Thanks for the lesson plan template. I have now realized How I could include ICT in my teaching practice. This will help other teachers to be able to improve their teaching practice with regards to the ICT
1.
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
SUBJECT AREA: Additional Mathematics GRADE LEVEL: Sec 3E
Name of Teacher: Winnie Thang
LESSON TITLE: Sketching exponential & Logarithmic TIME ALLOTTED: 55 min
Graphs
LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.)
In this lesson, the students….
sketch exponential graphs, indicating clearly the asymptotes & intercepts.
sketch logarithmic graphs, indicating clearly the asymptotes & intercepts.
draw the straight lines required to solve equations.
CLASSROOM LAYOUT AND GROUPING OF STUDENTS:
(Where will the learning take place? How will the room be organized with the computers? How will the students be
grouped (class group, individuals, pairs, small groups, etc…)
Students work individually in the computer labs
INSTRUCTIONAL OBJECTIVES:
(Identification of the specific learning outcomes expected to happen based on Competency Standards.)
a b c d
Creativity & Innovation
√ □ √ □
Communication &
Collaboration □ □ □ □
Research and Fluency
√ □ □ □
Critical Thinking,
Problem Solving and
Decision Making
□ √ □ □
Digital Citizenship
□ □ □ □
Technology Operations
and Concepts √ □ □ □
2.
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
MATERIALS, RESOURCES AND TECHNOLOGY:
1. Materials and Resources for this Lesson (special devices)
Technology Components for this Lesson
Graphmatica software
2. Web Site for this Lesson
http://download.cnet.com/Graphmatica/3000-2053_4-10031384.html
3. Computer Software for this Lesson
Graphmatica software
STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE:
( Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must
the students have to complete the lesson content? Include technology skills.)
The lesson will develop in students
thinking skills
analytical skills
think-pair-share
IT : Students will use the Graphmatica software to sketch graphs.
TS : From the basic exponential and logarithmic graphs sketched, students will analyse patterns
and deduced shapes of other non-conventional exponential and logarithmic graphs.
HOM: Students are expected to constantly analyse the graphs sketched and compare them to the
basic graphs. They have to check for important information such as the shape of graph, the
asymptote and intercepts (whether they match what are expected). Persistence is required before
they can see patterns and deduce shapes and asymptotes. At the same time, they have to practise
sharing and listening.
Students have been taught trigonometric graphs and have knowledge in basic sine, cosine and
tangent graphs. The concept of asymptote has been taught and they know that the graph of y=
(sin x + 1) is simply the graph of y = sin x being shifted up the y-axis by 1 unit.
Students are expected to recall the use of the software. They must know the concepts of asymptotes
and understand when shifting of graphs along the vertical axis is required. In terms of logarithm, they
must know the conversion between logarithmic and exponential forms.
3.
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
INSTRUCTIONAL PROCEDURES:
1. Motivation:
Explain the importance of the lesson to motivate the student. Relate lesson to previous lesson or real-life
situation.
Many real-line applications involve graphs. The graphs learned can be applied to other subjects, eg. Physics
2. Activities: (The sequential activities to happen in this lesson. It describes the teaching method to employ in
learning the lesson.)
(Students will first download the software onto their desktop, if not done so already. )
Introduction
1. Teacher will revise the shifting of graphs. For eg., the graph of (y = sin x + 1) is simply the
shifting of the graph of (y = sin x) by 1 unit vertically up the y-axis.
2. Teacher will re-visit the concept of asymptote.
Development
1. Teacher will guide the students in using Graphmatica to sketch the basic graph of y = ex,
indicating clearly the asymptote.
2. Students will proceed to complete the worksheet on their own. Discussion among
classmates is strongly encouraged. (Teacher will walk around the class to check for
understanding and clarify doubts)
4.
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
3. Closure:
Summary of the lesson and future lesson.
Teacher will discuss with students their answers to the questions in the worksheet. This
serves as a mean to (further) check their understanding and clarify their doubts.
SUPPLEMENTAL ACTIVITIES:
1. Additional activities to expand the lesson
2. Remediation activities for the student needing more instruction and practices
3. Assignments
Students are expected to complete the questions in a worksheet as homework.
5.
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
ASSESSMENT AND EVALUATION:
How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that
a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a
description of the assessment process, the criteria for achievement, and performance levels. The criteria should
directly align to objectives and instruction. Describe your plan for providing feedback to your students.
Students are able to correctly complete the assigned homework. As the students are exploring the
solutions to the worksheet, teacher will walk around to check accuracy & understanding.
STUDENT PRODUCTS:
What artifact(s) or products will result from the lesson? (such as a report, newsletter, diagram, slideshow, drawing,
etc.)
Completed assignment