L6+Jean,+Ethan

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

Teacher’s Name:** Mr. Ethan Jean **Date of Lesson:** Lesson 6 (Self-Knowledge)
 * Grade Level:** 9 - Diploma **Topic:** Recognizing Algebraic Equations and Graphing Data

__**Objectives**__
Students will understand that there is more than one way to solve an equation of inequality Students will know the difference between quadratic and linear functions, how to graph them, and how to apply algebra to create the graphs Students will be able to reflect on what Algebra needs to be used in a particular problem

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics D. Algebra Equations and Inequalities Grades 9-Diploma 2. Students solve families of equations and Inequalities c. Solve absolute value equations and inequalities and interpret the results


 * Rationale:** By completing the math lab students will be given the chance to show how well they have mastered the techniques involved with solving equations and they will also show their ability to interpret results.

__**Assessment**__
Students will be assessed using the graphic organizer as well as the group jigsaw activity. Students will fill out a graphic organizer detailing different ways to solve equations. As the students fill out these sheets of paper, the teacher will have the opportunity to go around the room and check that every student is making the correct marks on their paper. The class will participate in a jigsaw activity where each group will get a different section of the webquest. The groups will then report back to the class about their individual aspect of the webquest. Each student will be assessed on how well they listen during the jigsaw and how much the contribute to the discussion over their section. During this it will be of the utmost importance that the teacher get out into the class and interact with each group. This will provide fair and even assessment among the students.
 * Formative (Assessment for Learning)**

At the end of the lesson students will be completing a webquest. This will be finished and a final project will be handed in. This will consist of an iMovie that they create in pairs as part of the webquest. Students will also preform an oral presentation of their findings and draw conclusions about their results in front of the class. Each group will be graded on both the oral presentation as well as the iMovie. The movie must be of the best quality as they had already been given a chance earlier in the unit to work with the iMovie application.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** During this lesson students will be using the iMovie program to make a movie. Students will also be using the internet to complete the webquest at the end of the lesson.

Art:** The students will be able to throw what ever art they want to into the iMovie that they present for the final grade.
 * Other Content Areas:
 * Music:** Students will be able to use music to make their iMovie better.

__Groupings__
Students will first be grouped during the jigsaw activity when the webquest is introduced. Students will be broken up based on where they are sitting in the classroom. This will make things go faster and also it doesn't matter as much what group the students are in because the purpose of the activity is to introduced the webquest. Students will then be able to work in groups of two based on their knowledge of basketball. The purpose of this is so a group of two people who have no idea what or who LeBron James is do not get placed in a group together. Each group should have at least one person who has a small idea of whats going on with regards to basketball. This will ensure that each group has equal chance to create a great product.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic-** Students will be able to discuss the material during the jigsaw activity.
 * Logical/Mathematical-** In order to finish the webquest, students will need to think logically to not only get the right answers but to create an iMovie that is appealing.
 * Visual/Spatial-** Students will benefit from the 4 alternatives graphic organizer. They will also need to create a movie that is visually appealing.
 * Bodily/Kinestetic-** Students will be encouraged to use their bodies in the filming and editing of the movie. They can do whatever they want in the movie as long as it is appropriate and on topic.
 * Musical/Rhythmic-** Students will need to create or incorporate music into their iMovie presentation.
 * Interpersonal-** Students will be working together with a partner to create the iMovie product.
 * Intrapersonal-** Each student will be responsible for evaluating and giving feedback regarding each presentation.
 * Naturalist-** Students will be encouraged to use nature and nature settings in the creating of their iMovie.

//I// //will revi////ew student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations//.
 * Modifications/Accommodations**

If a student misses a class they will be responsible for gathering the information they missed ether by coming into the classroom to get the material or getting it from a student who was in class the day of the absence. Because the final product will be a webquest, it is very important to stay up to date with the material being provided. The student can make up the work whatever way he or she would like, but they are responsible for getting the homework or final project done and handed in on time. If their absences get in the way of handing in an assignment the student will be responsible for emailing the teacher with a plan for completing the assignment. The teacher will OK the plan and it is then the students responsibility for doing what they said they would.
 * Absent Students**

