GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. 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, mus ...

1. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.

2. National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.

3. For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set

4. 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.
Time Needed
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

5. 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):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement

6. 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):

7. · Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
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

8. 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 with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need

9. additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed
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DS 408: Project Proposal Report
Simulating Ridesharing Apps (Supply & Demand)
Executive Summary
Ridesharing apps have grown exponentially in the last 15 years,
even dominating over
traditional taxi markets. One major issue with these apps that

10. can create detractors is long
waiting times. This is a problem we personally experienced
when using these platforms.
Waiting times can lead to a drop in revenue, consumer
satisfaction and user retention. Since
there are multiple causes behind them and we don’t have access
to their backend, we’ve
decided to simulate them and see if we can make improvements
or resolve bottlenecks.
We are setting up a simulation model that matches supply &
demand (i.e. drivers & riders)
based on an approximate location, combined with open-source
traffic data from a ridesharing
giant. Our goal is to identify the bottleneck and implement a
continuous solution that will
create a better user experience for both the rider and the driver.
We can use Excel to collect,
organize and process data and SIGMA to design a model with
varying parameters.
If successful, we can attempt to generalize and extrapolate our
supply & demand matching
algorithm to other use cases, and possibly sharing it in the
open-source community.
How Ridesharing Operates
When a rider submits a request, it’s submitted in the back-end
and a matchmaking process
begins between all currently active drivers within a reasonable
distance. All active drivers will
receive a notification and have the option to accept or deny (or
ignore) the request. To make
things more complicated, riders can choose between different
driver options; carpooling,

11. single car, luxury cars, large vans, EV’s or even cars with
disability provisions. So these types
of drivers, along with who’s currently on the road, will create a
supply distribution that we’ll
need to simulate in SIGMA. Once en route, it may be possible
for the driver to accept another
rider, and may make one or more stops before reaching the final
destination.
Our Simulation Approach
We will start with the basic model of accepting a request from a
driver and matching it with
the current supply of drivers. Once we set this up, we can add
more factors, such as different
driver options, roadblocks or traffic jams, surge pricing and
disruptions caused by events.
We will assess where drivers are affected by high demand, and
where consumers run the
problem of not having a driver. The main objective is to
identify the factors which cause
extended wait times.
Parameters:
Distance
Availability
Type of vehicle
Traffic jams
Surge pricing
1. Using Excel

12. We will use the Uber Movement portal to obtain open-source
traffic data in CSV format, which
can be imported and organized into Excel. We can also use
Excel to create random
distributions for the riders’ demand and drivers’ supply. This
will help us determine best and
worst case scenarios, as well as peak times and bottlenecks
which cause long wait times.
2. Using Sigma
We will use SIGMA to create queues of riders and drivers, and
matching them based on the
driver’s distance, time of day, and availability. We will run
simulations for varying demographic
areas, from dense metropolitan to rural areas, and analyze their
associated wait times.
Motivations & Goals
We decided that ridesharing apps are a good simulation
candidate for two reasons:
1. Ridesharing technology has been developed in the SF Bay
Area. Prominent companies
such as Uber and Lyft have already optimized their technology,
but their process remains
hidden from the public (much like Google’s PageRank or
Facebook’s News Feed). These
algorithms are part of valuable IP, and are highly complex and
coveted. So while we have
access to the front-end of Uber, the back-end structure remains
unknown. Our goal is to
simulate the basic process of connecting supply and demand,

13. based on drivers and riders’
location. We won’t be as successful as big tech companies, who
have millions of dollars to
hire the best engineering talent in the world, but we hope it may
provide insight into a service
that we frequently use and the crucial decisions one must take
to make the system work.
2. Despite the “black box” paradigm, we can still collect large
amounts of data from Uber
Movement to simulate how their process might work. Uber
Movement is an online portal,
where anyone can collect data on travel times, travel speeds and
mobility heatmaps. Data is
available for San Francisco, allowing us to locally optimize the
solution. Data can be exported
in CSV format and is available under a Creative Commons
license, allowing permission of
use for academic research. We can also reason from first
principles and compare how well
our model runs vs. Uber or Lyft, and tweak our model along the
way.
In short: we want to simulate a technology that’s popular in our
area and we use frequently or
have used in the past, but whose inner workings remain a
mystery to the public. We hope
that simulating ridesharing provides insight into the crucial
parameters that make the system
work, allowing us to “look behind the curtain”.
https://movement.uber.com/?lang=en-US
Potential Benefits

14. If we are successful, we might be able to generalize and
extrapolate our supply & demand
matching algorithm to other use cases. We could release our
model to an open-source
community, so other people can use our simulation as a starting
point for their own model.
Depending on the capabilities of SIGMA, we might even find a
way to optimize local traffic,
based on our model and the Uber Movement data.
Building the model will also teach us which parameters are
crucial to develop a successful
simulation, and provide insight into the engineering decisions
that companies must make to
create a good product. These insights will prove invaluable
when we apply for the job market.
Qualifications
Brent is interested in automation, machine learning, mobile
technology and finance.
Ridesharing apps combine these technologies to provide a
service to society. Furthermore,
he wants to improve his data analysis skills and understand
which factors play a decisive role
in deploying simulation models and in designing complex
systems with many moving parts.
Zain is interested in information technology, automation, and
supply chain. Ridesharing
platforms elicit different combinations of these. My goal is to
provide a better quality service to
the good of consumers with the publication of this model. More
importantly my intent is to
attain as well as showcase my analysis skills with this given
project.

15. Elfy is interested in the social impact of ridesharing. Taxis have
dramatically reduced in
popularity and there’s a large number of young adults that have
begun to reconsider their
intent of learning to drive. There are social, financial, and
environmental issues to consider
with regards to ridesharing applications, aside from just the
practical use after a party or
visiting local places with limited parking.
Group 3: Members
Brent Van Kersavond
Elfy Arrizon
Zain Mirza