L6+Barnes+Mckell

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Conic sections**

 * =**Objectives**:= ||
 * Student will understand that conic sections consist of circles, ellipses, parabolas, and hyperbolas. ||
 * Student will know how conic sections connect to real life. ||
 * Student will be able to be aware of the difference between the equations of an ellipse, a parabola, a circle and a hyperbola in real-life. ||

Equations and Inequalities Grades 9-Diploma 2 students solve families of equations and inequalities** //b. solve quadratic equations graphically by factoring in cases where factoring is efficient, and by applying the quadratic formula. Rationale: Students will be solving families of equations and inequalities when solving for the different conic sections.// ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Mathematics- D. Algebra

Students will use a KWL Chart to talk about the different conic sections represented in real life. || Students will create a wiki discussion board discussing the different conic sections they have found in real life. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English: Students will write in their journal about how they liked the assignment ||
 * =**Integration**= ||
 * Technology: Students will use classroom laptops to create a wiki discussion on different conic sections they have found.


 * =**Groupings**= ||
 * ** Students will be put into groups of four where each group will go outside and look for a different conic section represented in real life. These groups will be chosen by the students. Once the have found five different examples of the conic section assigned, they will make a wiki page discussing the different real life representations they have found of the conic section outside. ** ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual**- Students will watch me do examples of conic sections on the board
 * Spatial**- Students will go outside and find different conic sections that are represented in real life.
 * Nature**- Students will go outside and find different conic sections that are represented in real life.
 * Kinesthetic**- Students will then project each conic section onto a larger poster board.
 * Interpersonal**- Students will then discuss the different conic sections found outside on a wiki discussion board.
 * Linguistic-** Students will be using their writing skills to create a wiki page about different real life representations of the conic section they have found. ||
 * **Modifications/Accommodations**

Absent students are responsible for getting the appropriate information given in class by using the class wiki. The class wiki will have an outline of what we did in class. Any handouts used in class will be uploaded to the class wiki for absent students to download and print off. Absent students will have an extra class period to finish the work they missed. If assignments are not completed for the extra day they will not receive credit for the assignment. || Students will use the wiki discussion resource on the internet to discuss different conic sections they have found. This is a great way to integrate type II technology into the classroom. ||
 * **Extensions**

poster pencil paper calculator KWL Chart ||
 * =Materials, Resources and Technology= ||
 * lap tops

Here is a quick video showing you where conic sections come from: http://www.youtube.com/watch?v=1wTe0VJBAZ8 ||
 * =Source for Lesson Plan and Research= ||
 * I came up with this lesson plan, however, we will be using www.wikispaces.com as a resource to create our wiki discussion.

Students will use classroom lap tops to have a wiki discussion about different conic sections they have found represented in real life. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __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 demonstrates Standard 3 for the Standards for Initial Teacher Certification and Rationale because students are using a variety of ways to explore different conic sections. Students are able to go outside and find different conic sections represented in real life. Students will also create a wiki discussion with an opportunity to express their ideas about conic sections. During this discussion my class will be supportive of other students ideas. This will provide a comfortable atmosphere that all students will feel confident in sharing what they have found. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson demonstrates Standard 4 for the Standards for Initial Teacher Certification and Rationale because I will give an overview of the different conic sections we will be covering. For example, circles, parabolas, ellipses and hyperbolas. Each of these conic sections represent so many different things throughout our daily lives. Finding different representations for each of these conic sections will give students a better understanding of each conic section. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * Visual**- Students will watch me do examples of conic sections on the board
 * Spatial**- Students will go outside and find different conic sections that are represented in real life.
 * Nature**- Students will go outside and find different conic sections that are represented in real life.
 * Kinesthetic**- Students will then project each conic section onto a larger poster board.
 * Interpersonal**- Students will then discuss the different conic sections found outside on a wiki discussion board.
 * Linguistic-** Students will be using their writing skills to create a wiki page about different real life representations of the conic section they have found.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson demonstrates Standard 8 for the Standards for Initial Teacher Certification and Rationale because students will have a formal assessment by using a KWL Chart. This will give me an idea of what they understand about conic sections before they do their research. For summative assessment, students will be creating a wiki discussion about the different conic sections they have found outside that represent real life things. ||


 * =Teaching and Learning Sequence:= ||
 * Students will first be seated by at their own desk in a u-shaped style of seating. This way every students can see me at the board as well as the other students in the class.

Agenda: [|Video] KWL Chart Outside Poster Wikispace

Students will understand that conic sections consist of circles, ellipses, hyperbolas, and parabolas. Conic sections connect to real life because there are so many things in real life that represent conic sections. Students will watch an informational [|video] on conic sections. (10 min)
 * Where, Why, What, Hook Tailor: Visual** ||
 * Students will first fill out a KWL Chart that will be placed on their desk prior to the beginning of class. They will fill out what they know about conic sections and what they think are real life conic sections.This will give me a quick understanding of how far students are in their understandings of different conic sections and how they are represented in real life. Students will then choose three other people to work with an each team will be assigned a conic section to find represented in real life outside. (30 min)
 * Equip, Explore, Rethink, Tailor: Spatial, Nature, and Kinesthetic** ||
 * Once we have finished going outside, students will project a graph of a conic section they have found on a large poster. After they have done that, the teams will create a wiki page discussing the different real life representations their team found outside of the conic section assigned to them. Students will comment on other wiki pages about the different conic sections that other teams have found. (20 min)
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** **Interpersonal and linguistic** ||
 * Students will write a journal entry on their likes and dislikes of this method of learning for ten minutes. Did students enjoy the research, and working with other students? Did students find this task to be useful? This will give me a more in depth idea of what students are thinking about this task. To wrap up we will discuss the thoughts of students, this will be a basic overview of their journal entry. (10 min)
 * Evaluate, Tailors: Linguistic and Intrapersonal** ||

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