L4+Reynolds,+Allison

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Allison Reynolds **__Lesson #:__** 4 **__Facet:__** Evaluate
 * __ Grade Level __**** : ** High school **__Numbers of Days:__** 3
 * __ Topic: __** Equations in the real world


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that r ** ates of "real world" subjects can be solved with linear and exponential equations
 * Student will know ** rates, constant rates, percent rates, parts of rate.
 * Student will be able to do ** describe the relationship between rates and equations in the real world


 * Product: ** Comic Life


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards Content Area: Functions Grade level: High School Domain: Linear, Quadratic, and Exponential Models Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * Rationale: ** Students will be working with a variety of functions in order to see how they work in the real world. They will discuss and write about how these two equations are different and how that can be seen outside of the classroom.


 * __ Assessments __**
 * Formative (Assessment for Learning) **


 * Section I – checking for understanding during instruction ** Students will be given a planning graphic organizer in order to arrange their thoughts and planning board for the Comic life. I will also be using the thumbs up and thumbs down method in order to see if the students are comfortable and understand the content.
 * Section II – timely feedback for products (self, peer, teacher) ** Students will self-assess by using a rubric to make sure that they have all aspects of the project**.** The students will be expected fill out the rubric themselves before passing in the project in order for the students to know if they have had everything completely to a high standard. Students will be required to show exactly what they did as well as what they may have had help on. They will need to credit their peers but have their own work.The teacher will also be using the same rubric in order to give feedback to the student.


 * Summative (Assessment of Learning): **

Students will use a comic book to compare real life equations to the ones used in class. The program Comic Life will be used to do this assignment. Students will be expected to create a superhero (realistic or not) that would save the day by using each of the equations to make the world safe again. Each type of equation, linear and exponential, will be used as an example for rates and real (or unrealistic) situations in the book. The creative aspect of this comic will bring the equations to life in a new way for the students to produce and share with the rest of the class.


 * __ Integration __**


 * Technology: ** The type of technology the students will be using is Comic Life. Comic Life is a Type II technology that brings a story to life with animation, pictures, text, and other pieces of technology.

Science: Students can relate the problem to the real world, including certain issues about the rainforest, nature, or other scientific issues that linear and exponential equations can use. Digital Design: Students will be using the comic book layout in order to design their story to come to life. Students will be using their mathematical equations with designing a layout in order for the comic to be entertaining and educational. Music: Students can relate the problem to musical experiences, such as getting paid for a gig or even a musical concept should they want to.
 * Content Areas: **


 * __ Groupings __**

Students will be given a planning graphic organizer in the beginning of class in order to start brainstorming ideas for the comic book. The students during the lesson will be each be given a slip of paper. They will either be given an equation, a story line, or a conflict. Students will then walk around in a circle, one on the inside one on the outside, and will meet up with someone. Students will then brainstorm together how to put these two into a story or an idea of one.
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students in the brainstorming session will both be in charge of contributing ideas and creating a rough idea of a comic story. They will have to work together to start coming up with ideas. Students will be working individually on the comic, but are welcome to get ideas from other students as well as work with others for images and concepts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

**Verbal/Linguistic:** Students will be writing a story that will be turned into a comic. **Visual/Spatial:** Students will be using visuals in the comic in order to tell the story of the superhero. **Musical Rhythmic:** Students can convert their comic into a movie and create background music to add to the adventure of the comic. **Bodily/Kinesthetic:** Students will be acting out the story created by the teacher in order to show an example durring the hook portion of the class. **Naturalist:** The story can be based with scientific rates that show a connection to the environment. This can also be a comic that brings a environmental concern to the class. **Interpersonal:** This comic will be individually done, without partners.
 * __ MI Strategies __**


 * __ Modifications/Accommodations __**


 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** Students who are absent will be required to meet with me for an update on the class. The student will need to get the notes either from me or from another students. The notes will include and idea of concepts for the comic life, a tutorial for the comic life, and other notes on the equations. The rubric will also need to be with the student before he/she continues. Notes will also be posted on the wiki in order for the students to have access to them. Please refer to me or any classmates on questions on the content, product, or how the class went.


 * __ Extensions __**


 * Type II technology: ** The type of technology the students will be using is Comic Life. Comic Life is a Type II technology that brings a story to life with animation, pictures, text, and other pieces of technology.


