L6+Bragg,+Jason

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Jason Bragg __**Lesson #:**__ 6 **__Facet:__** Application
 * __ Grade Level __**** : ** 9 **__Numbers of Days:__** 2
 * __ Topic: __**Using equations in the real world.

Students will understand that equations are used in the real world. Students will know inequalities, <, ≤, >, ≥, =. Students will be able to apply equations and inequalities to solve real problems.
 * __ PART I: __**
 * __ Objectives __**
 * Product: ** Prezi

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.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson meets standard 1 and 2 by using inequalities to solve problems and by real world equations.

Students will say something that's going on in their head (circle), something that stood out to them (triangle), and something that they agreed with (square). Students will be given a rubric that lists all of the components for the Prezi. Group members will evaluate each other to ensure that everyone did their fair share of work**.** I will be giving feedback by correcting any errors, and giving ideas.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

**•Prezi: 30 Points:** Students will create a prezi representing characters using equations to solve real problems. This prezi should contain characters working out linear problems in order to solve a real problem. In the story, the characters should work out the problems step-by-step by including determining the slope, and the intercepts. The characters will also need to select a value of a independent variable in order to use the equation to calculate the dependent variable. This value should have an application and lead to a solution to the problem in the story. The technology used in this lesson is Preze. Prezi is a type II technology because it can be created and posted on the web for others around the world to see.
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **


 * Enlgish: ** Students will need to write in proper English.

Students will use the Planning Chart graphic organizer to plan out how to apply equations to the real world. I will do a hotwheel demonstration of how r*t=d. Students will then be given 5 application problems that we will work through as a class to solve.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work alone or in pairs to create a prezi of how to apply equations and inequalities in the real world.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical:** Students will learn from the logical equation r*t=d.
 * Visual:** These students will like the prezi, a visual representation of applying linear relationships.
 * Kinesthetic:** Students will be able to show their understanding in the Human Graph.
 * Interpersonal:** Students will be given the opportunity to collaborate with peers while working on the Prezi.
 * Intrapersonal:** Students will be given the opportunity to work alone on the Prezi about linear relationships.
 * Naturalist:** Students will be able to apply equations to nature.


 * __ 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 should check the wiki for the notes about application problems. Students will also have a buddy system so that if an absent student had a question about the notes on application problems, then the buddy would be the first place that the absent student would check. The directions for the iMovie and the rubric, along with the partners for each group will be available on the class wiki. Should a student have questions about application problems or about creating the iMovie, then they may email me and I shall respond ASAP.
 * Plan for accommodating absent students: **

The technology used in this lesson is Preze. Prezi is a type II technology because it can be created and posted on the web for others around the world to see.
 * __ Extensions __**
 * Type II technology: **


 * Gifted Students: ** Gifted students can interpret inceptions of similar graphs.

Laptops whiteboard internet markers eraser application problems brain teaser rubric
 * __ Materials, Resources and Technology __**

http://prezi.com/ - This website is for creating the prezi http://rubistar.4teachers.org/ - This website is for creating the rubric for the prezi. wikispaces.com - This website is for students who need to collect absent work. gmail.com - Students can email me if they have a question. https://www.youtube.com/watch?v=_XtjBxGzFkc - This is a tutorial for prezi.
 * __ Source for Lesson Plan and Research __**

Hook: 5 minutes Application problems: 25 minutes Prezi video: 7 minutes For groups and get started on prezi: 43 minutes
 * __ 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**

Finish prezi's: 40 minutes Present Prezis: 40 minutes
 * Day 2: 80 minutes**

Students will understand that equations are used in the real world. //Create equations and inequalities in one variable and use them to solve problems.// Applying equations in the real world can help with everyday tasks such as calculating car gas mileage (R*D=T). Students will do an application problem involving rates. The problem will be: You have 6 miles to travel and you need to get there in 12 minutes. How fast will you need to travel? Students should also try graphing their problem. The hook will be brought together as a class, and then discussed as a group.


