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# Technology Infused Lesson Plan

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Technology Infused Lesson Plan

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### Technology Infused Lesson Plan

1. 1. PRESENTED BY: JESSIE GARABEDIAN Technology Infused Lesson Plan
2. 2. Conic Sections: Investigating the Circle, Ellipse, Hyperbola, and Parabola! <ul><li>Grade Level: 10 </li></ul><ul><li>Subject Area: Math 2 </li></ul><ul><li>Topic Addressed: Conics </li></ul><ul><li>Tools Used: </li></ul><ul><ul><li>Geometer’s Sketchpad, Conic Flyer, Smartboard, TI-Smartview, TI-84 Plus </li></ul></ul><ul><li>Web 2.0 Tools Used: </li></ul><ul><ul><li>ToonDoo, Make Beliefs Comix </li></ul></ul>
3. 3. Description of Project <ul><li>Purpose: </li></ul><ul><ul><li>Provide students with a means to discover the rules associated with the center and intercepts of conics </li></ul></ul><ul><ul><li>Differentiate between circles, ellipses, hyperbolas, and parabolas. </li></ul></ul><ul><ul><li>Facilitate collaboration between students and the use of technology </li></ul></ul><ul><ul><li>Practice effective communication of mathematical concepts </li></ul></ul>
4. 4. Description of Project <ul><li>Task: </li></ul><ul><ul><li>Students will be asked to use Conic Flyer and Geometer’s Sketchpad to manipulate the different conic sections: </li></ul></ul><ul><ul><ul><li>Circles </li></ul></ul></ul><ul><ul><ul><li>Ellipses </li></ul></ul></ul><ul><ul><ul><li>Hyperbolas </li></ul></ul></ul><ul><ul><ul><li>Parabolas </li></ul></ul></ul><ul><ul><li>Students will reveal the rules associated with defining the center and intercepts associated with each conic. </li></ul></ul><ul><ul><li>Students will practice using the rules given several examples. </li></ul></ul><ul><ul><li>Students will use TI-84 calculator applications to reinforce their learning from the previous day. </li></ul></ul><ul><ul><li>Students will express their understanding of each conic section through the creation of a comic strip. </li></ul></ul>
5. 5. Description of Project <ul><li>Procedures: </li></ul><ul><li>Day 1 </li></ul><ul><ul><li>Students will meet in the computer lab: Room 120 </li></ul></ul><ul><ul><li>Students will pick up a worksheet that instructs them to do the following: </li></ul></ul><ul><ul><ul><li>Go to the following website:   </li></ul></ul></ul><ul><ul><ul><li> http://www.shodor.org/interactivate/activities/ConicFlyer/?version=1.5.0_10&browser=MSIE&vendor=Sun_Microsystems_Inc </li></ul></ul></ul><ul><ul><ul><li>* The website can also be found by using Google to search “conic flyer”. (It is the first result of the search) </li></ul></ul></ul>
6. 6. Description of the Project <ul><li>Procedure: (continued) </li></ul><ul><ul><li>Students will be required to manipulate each conic by using the drop down menu on the website </li></ul></ul><ul><ul><li>On their worksheets, students will work collaboratively to: </li></ul></ul><ul><ul><ul><li>List the general formula for the conic at their respective station. </li></ul></ul></ul><ul><ul><ul><li>Answer all questions at the station involving the conic they are manipulating. </li></ul></ul></ul><ul><ul><ul><li>Create an example as a group for each conic: circle, ellipse, hyperbola, parabola. </li></ul></ul></ul><ul><ul><ul><li>Justify the validity of the conic by providing a complete explanation of the solution for the given example. </li></ul></ul></ul>
7. 7. Description of the Project <ul><li>Procedure (continued) </li></ul><ul><li>Day 2 </li></ul><ul><ul><li>Teacher will set up TI-Smartview and Smartboard </li></ul></ul><ul><ul><li>Teacher will guide students to conic applications on the calculator </li></ul></ul><ul><ul><li>Students will engage in a Think-Pair-Share to review what they learned the previous day about the different conic sections </li></ul></ul><ul><ul><li>Teacher will facilitate a “Share-Out” of how the radius, center, and intercepts of a conic determine the format of the equation. </li></ul></ul>
8. 8. Description of the Project <ul><li>Procedure (continued) </li></ul><ul><li>Day 2 </li></ul><ul><ul><li>Students will work with partners to create a comic strip that demonstrates their understanding of an assigned conic section. </li></ul></ul><ul><ul><li>Students will collaborate with other groups of partners to check for validity and understanding of the comic strips. </li></ul></ul><ul><ul><li>Teacher will post the comic strips around the room for students to comment on and learn from. </li></ul></ul>