 * Gifted Students: ** Students who need or want a challenge for the product will have the chance to also create and interactive piece to the comic life. They can create an interactive piece in the form of a video, presentation, or other step in order make the comic life come to life even more. One suggestion is to somehow get the class involved in the real world problem the comic is trying to solve. Students can also draw their comic life before creating the digital version, in case students are wary of the program. That way, I can work with them while we convert it as well as getting a digital copy.

Content notes textbook (if available) markers white board any notes taken during class wiki available homework assignment graphic organizer notes on Comic Life computer access for students Comic life on all computers rubric story for students to act out note cards with story, equation, conflict notes fabric for costumes exit cards for work day
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] Comic Life website.

[] This is the website that students can go to incase they struggle while doing homework or miss the class where the information about linear equations was done.

[] A study guide website that walks out the steps of how to solve a linear equation. It has multiple examples of what a linear equations is and what it is not. It also has links to other problem solving strategies that students may need with linear equations.

[] A website that has real world problems of linear equations to use for either myself or the students. Inspiration for students to work with for their stories

[] A simple definition for what a linear equation is. This website also gives examples, non-examples, graphical pictures, and other ways to use linear equations. A very helpful tool for students and myself.

[] An open resource of information for math. This link is for the definition of slope.

[] Solving for exponential equations

[] Help for solving exponential equations and practice problems

[] Practice problems with solutions that I will give out for homework as a reminder

[] great site for students to have access to for practicing all kinds of math.

[] real world applications for exponential equations.

[] Shows examples of real world applications as well as the formulas. Walks through the process of solving with the equations.

[] video explanation of solving these equations.

[] tutorial for Comic life. Also has teaching resources as well.

[] Graphic Organizer for the students to use with their Comic Life

[] Rules of Logs and natural logs.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Agenda:

Day 1 (80 minutes) Homework assignment: A review sheet of the equations used thus far in the unit.
 * Quickly talk about how we have used real world applications for these equations (2 minutes)
 * Read and act out story with students (7 minutes)
 * Have students review identifying which equation goes with which situation in the real world (20 minutes)
 * Hand out the graphic organizer for information on project. Go over it (10 minutes)
 * Hand students story cards for creating ideas (2 minutes)
 * Arrange students in circle formation (1 minute)
 * Have students walk around with cards. (25 minutes)
 * Discuss activity (5 minutes)
 * Talk about future plans for product and the next classes agenda (5 minutes)
 * Last minute questions or review over anything thus far (3 minutes)

Day 2 (80 minutes) Homework: Finish the graphic organizer for comic life and start working on the Comic Life.
 * Ask any questions about homework to start. (10 minutes)
 * Have a brain storming session over real world applications for the equations (15 minutes)
 * Hand out tutorial for comic life and rubric for product (2 minute)
 * Discuss the rubric and the guidelines for the product. (10 minutes)
 * Have students produce mock comics to practice the product. (30 minutes)
 * Have students pick their topics and clear them with me. Work until the end of class (10 minutes)
 * Last minute questions or concerns for the class (3 minutes)

Day 3 (80 minutes) Homework: Finish the Comic Life for next class.
 * Open the class with questions on Comic Life (10 minutes)
 * Have students work on their comics (55 minutes)
 * Give in class practice for final mastery (10 minutes)
 * Exit card (5 minutes)

Classroom setup: Desks will start in a circle for the first day of class. Students will need the space in the middle of the room for acting as well as the inner outer circle activity. Desks for the rest of the classed will be in groups.


 * Student will understand that r ** ates of "real world" subjects can be solved with linear and exponential equations. //Distinguish between situations that can be modeled with linear functions and with exponential functions.// Students will now be working with a variety of equations in working with them in the real world. The goal for these students is for them to understand that these equations are not just based in the classroom and made up for students to learn. The students will first be introduced to this through the hook. The hook of this lesson is for the students to act out a super hero, created by me, that needs to solve a real world problem. The students will mime the situations. This will help their creativity start to get warmed up for the project ahead. Afterwards, students will quickly talk about the story and how they can create their own. Then, students will work on a review sheet for all of the equations. At this time I will take attendance. After they have completed the review sheet, I will ask if there are any questions with the thumbs up and thumbs down method of checking in with them.
 * Where, Why, What, Hook, Tailor: ** Verbal, Kinesthetic, Naturalist


