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=Learning Architectures= media type="youtube" key="EVhpPSJgSYQ" height="277" width="446"
 * || //Applying Social Cultural Learning Theories to Designing Lessons using Wikispaces// ||
 * 1. || Complete your Wikispaces Tour ||
 * 2. || Complete your readings on the learning theories for Unit 1 ||
 * 3. || Your group will select the Algebra Acitivity that you will use to design your lesson ||
 * 4. || Build your Wikispaces that will include the parameters stated in the description of the Math Lab in the syllabus ||

Introduction:
Biologist often face the problem of determining how many of a particular variety of fish live in a body of water or how many species of animal live in a particular variety of fish live in a body of water or how many specifies of animal live in a particular woods or mountain range. They may be interested in knowing how many trout live in a lake. Of course it is impossible to count them all, so they catch a sample of fish and tag them on the gills. Then they throw the fish back into the water and allow them to mix with the other fish. Taking another net, they catch a second group of fish and compare the number of tagged trout to the total number of trout caught. Using a simple proportion, they can estimate how many trout are in the lake (i.e., TT/N=tt/nn, where TT is the number of tagged trout released into the water; N represents the total number of trout in the lake; tt is the number of tagged fish that was recaptured, and n represents the total number of tout that were caught on the second try). Five each pair of students a paper bag containing an unknown number of "fish" (you can use Goldfish Crackers, colored tiles, colored cubes, etc.) Students should reach into the bag, pull out a handful, count them, "tag" them (i.e. exchange a goldfish with a pretzel fish or a blue cube wit a red one), and t them back in the bag. After shaking up the bag, students should reach in and pull out another handful. By counting the total number of fish in the handful and noting how many of them are tagged, they can set up and solve a proportion to estimate the number of fish in the bag. If every pair of students has the same (unknown) number of fish, it can generate an interesting class discussion about the different answers that students produced after their sampling process and then a conversation about how this method is moderately effective but only generates estimates, some of which may not be very accurate. =Stage 1= =Identify Desired Results=

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=Established Goals=

= = =What essential questions will be considered What understandings are desired=

=What key knowledge and skills will students acquire as a results of this unit?=