L1+Bragg,+Jason

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

** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Jason Bragg **__Lesson #:__** 1 **__Facet__ :** Interpretation

**__Grade Level__:** 9 **__Numbers of Days:__** 2

**__Topic:__** Understanding Linear Relationships

**__PART I:__**

**__Objectives__**

Student will understand that equations can create a relationship between two or more subjects.

Student will know variables, independent variable, dependent variable.

Student will be able to do consider the relationship between subjects.

**Product:** Podcast

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Common Core Standards

Content Area: Algebra

Grade Level: High School

Domain: Creating Equations

Cluster: Create equations that describe numbers or relationships

Standards:

1. Create equations and inequalities in one variable and use them to solve problems.

2. Create equations in two or more variables to represent relationships between quantities.

**Rationale:** The lesson meets standard 2 by comparing variables and linking them to equations

**__Assessments__**

**__Pre-Assessment: (Lesson 1 only)__**

A ten minute survey will be given to the students electronically to assess what the students know about linear relationships, and what they think linear relationships are about.

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction**

Students will hand me an exit ticket at the end of class that will explain their understanding of comparing variables so that I know if I need to cover variable relationships in the next class.

**Section II – timely feedback for products (self, peer, teacher)**

Students will follow and use a checklist to make sure that all components of the project are there. Peers will give specific feedback to the creator. I will be giving feedback so that students can improve their podcasts and the information within the podcasts.

**__Summative (Assessment of Learning):__**

**Podcasts: 30 Points:**

Students will create a podcast that considers the relationship between two variables. In the podcast, students will talk about the relationship between the two variables and what that relationship means. The podcast must explain what it means for the equation to be linear, and what the slope and intercepts mean in general. The podcast will be setup like a discussion.

**Technology:** The technology that students will be working with in this lesson is a podcast. This is a type II technology because students will be able to share and subscribe to each other’s podcasts.

**English, Music:** Students will be speaking professionally and may choose to incorporate music into their podcast rather than speaking.

**__Groupings__**

**Section I - Graphic Organizer & Cooperative Learning used during instruction**

Students will use the garden gate graphic organizer to describe and write linear relationships. A short powerpoint with questions about linear relationships will be presented. Students will be given the opportunity to ask lots of questions and will be presented with firm answers.

**Section II – Groups and Roles for Product**

Students will be working in groups to create their podcasts. The podcasts will be setup like a discussion. Students will also peer edit other group's podcasts.

**__Differentiated Instruction__**

**__MI Strategies__**

**Logical:** Students can use the garden gate organizer to organize the facts about linear relationships.

**Verbal:** Students will be given the opportunity to ask questions about linear relationships during the short powerpoint.

**Visual:** Students will find the video about racing and how racing can be linked to linear relationships beneficial.

**Musical:** Student's podcast could be a musical about linear relationships rather than a speaking project about linear relationships

**Intrapersonal:** Students will be able to check for their personal understanding of linear relationships by self-reflecting and handing me an exit ticket.

**Interpersonal:** Students will be able to work together and communicate about linear relationships.

**Kinesthetic:** Students will be able to act out their podcasts about linear relationships if they would like the option.

**Naturalist:** I can give some examples in class of how linear relationships are found in nature during the PowerPoint.

**__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 should check the wiki for the notes about linear relationships. Student will also have a buddy system so that if an absent student had a question about the notes on linear relationships, then the buddy would be the first place that they'd check. The directions for the podcast will also be posted on the wiki. Should a student still have questions on linear relationships or about creating the podcast, then they may email me for answers.

**__Extensions__**

**Type II technology:**

The technology that students will be working with in this lesson is a podcast. This is a type II technology because students will be able to share and subscribe to each others podcasts.

**Gifted Students:** If students are looking for a challenge, then they will have the option of creating video to go along with their blog that visually explain linear relationships.

**__Materials, Resources and Technology__**
 * Podbean accounts
 * PowerPoint/ Prezi
 * Whiteboard
 * Markers
 * Laptops
 * Garden gate graphic organizer
 * Racing Video
 * Exit Ticket
 * Ten minute survey ready to go
 * Rubrics
 * __ Source for Lesson Plan and Research __**

[] - This website will be used to create the podcats.

http://www.wikispaces.com - This is the class wiki for students who need to access notes and rubrics.

[] - This is the hook racing video.

[] - This will be where I will make the powerpoint.

[] - This website will be used to make the rubric. [] - This is the podbean tutorial.

