L5+Sullivan,+Joseph

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Sullivan **__Lesson__ __#:__** 5 **__Facet__:** Self-Knowledge
 * __ Grade Level __**** : ** High School **__Numbers of Days:__** 2
 * __ Topic: __** Recognizing unit information and its application to the real world.


 * __ PART I: __**

Students will understand that equations and inequalities can be solved graphically. Students will know the basics to setting up equations Students will be able to translate inequalities or equations from statements to graphs
 * __ Objectives __**

**Product**: Podcast Production

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Reasoning with Equations and Inequalities Cluster: Represent and solve equations and inequalities graphically Standard: 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line). And 11, 12.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

**Rationale**: Students will learn to recognize components of systems of equations within word problems and be able to graphically model the data, leading to the ability to reason with the information.


 * __ Assessments __**

__**Is that a Fact?-**__Students will determine validity between two arguments in solving a system of equations.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * __Goal Reasons Web__**- Students will have the goal of showing where systems of equations are used in their lives in two different ways, which will be illustrated by this graphic organizer. Students will determine two examples, and explain how systems might be used to create these examples.

Checklists will be provided for students to follow while completing their podcasts. Peers will have the ability to collaborate during the progression of the podcast product. The teacher will give feedback on ideas for the podcast, and will give feedback on the products in a timely manner.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**
 * Podcast- 25 Points:** Create a short clip explaining 3 real-world examples of systems of equations that have been used their lives, and export the clip to iTunes. Post the clip to the class wiki online to be shared.


 * __ Integration __**
 * Technology: ** Manipulating audio can be done in GarageBand, Audacity, or using other programs. Also, iTunes is used and the internet allows for products to be shared with the outside world.
 * Content Areas: **Music: The use of audio manipulation software can utilize musical talents.

A Goal Reasons Web will help students identify where they use systems of equations in their lives.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in groups when working on the "Is That A Fact?" worksheet. Also, they will have the opportunity to work in groups to complete their podcasts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal-Linguistic: ** Examples will need explanations to be understood, allowing for linguistic skill incorporation.
 * Logical/Mathematical: ** Students will display logical thinking by determining examples of how systems of equations are relevant to their lives.
 * Bodily/Kinesthetic: ** Students will be moving around the classroom in groups, which will appease kinesthetic students.
 * Musical/Rhythmic: ** The podcast created is a method of aural learning, which includes musical and rhythmic learners.
 * Intrapersonal: ** In the formative assessment, responses will give students an opportunity to reflect on what they know about the unit.
 * Interpersonal: ** Group work will encourage interpersonal collaboration.


 * __ 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. //

Students will come see the teacher and have a short discussion on what they missed in class. Students will receive a photocopy of the graphic organizer, and a completed "Is That A Fact" sheet. The student will be recommended to join forces with a group to complete the product, and the podcast will be assigned.
 * Plan for accommodating absent students: **

Creating a podcast enables the material to be shared with an entire universe of web users.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: ** Students seeking a further challenge can explain more examples or create a video that shows how they used the systems of equations.


 * __ Materials, Resources and Technology __**
 * Laptops
 * Goal Reasons Web
 * GarageBand/Audacity
 * iTunes
 * Whiteboard/smartboard/chalkboard
 * Projector

> Graphic organizer students will use to create their examples to use in their podcasts > Students will investigate the validity of a claim made by a "student" on a work page. > Students will export their audio files to iTunes > Audio Manipulation Software > >
 * __ Source for Lesson Plan and Research __**
 * Goal Reasons Web- http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fwww.eduplace.com%2Fgraphicorganizer%2Fpdf%2Fgoal_reason.pdf&ei=b-2jUNCJPMy60QGj84GQBA&usg=AFQjCNGbm85zNhs6uEddrYU6M30eKVjZWQ&cad=rja
 * Is That A Fact?- http://www.stemresources.com/static/tools/Assessments/Formative/IsThatAFact/index.html
 * iTunes-http://www.apple.com/itunes/?cid=OAS-US-DOMAINS-itunes.com
 * Audacity-http://audacity.sourceforge.net/


 * __ PART II: __**

// AGENDA: // // DAY 1) // //Is That A Fact?- 10 Minutes// //Class Discussion- 10 Minutes// //Goal Reasons Web- 20 Minutes// //Peer Discussions- 10 Minutes// //Introduce Podcasts- 20 Minutes// //Address Questions- 10 MInutes//
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

// DAY 2) // //Group Check-In's- 15 Minutes// //Work on Podcasts- 25 Minutes// //Present Podcasts- 20 Minutes// //Make Up Work- 20 Minutes//

