L5+Barnes+Mckell

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that conic sections consist of circles, parabolas, ellipses, and hyperbolas. ||
 * Student will know different objects that are represented in real life by all of the conic sections. ||
 * Student will be able to compare the graph of an ellipse as well as the graph of a parabola, a circle, an ellipse, and a hyperbola. ||

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: This lesson demonstrates the Maine Learning Results because students will be solving families of equations and inequalities to find different conic sections.// ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Mathematics- D. Algebra

Students will use a KWL Chart to discuss a what they know about conic sections before they do the research in class. || Students will create graphs of the conic section equations on the internet. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: Students will be using laptops to graph different conic sections on the internet. ||


 * =**Groupings**= ||
 * Once students have completed their graphs of the conic sections on the internet. They will print them off and share them with the another student in the class. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual-** Students will view an informational [|video] about conic sections
 * Logical-** Students will use the internet to graph different conic sections
 * Kinesthetic-** Students will use the internet to graph different conic sections
 * Intra personal-** Students will use the internet to graph different conic sections
 * Interpersonal-** Students will share their printed graphs with another student in the class
 * Logical**- Students will share their printed graphs with another student in the class ||
 * **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 lap tops to first do research on the different conic sections such as: circle, ellipse, hyperbola, and parabola. Students will then use lap tops in a type II way by graphing different the conic sections on the internet. This will allow me to incorporate type II technology into the classroom. ||
 * **Extensions**

printer pencils paper calculator ||
 * =Materials, Resources and Technology= ||
 * laptops

http://www.webmath.com/conic.html Informational video about conic sections: http://www.youtube.com/watch?v=bFOnicn4bbg ||
 * =Source for Lesson Plan and Research= ||
 * Graphing Conic Sections Online:

Students will use lap tops to graph different conic sections on the internet. This will integrate type II technology in the classroom. ||
 * =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 free to use the internet to explore different web sites to research the conic sections. This research will help them with graphing the functions on the internet. Students will discuss their graphs with other students in the class. 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 view an informational [|video] about conic sections
 * Logical-** Students will use the internet to graph different conic sections
 * Kinesthetic-** Students will use the internet to graph different conic sections
 * Intra personal-** Students will use the internet to graph different conic sections
 * Interpersonal-** Students will share their printed graphs with another student in the class
 * Logical**- Students will share their printed graphs with another student in the class
 * __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 graphs of the conic sections on the internet. These graphs must be completely accurate in order to get full credit. ||


 * =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 Research Online Graphing Sharing

Students will understand that conic sections consist of circles, parabolas, ellipses, and hyperbolas. This connects to real life because there are so many different conic sections that are represented in real life such a clocks, soccer balls etc.Students will watch an informational [|video] about different 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 use the classroom lap tops as a means of researching different conic sections on the internet. They will research the different formulas each conic section represents. (30 min)
 * Equip, Explore, Rethink, Tailor:** **Kinesthetic, Interpersonal, and Lo****gical** ||
 * Once they have finished their research, students will graph a few of the conic sections on the internet using the classroom lap tops. Once they have completed this, they will print off their graphs and share them with another student in the classroom. The students will talk about how they graphed the conic sections. (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. This assignment will help them graph the conic sections for the homework.
 * Evaluate, Tailors: Linguistic and Intrapersonal** ||

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