9. 9. Description of Project <ul><li>Resources: </li></ul><ul><ul><li>Conic Flyer: Interactive Activity </li></ul></ul><ul><ul><li>Geometer’s Sketchpad </li></ul></ul><ul><ul><li>Smartboard </li></ul></ul><ul><ul><li>TI- Smartview </li></ul></ul><ul><ul><li>TI-84 Plus Graphing Calculator </li></ul></ul><ul><ul><li>ToonDoo </li></ul></ul><ul><ul><li>Make Beliefs Comix </li></ul></ul>
10. 10. Description of Project <ul><li>Evaluation: </li></ul><ul><ul><li>Rubric to Assess Objectives </li></ul></ul><ul><ul><li>Evidence of Technology As a Means to Problem Solve </li></ul></ul><ul><ul><ul><li>Student Ability to Answer Questions in Stations via the Discovery/Manipulation Format of Conic Flyer/Geometer’s Sketchpad </li></ul></ul></ul><ul><ul><ul><li>Student Operation of the TI-84+ APPS Program on Conic Sections </li></ul></ul></ul><ul><ul><ul><li>Student Creation and Critique of Comic Strips Related to Conic Sections </li></ul></ul></ul><ul><ul><li>Evidence of All Levels of Learning </li></ul></ul><ul><ul><ul><li>Questions and Tasks Formatted to Support Bloom’s Taxonomy </li></ul></ul></ul><ul><ul><ul><li>Variety of Tasks/Activities Support Different Learning Styles of Students </li></ul></ul></ul>
11. 11. NYS Curriculum Standards <ul><li>G.G.71 Write the equation of a circle, given its center and radius or given the endpoints of a diameter </li></ul><ul><li>G.G.72 Write the equation of a circle, given its graph   </li></ul><ul><li>G.G.73 Find the center and radius of a circle, given the equation of the circle in center-radius form </li></ul><ul><li>G.G.74 Graph circles that are not centered at the origin </li></ul>
12. 12. NYS Curriculum Standards <ul><li>G.PS.2 Observe and explain patterns to formulate generalizations and conjectures </li></ul><ul><li>G.PS.3 Use multiple representations to represent and explain problem situations (e.g., spatial, geometric, verbal, numeric, algebraic, and graphical representations) </li></ul><ul><li>  G.RP.4 Provide correct mathematical arguments in response to other students’ conjectures, reasoning, and arguments </li></ul><ul><li>G.RP.5 Present correct mathematical arguments in a variety of forms </li></ul><ul><li>G.RP.6 Evaluate written arguments for validity </li></ul><ul><li>G.CM.4 Explain relationships among different representations of a problem </li></ul>
13. 13. NYS Curriculum Standards <ul><li>A2.A.47 Determine the center-radius form for the equation of a circle in standard form </li></ul><ul><li>A2.A.48 Write the equation of a circle, given its center and a point on the circle </li></ul><ul><li>A2.A.49 Write the equation of a circle from its graph </li></ul><ul><li>*NYS is currently undergoing a transition from Math A/B to Sequential 1/2/3. These standards reflect the most recent Core Curriculum of March 2005. They will be updated when the transition is completed. </li></ul>
14. 14. ISTE Technology Standards <ul><li>Basic operations and concepts </li></ul><ul><ul><li>Students demonstrate a sound understanding of the nature and operation of technology systems. </li></ul></ul><ul><ul><li>Students are proficient in the use of technology. </li></ul></ul><ul><li>Social, ethical, and human issues </li></ul><ul><ul><li>Students understand the societal issues related to technology. </li></ul></ul><ul><ul><li>Students practice responsible use of technology systems, information, and software. </li></ul></ul><ul><ul><li>Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. </li></ul></ul><ul><li>Technology productivity tools </li></ul><ul><ul><li>Students use technology tools to enhance learning, increase productivity, and promote creativity. </li></ul></ul><ul><ul><li>Students use productivity tools to collaborate in constructing technology-enhanced models and producing other creative works. </li></ul></ul>
15. 15. ISTE Technology Standards <ul><li>Technology communications tools </li></ul><ul><ul><li>Students use telecommunications to collaborate and interact with peers, and other audiences. </li></ul></ul><ul><ul><li>Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. </li></ul></ul><ul><li>Technology research tools </li></ul><ul><ul><li>Students use technology to locate, evaluate, and collect information from a variety of sources. </li></ul></ul><ul><ul><li>Students use technology tools to report results. </li></ul></ul><ul><ul><li>Students evaluate and select new information resources based on the appropriateness for specific tasks. </li></ul></ul><ul><li>Technology problem-solving and decision-making tools </li></ul><ul><ul><li>Students use technology resources for solving problems and making informed decisions. </li></ul></ul><ul><ul><li>Students employ technology in the development of strategies for solving problems in the real world. (Inverse Variation) </li></ul></ul>