**__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)//

Day 1 (80 minutes) Homework: Handout with problems that helps students figure out the difference between dependent and independent variables; play with creating podcasts.
 * Survey (10 minutes)
 * Hook (10 minutes)
 * Powerpoint with discussion about dependent and independent variables (30 minutes)
 * Podbean tutorial (5 minutes)
 * Setup Podbean accounts (10 minutes)
 * Podcast projects (10 minutes)
 * Exit Ticket (5 minutes)

Day 2 (80 minutes) Homework: Edit podcasts based on teacher and peer feedback.
 * Going over homework (10 minutes)
 * Finishing podcasts (30 minutes)
 * Presentations and Peer reviews (40 minutes)

Classroom Arrangement: The desks will be arranged in pairs so that the students can work in pairs to discuss the video, and to create the podcasts.

Students will understand that equations can create relationships between two or more subjects**.** //Create equations in two or more variables to represent relationships between quantities.// Many subjects in today's world are linked by a linear relationship. A video that shows how linear equations can be used in the world will be shown to the class. The video is about a racer talking about how he can use relationships on the racing track. As a class, we will have a 3 minute discussion about the racing video after the students have viewed it. The discussion will be about the topic, "Describe in words the relationship between distance, rate, and time." Students will first discuss the topic in pairs, and then the discussion will be brought together as a class.

**Where, Why, What, Hook Tailors:** Visual, Verbal

Students will know variables, independent variable, and dependent variable. (See Content notes). Students will use the [|garden gate graphic organizer] to describe and define variables. A short powerpoint with questions about variable relationships will be presented. The PowerPoint will define variables with some examples. The PowerPoint will also help students discovering the difference between dependent and independent variables. Some examples of dependent and independent variables will be shown during the presentation. Students will be able to and encouraged to ask question freely as they come up with some. Students will hand me an exit ticket at the end of class that will explain their understanding of the topic so that I know if I need to cover variable relationships in the next class.

**Equip, Explore, Rethink, Tailors:**Naturalist, Intrapersonal, Logic,

Students will be able to consider the relationship between subjects using variables. Students will watch the tutorial for using [|Podbean] to create a podcast. Students will then need to create a podcast that considers the relationship between two variables. In the podcast, students will talk about the relationship between the two variables and what that relationship means. The podcast must define variables, dependent variables, and independent variables. Examples should be given for each. The podcast will be setup like a discussion. Before the students can create the podcast, they will be divided into pairs. Then, during the first day of the lesson, students will be working with their partners to come up with ideas for their podcasts. For homework, students will be given a variety of relationships with two variables for each relationship. On the second day of this lesson, we will go over the homework that was about finding the difference between independent and dependent variables. Then, students will be given about 30 minutes to create the skit and record their podcast. Each podcast should be about 2 minutes long. Once created, students will upload their podcasts to podbean. Then, the podcasts will be shared with the class.

**Explore, Experience, Revise, Refine, Tailors:** Musical, Kinesthetic, Interpersonal

Students will follow and use a rubric to make sure that all components of the project are there. Peers will give specific feedback to the creator while the creator’s podcast is being shared. I will also be writing out feedbacks to the creators. The feedback is so that students can improve their podcasts and the information within the podcasts. The feedback will be given to the students once all students have presented their podcasts. Students will work on any corrections that they need to make to their podcasts for homework. Independent and dependent variables connect to the next lesson because in the next lesson, students will be able to see how the relationships with an independent and a dependent variable can be visualized.

**Evaluate, Tailors:** Intrapersonal

**__Content Notes__**

Students will know variables, independent variable, dependent variable.

Students will need to know what a variable is and the different ways of representing a variable. A variable is any changing value (i.e. is not constant). Variable usually represent number values. An example of a relationship that would use numbers would be the temperature versus how much clothes a person wears. Generally, the colder the temperature, the more layers of clothing a person will put on. Notice how the temperature is a number and the amount of clothing a person puts on is also a number. Another example of a relationship that uses numbers would be the amount of laundry detergent a person uses versus how strong the detergent smell is on the clothing. Generally, the more soap a person uses, the stronger the detergent smell will be on the clothing. Students will need to understand variables, and the powerpoint will cover a bunch of different examples such as these. Be sure to ask students to come up with a few examples in class though. This will ensure that the students understand variables.

Students will also need to be able to determine the difference between a dependent variable and an independent variable. An independent variable is a variable that does not rely on any other variables. It is therefore considered independent. To give an example, consider the relationship between the size of an apple versus the amount of bites it takes to eat the apple. Here, the size of the apple would be the independent variable. This is because the size of the apple does not rely on the amount of bites it takes to eat the apple. Since there is no other relationship to compare the apple to, the size of the apple would be the independent variable. However, if the relationship was the age of the apple tree versus the size of the apples that the tree produced, then the variables would change roles. Here, the size of the apple tree would be the independent variable because the size of the apple tree would not rely on the size of the apple that it produces.