 * Student will know ** rates, constant rates, percent rates, parts of rates (please see the Content Notes). Students will be given a graphic organizer. It is a planning graphic organizer to help them plan their comic life. Students do not have to fill out the graphic organizer yet. That is meant to be filled in during the work session and brainstorming session later on. That will be part of a story board for working later on. The students at this time will receive a card that either has a rate, a story line, or a conflict between two super heroes. With this information, the students will form an inner circle and an outer circle randomly. Then, students in the inner circle will stay stationary while the outer circle moves around clockwise. When the teacher says to, the students will stop moving. The students will be give 4 minutes to figure out how to combine these two things into a comic to present the class. I will be timing the sessions as well as listening to what the students are brainstorming. I will also be a source if students are struggling The students will not be required to present their brainstorming to the class. After the 4 minutes, the students will rotate again. This is a way for the students to start thinking creatively and start to discover how they will write the comic life they will create.
 * Equip, Explore, Rethink, Tailors: ** Verbal, Spatial, Kinesthetic

**Explore, Experience, Rethink, Revise, Refine, Tailors:** Verbal, Musical, Interpersonal, Naturalist
 * Student will be able to do ** describe the relationship between rates and equations in the real world. Students will be working with Comic Life in order to create a comic that depicts a situation where these equations would be used in the real world. To begin, on the second day, students will start brainstorming their own ideas of where these equations would be found in the real world. The students at this time, with their inner outer circle activity done and the brainstorming session completed, will be introduced to the product. They will be given a rubric and tutorial for Comic Life. The class will first look over the rubric. The students will hear what is expected of them as well as ask any questions about the rubric. At this point I will introduce Comic life. I will show the students an example of a Comic life and will go over the [|tutorial] with the students. The students can practice using the tool in order to get comfortable with the program while I take attendance. Students will be working on their own, but can practice and make their practice comics with the others around them. After the students have practiced and created a few mock comics on their own, they can check their mock comics to the rubrics. This will show if the students will be able to understand and work with the rubric given. The students will then meet with me individually of what they would like to write about for their comic. The students can conference with me very quickly about what they are going to do, write about, and their super hero. This will give the teacher the chance to work and give feedback to the students. This will give the students one more chance to get feedback before working. Students can start to work on their comic books before the class ends. The students will then work on their Comic Life comics over the night and use the rubric for checking in with me. The next day, students will be having a work session day. The class wil begin with me asking if there were any questions or concerns over the rubric or the software while working. If students felt comfortable and ok with Comic Life, then the class will start working on their comics. Students will be creating their own comics, but they will be working together for other parts. For instance, if students need photos of people doing certain things, the students can quietly work together for photos and other needs. While this work session is happening, I will be taking attendance. Then, I will be walking around the room checking on students working. Students will be expected to be working on this assignment the whole time. If the student is done the assignment, I will advise that they start working on the "gifted" students section. This is an extension of the project where students see if their comic can come to life. This can be done in a variety of ways. Also during this work session, I will be available to conference and check in with students who wish to do so. This way students can still get feedback from the teacher while working on their project. Students will be expected to use their rubric while working on the comic in order to make sure they are meeting all the requirements for the comic. At the end of the class, students will be given a review sheet to make sure that the understand the equations as well. The students can finish this and hand it in at the end of class. This is a check in for the teacher to see if students are still struggling. Students will end class with the thumbs up and thumbs down method to make sure that they are comfortable with all the information and the assignment. The last portion of the class will be students filling out the exit card saying what they did during this work session and what they need to finish.

