Course: ALGEBRA 1
Grade Level: 9th
Class Period Length: ___50 min__________
Teacher: _ARMANDO VITAL___
School: _Rivera High School____
District: _Brownsville ISD______
E3 Project Instructional Plan
Day
1
Topic
Instructional Activities
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Impact of engineering
in everyday life.
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Futuristic view of a
typical day filled with
technology.
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Connecting Biology
study of bacteria and
phages with Algebra.
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DNA sequences
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Scatterplots
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PRETEST given to students
during at the beginning of school
year.
Write TEKS and Lesson
Objectives on board.
Cooperative Learning: Groups
of 4.
Place markers, poster boards,
yard sticks, rulers, colored dots,
glue, graph paper, and
calculators at center of desks for
each team.
Place E3 Poster on front board
to allow for easy viewing by the
students.
Upload powerpoint presentation
and videos.
Ask students to write on a piece
a paper a list of activities
engineers do.
Show the video “A Day Made of
Glass”
Explain the connection between
STAAR/
EOC/TA
KS
TAKS
Obj 1
Obj 2
EOC CCRS
II.D.1
VI.C.3
TEKS
A.6 (A)
A.6 (B)
A.1(E)
A.2 (D)
Resources
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E3 Powerpoint
Video : YouTube T4 Virus infecting
a bacteria.
Video: YouTube a day made of
glass
DNA Sequence
data of bacteria
and phages
Poster board, yard
stick, rulers,
markers of
different colors,
glue, color dots.
Poster created
during E3
program.
Graphing
calculators, TI
NSPIRE CX color
calculator,
projector
Course: ALGEBRA 1
Grade Level: 9th
Class Period Length: ___50 min__________
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2
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Vocabulary
E3 program project
performed by teacher
Impact of study of
phages to solve society
problems.
Phage genome
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Teacher: _ARMANDO VITAL___
School: _Rivera High School____
District: _Brownsville ISD______
their study of bacteria and
phages in their biology class to
studies in environmental
engineering.
Ask students to describe what
they think environmental
engineers do.
Provide students with copies of
DNA sequence scatter plots of
phages different from the study
done during the E3 program and
ask them to find at least 4
similarities.
Use random selection by placing
numbers in a bowl and taking out
the numbers to see who would
answer first. Groups may not
repeat the same answer.
Ask students to decide the
correlation of the scatter plot
they are working with (positive,
negative, no correlation)
Review the vocabulary terms.
Present the Powerpoint of the
work done by the teacher in E3
program.
Show video of a phage infecting
bacteria.
Describe the impact of finding
whether phages conserve their
TAKS
Obj 1
Obj 2
EOC CCRS
II.D.1
VI.C.3
A.6 (A)
A.6 (B)
A.1(E)
A.2 (D)
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E3 Powerpoint
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Video : YouTube T4 Virus infecting
a bacteria.
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DNA Sequence
data of bacteria
Course: ALGEBRA 1
Grade Level: 9th
Class Period Length: ___50 min__________
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evolution
Scatterplots compare
and contrast
Using TI-84 to find
line of best fit
DNA structure through time and
space (phage genome evolution)
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3
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Labeling scatterplots.
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Finding slope and yintercepts.
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Determining the
equation of a line.
Teacher: _ARMANDO VITAL___
School: _Rivera High School____
District: _Brownsville ISD______
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Refer to the DNA scatter plots
provided to help them
understand how to interpret
similarities
Provide students with data points
of phage DNA sequences.
Create table of values using the
data and paste in on their 3rd
quadrant of poster.
Graph the values on the 4th
quadrant using the colored dots.
Use TI-84 calculator to find line
of best fit.
Find an equation of the line.
Determine type of scatter plot.
Evaluate the slope and yintercept generated from the
slope-intercept equation.
Write interpretation of the data
on the 1st quadrant.
Present and explain findings in
front of class.
Compare and contrast each other
posters to evaluate if there are
similarities in the DNA sequence
of each phage.
Write a paragraph predicting
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TAKS
Obj 1
Obj 2
A.6 (A)
A.6 (B)
A.1(E)
A.2 (D)
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EOC CCRS
II.D.1
VI.C.3
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and phages
Poster board, yard
stick, rulers,
markers of
different colors,
glue, color dots.
Poster created
during E3
program.
Graphing
calculators, TI
NSPIRE CX color
calculator,
projector
DNA Sequence
data of bacteria
and phages
Poster board, yard
stick, rulers,
markers of
different colors,
glue, color dots.
Poster created
during E3
program.
Graphing
Course: ALGEBRA 1
Grade Level: 9th
Class Period Length: ___50 min__________
Teacher: _ARMANDO VITAL___
School: _Rivera High School____
District: _Brownsville ISD______
which phages have a high degree
of similarity.
4
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Impact of conservation
of DNA through time
and space.
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STEM careers
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TAKS
Teacher will explain the
similarities and differences of the Obj 1
Obj 2
phages using posters.
EOC CCRS
Explain impact of phages
II.D.1
conservation of their DNA
VI.C.3
through time and space,
Explain work done during E3
program using the poster created.
Encourage students to view
science, math, and engineering
as possible areas of interest that
will help them study new
concepts such as phage genome
evolution when they go to
college.
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POSTEST
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2nd POSTEST Administration at
the end of school year.
A.6 (A)
A.6 (B)
A.1(E)
A.2 (D)
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calculators, TI
NSPIRE CX color
calculator,
projector
Poster created
during E3
program.
DNA Sequence
data of bacteria
and phages
Poster board, yard
stick, rulers,
markers of
different colors,
glue, color dots.
Poster created
during E3
program.
Graphing
calculators, TI
NSPIRE CX color
calculator,
projector
Course: ALGEBRA 1
Grade Level: 9th
Class Period Length: ___50 min__________
Resources Page for Project
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35 Poster boards
6 sets of color sharpies
Crayons
Package of blue permanent markers
Package of red permanent markers
10 Rulers
6 yard sticks
20 Avery color coding labes ¼” diameter
TI Nspire CX CAS color calculator with software package
Teacher: _ARMANDO VITAL___
School: _Rivera High School____
District: _Brownsville ISD______