A dependent variable is a variable that does rely on other variables. Therefore, it is considered a dependent variable because it is dependent on something else. To give an example, consider the above relationship between the size of an apple versus the amount of bites it would take to completely eat that apple. The amount of bites would be the dependent variable because it is dependent on the size of the apple. The same would for the apple tree versus the size of the apple. Here, the size of the apple would be the dependent variable because the size of the apple is dependent on the size of the apple tree.

In all linear relationships, there are two variables. There will be an independent variable and a dependent variable that will depend on the independent variable. With linear relationships, the variables work exactly the same way. The dependent variable will always rely on the independent variable, while the independent variable does not rely on anything (therefore described as independent).

**Handouts**

Garden gate graphic organizer

Rubrics

Exit Ticket

Podbean Instructions

Homework

**__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://** The graphic organizer will help students who are clipboards organize all of the notes about dependent and independent variables.

**//Microscope://** The podcast will help microscopes discover relationships in their own lives. Students will be exploring ideas about relationships, and the microscopes may be able to determine independent and dependent variables outside of the classroom by observing.

**//Puppy://** Students will be working in groups on the podcast. Puppies will be able to get support from their peers while working on the podcast.

**//Beach Ball://** Students will be able to present the material through a variety of different podcast ideas, such as a talk show or a game show. Beach balls may be interested in presenting their podcast in an exciting way such as a gameshow.

**//Rationale://**This lesson meets the needs of all students learning styles by allowing organization, support, and observation. This lesson also gives the students the opportunity to incorporate fun into the lesson.

**//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://**

**Section I – checking for understanding during instruction**

Students will hand me an exit ticket at the end of class that will explain their understanding of comparing variables so that I know if I need to cover variable relationships in the next class.

**Section II – timely feedback for products (self, peer, teacher)**

Students will follow and use a checklist to make sure that all components of the project are there. Peers will give specific feedback to the creator. I will be giving feedback so that students can improve their podcasts and the information within the podcasts.

**//Summative://**

**Podcasts: 30 Points:**

Students will create a podcast that considers the relationship between two variables. In the podcast, students will talk about the relationship between the two variables and what that relationship means. The podcast must explain what it means for the equation to be linear, and what the slope and intercepts mean in general. The podcast will be setup like a discussion.

**//Rationale://** This lesson uses both formative and summative assessments. I will be checking for understanding, and I will be providing timely feedback to all of my student's podcasts. The feedback will allow my students to take another look at their podcast and find ways to improve it.

**//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://** See content notes.

**//MLR or CCSS://**

Common Core Standards

Content Area: Algebra

Grade Level: High School

Domain: Creating Equations

Cluster: Create equations that describe numbers or relationships

Standards:

1. Create equations and inequalities in one variable and use them to solve problems.

**//Facet://** Interpretation

**//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:** Students will be given the opportunity to ask questions about linear relationships during the short powerpoint.

**Logic:** Students can use the garden gate organizer to organize the facts about linear relationships.

**Visual:** Students will find the video about racing and how racing can be linked to linear relationships beneficial.

**Musical:** Student's podcast could be a musical about linear relationships rather than a speaking project about linear relationships

**Kinesthetic:** Students will be able to act out their podcasts about linear relationships if they would like the option.

**Interpersonal:** Students will be able to work together and communicate about linear relationships.

**Intrapersonal:** Students will be able to check for their personal understanding of linear relationships by self-reflecting and handing me an exit ticket.

**Naturalist:** I can give some examples in class of how linear relationships are found in nature during the PowerPoint.

**//Type II Technology://**

The technology that students will be working with in this lesson is a podcast. This is a type II technology because students will be able to share and subscribe to each others podcasts.

**//Rationale://** This lesson was created with the students learning styles in mind. It gives students who learn in a particular way the opportunity to learn.

**//__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 need to create a podcast that considers the relationship between two variables. In the podcast, students will talk about the relationship between the two variables and what that relationship means. The podcast must define variables, dependent variables, and independent variables. Examples should be given for each. The podcast will be setup like a discussion about relationships found in the world that have dependent and independent variables.

**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 designing a podcast. In the podcast, students will be talking about dependent and independent variables that could be relevant to real situations. This is an example of incorporating technology with learning. Creating the podcast will also allow a variety of students with a variety of learning styles to learn because students will have a variety of choices on how they want to present the podcast. ||  ||   || 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].
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.