L6+Stevens+Newcomb

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: webquest**

 * =**Objectives**:= ||
 * Student will understand that Trigonometry is used in the construction world ||
 * Student will know how to recall their examples from last class ||
 * Student will be able to consider the real world uses of trigonometry**.** ||

Geometric Figures Grades 9-Diploma 3. Students understand and use basic ideas of trigonometry. b.Use Trigonometric functions to solve for missing lengths in right triangles. ||
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results//: Mathematics D. Algebra

Students shall be graded according to two rubrics: understanding and a pilot. The pilot rubric will be graded by the entire class and the understanding will be graded by me.  || There will be a reflection statement that shall be given to each student. This reflection statement shall involve what they know and how they think they did. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = science- students shall use examples explained in the physics world. ||
 * =**Integration**= ||
 * Type II and english- students shall write up a dialouge that they shall use in their video

After careful consideration and analysis, I shall pair up the students themselves.   ||
 * =**Groupings**= ||

(spatial) Students will make visual examples for video. (Linguistic)students will write the script. (Kinesthetic) Students will act out charactors within their group. (intrapersonal) Students will create a charactor that is like themselves. (mathematical) Students will come up with the order of the script and order in which examples are explained. (Interpersonal) Students will be working together in order to make a video. || I will view the student’s IEP's, 504s or ELLIDEPs and make appropriate accommodations and modifications. I will still require the student to do the webquest by themselves or they can write an essay about how one can use trigonometry in home construction. If the student opts to do the webquest, I will give the student an extra day to complete the assignment on top of the amount of time the groups had to originally complete this project.  || Students will work on this after school and they will have the next class to fix any technical difficulties and present ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Pencils pen paper scientific calculator notebook Video camera ||
 * =Materials, Resources and Technology= ||
 * Computer (laptop)

Studenst will be shown the resources on the webquest as well. ||
 * =Source for Lesson Plan and Research= ||
 * http://students.umf.maine.edu/~stevennw/trigonometrywebquest/TOOL%20TIME%20WEBQUEST.html


 * =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:** students will make their own home improvemnt video about how trigonometry will be used. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students will explain and find the value of trigonometric ratios for angles in right triangles using the inverse functions. Students will interpret the missing angles or lengths of right triangles using inverse trigonometry. Students will use inverse trigonometric functions to solve for missing lengths in right triangles.Students will compare angles and right triangles using inverse trigonometric functions. Students will consider the real world uses of trigonometry. Students will be aware of which trigonometric functions to use in a given situation. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**(spatial) Students will make visual examples for video. (Linguistic) write the script. (Kinesthetic) Students will act out charactors within their group. (intrapersonal) Students will create a charactor that is like themselves. (mathematical) Students will come up with the order of the script and the order of examples. (Interpersonal) Students will work together to make a video. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will be graded on two aspects: the quality of the video and the understanding of trigonometry in the construction world. students will need to produce a video that shows how Trigonometry can be used in the real world: the content of the video will demostrate your understanding. By coming up with examples in the constuction world, the students are demonstrating your knowledge of Trigonometry. The second aspect of your project will be the quality of the video: in order to truely win this job from Binford, students will need to make an entertaining interview. The combination of of content and quality will ensure that Binford has another successful tool show. ||

5 min. I will great the students as they come in. I will ask for volunteers to present their homework. || 20-30min. The students will present the MI activities that they did for homework. I shall grade them based on the MI form and hand them back the form with feedback: students will also be assessing their peers and they will give all of their comments to the student that presented. After every student has presented, students will watch a youtube video about //Tool Time:// this will be my hook that will lead into the webquest. I ask the students about the elements of this show and then I will present the student sample to them. I will then tell them that they are to make a video much like Tool Time (and explain safety: do not do what Tim Taylor does because that is a TV show and not real life. One of the running gags on the show was that people thought that Tim had actually had all of his accidents on purpose) and then I give them the webquest URL. Once the students figure out what their task is, I will ask them to explore every resource on the resources page. I will write the URLs on the board and ask the students tell me why each resource is there. I will also show the class the student sample so they have a good idea of what they need to produce. I will remind them that if I think that they just copied my student sample, they will receive a very low grade and that we will have a discussion about academic integrity. I will also hand out the rubric for the webquest. || 30-remainder- students will work on the webquest video and I will walk around, gather cameras and help get students into locations where they can film their project. I will have the cameras out for them before they begin to work. I will walk around to make sure students are working on their scripts and I will answer any questions that the students have: I will also use this time to make sure the students are on task.    <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Day 2 <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">5-10min. I will let the students settle in and then I shall briefly recap what went on during the last lessons. I will then accept any clarifying questions about the webquest. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">30-remainder. I will make sure the scripts are being completed and that students are starting the filming process. I will find places throughout the school that the students can safely use to film their project as long as they are not disruptive. I will allow students to do some filming in the classroom but I will encourage them to film at home or somewhere else where they can get some good film examples. I will encourage the students to use good judgment in where they film everything. I will even make some suggestions about filming in the wood and metal shop. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Day 3 <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">1-5min. Students will settle in and I will briefly recap what we have done so far. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> || ||
 * =Teaching and Learning Sequence:= ||

= =