will go though the directions in detail and help the students set up the game every day, but then the students will work and learn on their own. The teacher will serve as a guide for students who have questions and need help. The teacher will also lead the discussion at the end of each day. Closure: Discussion at the end of each day to see how each group did, did they see any patterns, and how they could make their amusement park better. We will also address any problems or issues that the students had. Evaluation/ Assessment: At the end of each day, each group will have to turn in an assessment sheet that they have been working on throughout the day. Each assessment sheet will show the groups starting profit, ending profit, and highest profit of the day as well as the starting/ending/highest park rating of the day. They will compare highest profit and park rating with the class. There will also be a few follow-up questions on each assessment sheet. After the gameplay is over on the fifth day, students will have a rubric where they can grade their own park, their performance in the project, and the participation of everyone in the group.

Full Lesson Plan: https://sites.google.com/site/iechallengecompetition/home/5-lessonplans-for-math-literacy

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