Students will self access their work with the rubric I handed out at the beginning of class. Students will need to fill out their rubric before passing in their product. The students will have to show that they filled the requirements and will have to justify why the gave the score that they did. I will use these rubrics while grading to understand what the students were thinking during the process of creating the comic. The students will then pass in their comic for grading. I will do a first round of grading and use the rubric to grade them. I will hand back the two rubrics, the comic, and notes on the comic and improvement. If need be, I will meet with the students to explain my evaluations and work on the comic. Since they will be working together throughout some portions of the project, their peers will be able to help with the comic. Students can help give ideas and help, but each student will be responsible for their own comic. The homework assignments given are a way to check if they understand the material mathematically. The product is used to check if they can understand the concepts and idea of the mathematics used. This will help with future lessons because mathematics is a step by step process. This information will help for future mathematics. **Evaluate, Tailors:** Verbal, Interpersonal


 * __ Content Notes __**

Students will know: rates, constant rates, percent rates, parts of rates

Linear rates:

Equation: Students may have a general idea of what an equation is. An equation is a statement that shows, mathematically, that two things are equal. For instance, the statement 10=7+3 is an equation. It is important that they know that both sides of the equation are the same thing, just written in different terms. If students are confused with that concept, try using time. 1 hour = 60 minutes. Both sides may look different, but they are indeed equal. This leads to linear equations.

Linear equations are equations (so each side is equal) with a variable (a letter or symbol representing an unknown) to the power of 1. This is very important. The x can only be raised to the power of one. X2 is not a linear equation because it has an exponent that is not equal to one. 10=7+x is a linear equation. Y=x+7 is also a linear equation that deals more with graphing or finding unknowns. So, when graphed, this type of equation is a straight line. That means that it goes over equal intervals. This is called the slope.

Slope is the idea that of how steep the line is going down a graph. They will probably have seen a line a graph before in a previous math class or even a science class. In any case, slope should really be discussed after solving and equation or two to understand the math behind it.

Linear equations can represent certain rates in the real world. Linear rates are called constant rates because, as said before, the interval is always the same interval over and over again. So, one famous linear rate in the real world is speed. D=r*t. Distance =rate *time. Let’s say that one student was driving 40 mph over a distance of 2 miles. How long did it take that student to drive 2 miles going 40 mph? Well, since D= distance, D=2 miles. Since r=rate, than r=40mph, a constant rate. So, 2=40x. x=1/20 of an hour. Thus, it would have taken 3 minutes to go 2 miles traveling at the rate 40 mph.

Now, let’s put this into a graphical example for students to see. Take the 40mph one. One way to write this equation, if you don’t know the distance or the time, is y=40mph(x). This is now in written in a way that is formatted to be graphed. This format is called y=mx+b. y is the independent variable that relies on all the other ones to define it. In this case, it would be D.

M is the slope, which is the constant rate. It is a constant rate because it changes the x value over a set interval over and over again. The interval never changes.

X is the time that given, and b is the starting point of the distance. This is like saying he started timing himself at a mile marker, which was 50 miles down the high way. Thus, the equation would be y=40x+50. Now, as we pick numbers to place into x, we will find solutions for y. This is how a linear function works. Since they learned that functions are equations that give one output for every input, this makes sense. Most students should have a small grasp of what a linear equation is, but these definitions are in case a student doesn’t or is confused.

Every linear equation should draw a straight line on a graph. If the values on the graph when connected are not a straight, continuous line, than either a calculation error was made or a graphing error was made.

Another form of a linear line that students may see is called standard form. Standard form is just a new way of writing the y=mx+b form of a line. These two could be an equation! The formula for standard form is Ax+By=C. This can be transformed into y=mx+b just by rearranging the variables so that instead of y being alone, the constant is alone. Students will be working with y=mx+b for a majority of the time, but students should be able to recognize and transform standard form. At this point in the lesson, students should be able to work with linear equations somewhat on their own. It may help students to work together on these problems and use the graphic organizer to show the steps of solving a linear equation.

Exponential rates: An exponential rate is when something is being raised to a power of another something. For instance, we have seen x^2 in other equations. We could also see x 4, or X 5 + 3x 3 -6x 2 =1. This is an exponential equation. Something is being raised to the power of something else. There are a variety of ways to solve exponential equations. First, let's start off with something easy. For instance:

x 4 =16. This is saying some number we don't know yet it multiplied by itself for four times or it is being raised to the fourth power. We know that if we multiply 2 by itself four times we get 16. So, 2 4 =16. This is just trying to find out what number belongs in the X spot. Now, for something a little harder. This is when we don't know the power. Let's say we see the problem 6 x =6 7. What is x? One of the rules of logarithms is that when the bases are the same, the exponents are the same if the two terms are set equal to each other. Since 6 does = 6, then x does equal 7. Same if it was 10 x = 10 3. The bases are the same, thus the exponents are the same. Therefore, x=3. This method can be used to solve more advanced problems of this nature. For instance, 7 x-3 = 7 7. Since the bases are the same, we know that x-3=7. Solving for x, we get that x=10. The same idea is being used in order to solve these exponents. Now, what if the bases are not the same? Let's say that we have 4 x =2 8. What do we do? We know that we have to have the bases the same, so let's make them the same. We can change 4 into 2 2. Now we have 2 2^x = 2 8. The rules of exponents and powers say that a power raised to a power you multiply the exponents. Thus the new statement says 2 2x =2 8. Now we solve as we have before. Thus, 2x=8, and x=4. Exponents and the rules of powers can be very easy to learn and remember. It is when the equations are not so simple that we step into a new area of math. This is called logarithms. A logarithm has a formula that looks like // log // b (m)= n where b n =m. B is called the base. There are an infinite number of bases for logs because there are an infinite number of numbers! We work in the base 10 number system, so when you see log (3) it is really log 10 (3). We assume the 10 is there. If it is any other base we put the number. This method is used when we can't simply use the exponent rules to solve the equation. For instance, 2 x =30. 30 is not a multiple of 2, so it really doesn't work. Thus, x=log 2 (30). This does have a value. You can either look it up on a table or you can use a calculator to find the numerical value of this statement. Logarithms are the opposite of exponents. They are inverses of each other. Much like squares and square roots. We don't always need the square root to know the square root of a number. For instance, we know that 4 square rooted is 2. But that is the method we use to solve it. Same idea happens with exponents and logarithms. This is what we use to solve examples in real life that use these rates. These rates are used for many instances. Exponential rates are used when something is gaining very quickly or loosing something very quickly. For instance: A tree frog population doubles every three weeks. Suppose that currently, there are 10 tree frogs in your back yard. How many tree frogs will there be in 6 months, assuming that there are four weeks each month? We can start with a table, just to get an idea of what we are looking at. We know that we have started with 10 frogs. That will come into the equation at some point. We know that the number doubles every 3 weeks. So, it is like we are multiplying by 2 everything 3 weeks. Ah, this is what we see as being multiplied by itself over and over again. so, this is going to be raised to an exponent. Now, we know that it get's multiplied every 3 weeks, we want it by every week. That way, we can find it for any number of weeks, say, 24 weeks. So, we can divide the unknown number of weeks, n, by 3. Therefore, we have the equation 10*2 (n/3). We can plug in whatever number we want in order to find how many weeks. We know that it is 24 weeks, so 24/3 is 8. Therefore, we have 10*2 8 which is 2560. That is a lot of frogs! That is how we use these equations in real life. Exponential equations can help us with money, population, and other things that grow really quickly over time.


 * __ Handouts __**

cards for walk around activity story copies for students to read along with homework assignment rubric graphic organizer tutorial for Comic Life logarithm notes


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – //****// Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //**


 * //__ Learning Styles __//**


 * // Clipboard: //** Clipboard students will be given a rubric with all the information they will need in order to complete the product. Students will also be presented the information in a step-by-step manner in order for all students to understand. The students will also have a graphic organizer in order to organize their thoughts for the comic life. It can also be used for examples of situations or how to solve the equations.


 * // Microscope: //** The microscopes in my class will be able to do dive into the question of why in this lesson. The idea of the product is to have students come up with real life situations in which these equations will be found. They will have to explore and discover the reasons why these equations work in the real world. There will also be a variety of brainstorming sessions as well as times for thinking of the comic in order to truly process the information.


 * // Puppy: //** Students who are puppies will feel comfortable and confident in my class. All of the students will be brainstorming together in order to come up with some ideas for the comic book. Students will also have the chance to check in with me after the project is done in order to make adjustments and changes for a better project. Students should work with each other for ideas, even though the project is individual.


 * // Beach Ball: //** Beach balls in my class will experience a variety of activities in this lesson. The hook of this lesson is a skit for students to act out that show examples of how to work with equations in the real world. Then, students will move around the room in order to meet with other students to brainstorm. This will allow students to work with others and jump into the examples in the real world.