If the students want to go the extra mile and research all the teams or even more than six teams than they are welcome to do that. If students want to go in depth with the analysis of the data they collected they are welcome to do this as well. As far as the iMovie applications goes, there are many ways for students to go beyond what is required to involve what ever things they think will add to the final product. The student may add what ever visual and audio effects they wish to make the presentation more professional.
 * Extensions**

__**Materials, Resources and Technology**__
__Materials:__ 4 alternatives handout (Graphic Organizer) Paper Pencils iMovie handout Jigsaw handout

__Resources:__ WebQuest Student Sample iMovie

__Technology:__ Laptops (each student) Overhead projector / interactive whiteboard Internet

__Source for Lesson Plan and Research__
__Informational Links for this lesson:__ [|4 alternatives graphic organizer] This is the graphic organizer that will be used during this lesson. WebQuest This is going to be a link to the webquest that was developed by myself that the students will be completing in this lesson. [|Jigsaw activity] This is a link to the group activity that we will be doing to help the students understand what were going to be doing with the webquest. [|Graphing equations] Because during this lesson students will be graphic information they gather, this site will be useful in helping students if they are having trouble with graphing. This website gives us a lot of great ways to graph.

__Lesson Plans:__ [|Slammin' Sammy Lesson] This lesson is for younger kids but has a lot of the same aspects as this lesson. The students are asked to track the number of home runs Sammy Sosa and Mark McGuire hit during the 1998 season and graph their results.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates this Maine standard because it provides students with a variety of ways to learn. The graphic organizer will allow students to keep their thoughts organized in a manor that best fits their learning style. The requirements for the final product are clear and the "clipboard" student will be able benefit from this.Students will show their self-knowledge by completing the webquest and doing their oral presentation at the end of the lesson. Students will also be able to work together in groups where each student will be expected to welcome any ideas a student might have, helping the more shy students or "puppy's" get in on the conversation and the learning. Students will also be able to get up and move around the room to form their groups and bounce ideas off each other which will benefit the "beach ball" students who learn best in that setting. The "microscopes" in the class will enjoy the unlimited creativity that can be displayed through the iMovie application.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson will allow for students of all learning types to show their intelligences. The use of the iMovie application will allow students to express their creativity and knowledge of the material in the way the best fits them. The student assessment will allow for students to express how they feel the learn best and through the group activity I will be able to make my own assessment of how the students learn best. The combination of these two will allow for the student to get the most possible out of the unit because understanding the learning style that fits best is key to developing understanding of the material by the student. As a teacher I can then take this information and apply it to my own teaching techniques. Also, when working in the group setting students will be bale to gain a better knowledge of how well they work and interact with others. This can give a student a better understanding of themselves, allowing them to open their mind and gain a better understanding of the Algebra.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The various ways in which students learn is dealt with in this way.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal/Linguistic-** Students will be able to discuss the material during the jigsaw activity.
 * Logical/Mathematical-** In order to finish the webquest, students will need to think logically to not only get the right answers but to create an iMovie that is appealing.
 * Visual/Spatial-** Students will benefit from the 4 alternatives graphic organizer. They will also need to create a movie that is visually appealing.
 * Bodily/Kinestetic-** Students will be encouraged to use their bodies in the filming and editing of the movie. They can do whatever they want in the movie as long as it is appropriate and on topic.
 * Musical/Rhythmic-** Students will need to create or incorporate music into their iMovie presentation.
 * Interpersonal-** Students will be working together with a partner to create the iMovie product.
 * Intrapersonal-** Each student will be responsible for evaluating and giving feedback regarding each presentation.
 * Naturalist-** Students will be encouraged to use nature and nature settings in the creating of their iMovie.


 * Technology:** The use of a webquest and the internet during this lesson will open students eyes to even more ways to learn using technology.

Rationale:**This lesson demonstrates my ability as a teacher to provide students with a variety of formative and summative assessments. Through the use of blogs and class discussion the students will be able to show their understanding of the core ideas being taught. By creating an iMovie for grading students will show their ability to meet a standard set by the rubric provided in this lesson. Students will be formally evaluated on the content of their iMovie, thus covering the formal assessment section of this standard.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will be assessed using the graphic organizer as well as the group jigsaw activity. Students will fill out a graphic organizer detailing different ways to solve equations. As the students fill out these sheets of paper, the teacher will have the opportunity to go around the room and check that every student is making the correct marks on their paper. The class will participate in a jigsaw activity where each group will get a different section of the webquest. The groups will then report back to the class about their individual aspect of the webquest. Each student will be assessed on how well they listen during the jigsaw and how much the contribute to the discussion over their section. During this it will be of the utmost importance that the teacher get out into the class and interact with each group. This will provide fair and even assessment among the students.
 * Formative (Assessment for Learning)**