 * Where, Why, What, Hook Tailors:** Visual, Kinesthetic, Logical

Students will know inequalities, <, ≤, >, ≥, =. Students will use the Planning Chart graphic organizer to plan out how to apply equations to the real world. I will do a hotwheel demonstration of how r*t=d. Students will then be given 5 application problems that we will work through as a class to solve. Students will say something that's going on in their head (circle), something that stood out to them (triangle), and something that they agreed with (square).


 * Equip, Explore, Rethink, Tailors:** Visual, Kinesthetic, Logical, Interpersonal, Intrapersonal

Students will be able to apply equations and inequalities to solve real problems. Students will create a prezi representing characters using equations to solve real problems. This prezi should contain characters working out linear problems in order to solve a real problem. In the story, the characters should work out the problems step-by-step by including determining the slope, and the intercepts. The characters will also need to select a value of a independent variable in order to use the equation to calculate the dependent variable. This value should have an application and lead to a solution to the problem in the story. Students will work alone or in pairs to create a prezi of how to apply equations and inequalities in the real world.


 * Explore, Experience, Revise, Refine, Tailors:** Visual, Kinesthetic, Logical, Interpersonal, Intrapersonal, Musical, Naturalist

Students will be given a rubric that lists all of the components for the Prezi. Group members will evaluate each other to ensure that everyone did their fair share of work**.** I will be giving feedback by correcting any errors, and giving ideas.


 * Evaluate, Tailors:** Interpersonal, Logical

Students will know inequalities, <, ≤, >, ≥, =. Students will have an understanding of what it means to be greater than, less then, or equal to. To be equal to something means that something is the same value as something else. One side of the equation is written differently, but is really the same thing as the other side of the equation. To be less than means that one side of the equation has a greater value than the other side of the equation. To be greater than also implies that one side has a greater value than the other side of the equation.
 * __ Content Notes __**

Rubric Planning graphic organizer
 * __ Handouts __**

Clip boards can use the graphic organizer to organize their thoughts on application problems
 * __ 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: //**

Microscopes will be able to observe real equation situations
 * // Microscope: //**

Puppies will be supported by their peers during the Prezi.
 * // Puppy: //**

The beach ball will enjoy the variety of activities that are planned, such as the hook, problems, and prezi.
 * // Beach Ball: //**

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

Students will say something that's going on in their head (circle), something that stood out to them (triangle), and something that they agreed with (square). Students will be given a rubric that lists all of the components for the Prezi. Group members will evaluate each other to ensure that everyone did their fair share of work**.** I will be giving feedback by correcting any errors, and giving ideas.
 * // 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 II – timely feedback for products (self, peer, teacher) **

**•Prezi: 30 Points:** Students will create a prezi representing characters using equations to solve real problems. This prezi should contain characters working out linear problems in order to solve a real problem. In the story, the characters should work out the problems step-by-step by including determining the slope, and the intercepts. The characters will also need to select a value of a independent variable in order to use the equation to calculate the dependent variable. This value should have an application and lead to a solution to the problem in the story.
 * // Summative: //**

This lesson uses both formal and summative assessment by checking for understanding, and creating a prezi.
 * // Rationale: //**

(see content notes)
 * // 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: //**

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

Application
 * // Facet: //**


 * // 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: //**
 * Logical:** Students will learn from the logical equation r*t=d.
 * Visual:** These students will like the prezi, a visual representation of applying linear relationships.
 * Kinesthetic:** Students will be able to show their understanding in the Human Graph.
 * Interpersonal:** Students will be given the opportunity to collaborate with peers while working on the Prezi.
 * Intrapersonal:** Students will be given the opportunity to work alone on the Prezi about linear relationships.
 * Naturalist:** Students will be able to apply equations to nature.

The technology used in this lesson is Preze. Prezi is a type II technology because it can be created and posted on the web for others around the world to see. This lesson was created with the student's learning styles in mind. It gives students who learn in a particular was the opportunity to learn.
 * // Type II Technology: //**
 * // Rationale: //**

__//**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


 * Rationale:** Students will be creating a prezi to think through creating equations.

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

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 * Rationale:** Students will have a variety of resources available to them to aid them with the prezi. ||  ||   ||
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