16. 16. Technology Used <ul><li>Students: </li></ul><ul><ul><li>Geometer’s Sketchpad </li></ul></ul><ul><ul><li>Conic Flyer </li></ul></ul><ul><ul><li>Web 2.0: Comic Strip </li></ul></ul><ul><ul><li>TI-84 Plus Graphing Calculator </li></ul></ul><ul><ul><li>Smartboard </li></ul></ul><ul><ul><li>ToonDoo </li></ul></ul><ul><ul><li>Make Belief Comix </li></ul></ul><ul><li>Teacher: </li></ul><ul><ul><li>Conic Flyer </li></ul></ul><ul><ul><li>TI- Smartview </li></ul></ul><ul><ul><li>Smartboard </li></ul></ul>
17. 17. Teacher Preparation <ul><li>Ensure that the computer lab has GSP 4.0 installed and computers are Java compatible </li></ul><ul><li>Create Stations Worksheets and Questions </li></ul><ul><ul><li>* I suggest laminating the stations on cardstock to allow for reuse of the stations each year* </li></ul></ul><ul><li>Set up Smartboard to demonstrate interactively what is expected of students at each station </li></ul><ul><li>Connect Smartboard to TI-Smartview to illustrate to students where the APPS they will be using are located </li></ul><ul><li>Investigate ToonDoo and Make Belief Comix and create an example for students to reference </li></ul>
18. 18. Timeline of Activities <ul><li>Day 1: </li></ul><ul><ul><li>Teacher Demonstration of Conic Flyer and Overview of Expectations: 5 Minutes </li></ul></ul><ul><ul><li>Conic Flyer Stations Activity: 35 Minutes </li></ul></ul><ul><li>Day 2: </li></ul><ul><ul><li>TI-Smartview Demonstration of APPS for Conics using the Smartboard: 5 Minutes </li></ul></ul><ul><ul><li>Applications Activity: 5 Minutes </li></ul></ul><ul><ul><li>Teacher Overview of Comic Strip Expectations: 5 Minutes </li></ul></ul><ul><ul><li>Comic Strip Creation: 15-2o Minutes </li></ul></ul><ul><ul><li>Share-Out of Several Comic Strips: 5 Minutes </li></ul></ul><ul><ul><li>Teacher Posting of Comic Strips: 5 Minutes </li></ul></ul>
19. 19. Learning Activities That Will Occur <ul><li>Cooperative Group Work: Stations Activity: Day 1 </li></ul><ul><li>Think-Pair-Share: TI-84 Applications: Day 2 </li></ul><ul><li>Group Creation of Comic Strips: Day 2 </li></ul><ul><li>“ Share-out” of Comic Strips: Day 2 </li></ul><ul><li>Group Evaluation of Comic Strips: Day 2 </li></ul><ul><ul><li>Students will work in pairs/groups of three to critique the comic strips for correctness, creativity, and effectiveness. </li></ul></ul>
20. 20. Higher Order Thinking Skills Addressed <ul><li>Analysis </li></ul><ul><ul><li>Can you make a distinction between each of the conics you learned about today? </li></ul></ul><ul><ul><li>How can you list and distinguish between each of the parts of a conic section? </li></ul></ul><ul><ul><li>How would you categorize conics based on their given equations and/or graphs? </li></ul></ul><ul><ul><li>What is the function of the x and y intercepts? </li></ul></ul><ul><ul><li>What ideas justify the reason a hyperbola does not intercept the x and y axes? </li></ul></ul>
21. 21. Higher Order Thinking Skills Addressed <ul><li>Synthesis </li></ul><ul><ul><li>Can you formulate a theorem on how the equation of a given conic is determined? </li></ul></ul><ul><ul><li>How would you modify the equation of a circle to change the location of the center? </li></ul></ul><ul><ul><li>Can you propose an alternative format for writing the equation of an ellipse? </li></ul></ul><ul><ul><li>What facts can you compile about the equation of an inverse variation hyperbola? </li></ul></ul><ul><ul><li>How would you test a conic for x and y intercepts? </li></ul></ul>
22. 22. Higher Order Thinking Skills Addressed <ul><li>Evaluation: </li></ul><ul><ul><li>How would you assess the impact of changing the radius of a circle on the equation for that circle? </li></ul></ul><ul><ul><li>What judgment could you make about a circle not centered at the origin? </li></ul></ul><ul><ul><li>How would you compare the equations of circles to those of ellipses, hyperbolas, and parabolas? </li></ul></ul><ul><ul><li>Differentiate between vertical and horizontal parabolas. </li></ul></ul><ul><ul><li>How can you assess the value of the x and y intercepts of an ellipse? </li></ul></ul>
23. 23. Technology: Promotion of Student Learning <ul><li>Increases Motivation </li></ul><ul><ul><li>Students are motivated to learn as all activities are interactive and completed cooperatively in groups. </li></ul></ul><ul><li>Promotes Classroom Management </li></ul><ul><ul><li>Students who are interested in their learning are far more likely to maintain on-task behavior. </li></ul></ul><ul><li>Discovery Learning </li></ul><ul><ul><li>Students are not listening to lecture. Rather, students are discovering and making meaning of their learning through several interactive activities. These activities utilize technology that students are familiar with and have become accustomed to using. </li></ul></ul>