 * // Rationale: //** Students in this lesson will have the opportunity to work with each other and experience different learning styles. All learning styles are addressed and used in this lesson so all students can feel comfortable to learn and grow.


 * // Standard 6 - //**** //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth// ****//, //****// to monitor learner progress, and to guide the teacher's and learner's decision making. //**


 * // Formative: //**

Students will be given a planning graphic organizer in order to arrange their thoughts and planning board for the Comic life. I will also be using the thumbs up and thumbs down method in order to see if the students are comfortable and understand the content. Students will also self-assess by using a rubric to make sure that they have all aspects of the project**.** The students will be expected fill out the rubric themselves before passing in the project in order for the students to know if they have had everything completely to a high standard. The teacher will also be using the same rubric in order to give feedback to the student.


 * // Summative: //**

Students will use a comic book to compare real life equations to the ones used in class. The program Comic Life will be used to do this assignment. Students will be expected to create a superhero (realistic or not) that would save the day by using each of the equations to make the world safe again. Each type of equation, linear and exponential, will be used as an example for rates and real (or unrealistic) situations in the book. The creative aspect of this comic will bring the equations to life in a new way for the students to produce and share with the rest of the class.


 * // Rationale: //** This lesson was designed to have students show their mastery of the subject through a variety of assessments. Instead of the simple test, students will have a final project that can access multiple intelligences as well as their learning styles. The check ins along the way, with the graphic organizer and the thumbs up and down method will be used to see where they are in the content. The assessments in this lesson will not only motivate the students to do well, but to truly learn the material.


 * // Standard 7 //**** - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,// ****// cross //****// -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. //**


 * // Content Knowledge: //** Please see content notes


 * // MLR or CCSS: //**

Common Core State Standards Content Area: Functions Grade level: High School Domain: Linear, Quadratic, and Exponential Models Cluster: Construct and compare linear, quadratic, and exponential models and solve problems.

Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * // Facet: //** Explain- Students will be expected to explain how these equations work and are seen in the real world. They will need to identify and work with these equations in a setting outside of the classroom.


 * // Rationale: //** Exponential and linear equations are found all around us in shapes, work, and rates. These equations need to be mastered in order to understand how they work in these new situations. Students will have to explain, through projects and work, that they can see the value in these equations outside of the classroom. They will make the connections through explaining and understanding the material in their own words.


 * // Standard 8 - //**** //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.// **
 * // MI Strategies: //**

**Verbal/Linguistic:** Students will be writing a story that will be turned into a comic. **Visual/Spatial:** Students will be using visuals in the comic in order to tell the story of the superhero. **Musical Rhythmic:** Students can convert their comic into a movie and create background music to add to the adventure of the comic. **Bodily/Kinesthetic:** Students will be acting out the story created by the teacher in order to show an example durring the hook portion of the class. **Naturalist:** The story can be based with scientific rates that show a connection to the environment. This can also be a comic that brings a environmental concern to the class. **Interpersonal:** This comic will be individually done, without partners.


 * // Type II Technology: //** The type of technology the students will be using is Comic Life. Comic Life is a Type II technology that brings a story to life with animation, pictures, text, and other pieces of technology.


 * // Rationale: //** Students will be experiencing a variety of learning styles and strategies in order to take the most out of this lesson. This lesson was meant for students who are capable and want to learn. The students will be able to strengthen certain intelligences and strategies as well as perfecting others. The technology in this lesson will also capture their interests in order to make the content more real and meaningful. This lesson will encourage the students to not only learn but to master the information.

**//__NETS STANDARDS FOR TEACHERS__//**

**1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

**//Rationale://** Students will be expected to come up with their own situations in which these equations will be found. This will lend itself to finding real world situations. These problems will be solved by a super-hero, but will really be solved by how anyone else in the world would do it. The digital tools will allow them to be creative while learning.

**2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

**//Rationale://** Students will be working with a lot of technology in this unit and this lesson. Comic Life is a creative platform for students to construct a story about these equations. The environment is meant to have students work together while coming up with their own stories to present to the class. Since they will have to use their rubric to grade themselves, they will be assessing themselves as well as making goals. Finally, the story, character, and place are all up to the student. Students can use their strengths in order to excel in the project while strengthening their other intelligences during instruction. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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