Tables will be arranged into small clusters of 4's. Students will understand that equations and inequalities are everywhere in the corporate world. //Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line).// There are many connections into real life and the business world using systems and graphs. The class will begin with students forming back into their groups from the first day, using the MI's. Each group will receive a "Is That A Fact" worksheet, and students will formulate an reason for choosing one argument over the other. Students will know how systems of equations and inequalities are utilized in the real world, as well as the methods that they individually use them. Students will use a Goal Reasons Web to map out the way they have personally used systems of equations in their lives. The teacher will walk around the classroom, giving struggling students suggestions to help assist their progress. When students have begun to come up with examples, they will discuss their findings among their groups. As work continues in groups, the teacher will float around the classroom and assist groups having difficulties. Groups will complete their collective Webs in this manner. Students will know how systems of equations and inequalities are utilized in the real world, as well as the methods that they individually use them. Students will be introduced to the idea of a podcast product, and will be given time to play with the audio manipulation software. The teacher will demonstrate how to produce a GarageBand/Audacity project, and export these files into iTunes. Following this, students will work collaboratively or separately on planning how to present their information using their chosen aural software. Any questions concerning the product or their reasoning will be addressed by the teacher. Students will work on their podcasts in class, and the teacher will have group check-ins to ensure progression is coming along as planned. When products are finished during class two, there will be a presentation portion of the class, and students will display their understanding of the material. Students will self-assess using rubrics provided. Students will provide peer feedback during the filling out of the formative assessments in class, and will collaborate during the progression of the product to check their works. The teacher will provide timely feedback to students by responding orally to clarifying question, and using written feedback to respond to projects.
 * Where, Why, What, Hook, Tailors: Interpersonal, Logical**
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Linguistic, Logical, Spatial**
 * Explore, Experience, Revise, Refine, Tailors:****Linguistic, Logical, Intrapersonal, Aural**
 * Evaluate, Tailors: Intrapersonal, Interpersonal**


 * __ Content Notes __**

For "Is That A Fact"- Sample Misconceptions to Check For

Cognitive Obstacles
(Drijvers, 2002)
 * Students have difficulties related with the use and meaning of the symbol of equality, which is important in solving for the systems of equations.
 * Students have misunderstandings about the use and meaning of letters. Systems of equations introduce students to solving for multiple variables, so the understanding of variable is essential in the success of solving systems of equations.
 * There is an inherent difficulty in finding the solution of linear equations because the problem is created by the very method, solving for the solutions (substitution or elimination method). There are a series of steps in which students must logically follow, and they have difficulty in keeping up with the sequence of steps.

Common Misconceptions
From []
 * Students stop after solving one variable.
 * Students use the equivalent expression for a variable in the same equation in which they derived the expression.
 * Students forget to multiply entire row (all terms) of the equation when using the elimination method.
 * Students forget to put the equations in standard form when using the elimination method.
 * Students don’t know when to use the elimination method verses the substitution method.
 * Students don’t realize that they need both equations in slope-intercept form in order to solve graphically.
 * Students are not sure what to do when all variables are eliminated.

Example for possible system of equations students use in their lives: [] Suggestions the teacher can make to students struggling to find answers for their webs

To export GarageBand Tracks to iTunes, click on the "Share" menu and click iTunes... from the drop-down menu. Once there, it is an audio file and can be transferred to the class wiki and played on any computer, whether the computer has GarageBand or not.

To export from Audacity, go to the file menu and select "Export as MP3" from the drop-down menu. You can now also share this file to the class wiki and play the audio on any machine.

See Content Notes from previous lessons

"Is That A Fact?"
 * __ Handouts __**

Goal Reasons Web


 * __ Maine 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.//**

**Clipboard**: Students will use their goal reasons web to organize their thoughts in a logical way. //** Puppy: **// Group work will help puppy students feel comfortable in the classroom.
 * //__ Learning __ Styles: //**
 * // Microscope: //**Students will get to analyze their own lives to identify where they use systems of equations.
 * Beach Ball: **Students will use paper and pencil, discussion, and their computers to complete this lesson.


 * Rationale: ** This lesson addresses the learning needs outlined for all learners, and gives all types of participants the ability to succeed.


 * 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: **
 * Assessment for Learning: ** Is That A Fact?


 * Summative: **Podcast
 * Facet: **Self-Knowledge


 * Rationale: **This lesson uses a formative assessment and a summative assessment that is a different method of assessment.


 * 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.**

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Reasoning with Equations and Inequalities Cluster: Represent and solve equations and inequalities graphically Standard: 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line). And 11, 12.
 * MLR or CCSS: **

**Rationale**: Students will learn to recognize components of systems of equations within their own lives and relate to the information that is being presented to them in the unit.


 * 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: ** Examples will need explanations to be understood, allowing for linguistic skill incorporation.
 * Logical/Mathematical: ** Students will display logical thinking by determining examples of how systems of equations are relevant to their lives.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> Students will be moving around the classroom in groups, which will appease kinesthetic students.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext"> The podcast created is a method of aural learning, which includes musical and rhythmic learners.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> In the formative assessment, responses will give students an opportunity to reflect on what they know about the unit.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Group work will encourage interpersonal collaboration.


 * Type II Technology: **Podcast


 * Rationale: ** Students will be audio manipulation software to complete this project, which will then be uploaded to the class wiki and have the ability to be shared with the web as an entity.

__**NETS STANDARDS FOR TEACHERS**__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 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.**

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

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

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 ||  ||   || 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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