At the end of the lesson students will be completing a webquest. This will be finished and a final project will be handed in. This will consist of an iMovie that they create in pairs as part of the webquest. Students will also preform an oral presentation of their findings and draw conclusions about their results in front of the class. Each group will be graded on both the oral presentation as well as the iMovie. The movie must be of the best quality as they had already been given a chance earlier in the unit to work with the iMovie application.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be set up in a horse shoe formation so when we go over the webquest and other things at the front of the room everyone will be able to see. The students will be pre-assessed during previous class periods. Once all the students have entered and taken their seats the class will begin.

__Class one:__ The students will be shown a video about math in the real world (5 minutes) We will discuss the video and what it has to do with our class (10 minutes) We will go over, as a class, the difference between quadratic and linear functions, how to graph them, and how to apply algebra to create the graphs (20-25 minutes) The students will fill out their graphic organizers and they will be assessed by the teacher (10 minutes) The students will then participate in the jigsaw activity introducing the webquest (15 minutes) Students will be broken up into their groups for the webquest (5 minutes) Students will be given time to look at the webquest and get it started (15 minutes)

__Class two:__ Students will be given the class period to work on the webquest and organize their final projects (80 minutes)

__Class three:__ Students will be presenting their projects during this class (80 minutes)

Students will understand that there is more than one way to solve an equation of inequality. Algebra can be applied to almost any area of work as we have already talked about, but this section has an especially wide range of applications. Many companies ask you to do research to help make their product better, and in this section you will be doing something very similar to this. //Students solve families of equations and inequalities//. In order to gain the attention of the class, I will show a movie students made applying the algebra to the real world. This will not be a student sample, but a video similar to one on a different topic.
 * Where, Why, What, Hook Tailors: Visual, Verbal, Interpersonal**

Students will know the difference between quadratic and linear functions, how to graph them, and how to apply algebra to create the graphs. The students will need to use these skills during the webquest. They will need to apply their algebra skills to the data they collect and draw conclusions from the math they preform. Students will use a [|decision making 4 alternatives] graphic organizer to keep the information organized. This way students will have a good reference for when they are completing their webquests. Students will be able to listen to other groups presentation on the same subjects and gain ideas they may not have thought of before.
 * Equip, Explore, Rethink Tailors:** **Visual, Verbal, Interpersonal, Intrapersonal, Logical**

Students will use a [|decision making 4 alternatives] graphic organizer to keep the information organized. A jigsaw activity will be used to allow students to gain information about a part of the subject as well as the whole thing. This activity will get students working together and also give them a good idea of what they will be asked to complete in the webquest. Students will get to work together and therefore they will all gain a better understanding of what they need to do in the webquest. Students will be able to listen to other groups presentation on the same subjects and gain ideas they may not have thought of before. What they learn from other groups they will be able to tell the teacher in the evaluation at the end of the webquest. Students will be able to discuss the material during the jigsaw and webquest if needed. Students will be able to ask questions during the jigsaw as well as during class time given to work on the webquest.
 * Explore, Experience, Rethink, Revise, Refine Tailors:** **Verbal, Logical, Interpersonal, Intrapersonal, Naturalist**

Students will be evaluated on their webquest product with the two rubrics attached to this lesson plan. Each student will get a grade for their oral presentation as well as their video they create using iMovie. The students will also be required to hand in evaluations of each groups project reflecting on what they think each group did well and one thing they learned from the group that they might have wanted to use in their project that they didn't think about.
 * Evaluate Tailors:** **Verbal, Visual, Interpersonal, Logical, Musical**

WebQuest This is the webquest that will be used during this lesson. [|Jigsaw activity] This is a link to the group activity that we will be doing to help the students understand what were going to be doing with the webquest. [|Graphing equations] Because during this lesson students will be graphic information they gather, this site will be useful in helping students if they are having trouble with graphing. This website gives us a lot of great ways to graph.
 * Content Notes**

4 alternatives handout (Graphic Organizer) iMovie handout Jigsaw handout
 * Handouts**