L2+Bowden,+Scott

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **       Equations and Inequalities Grades 9-Diploma 2. Students solve families of equations and inequalities //**    The students will begin their mini WebQuest project about distances and hand their itinerary and travel plans into the teacher. The teacher will give feedback on them and the students will have the opportunity to rework it and make changes before handing it in for a score. Students will complete a homework assignment that will be unscored and the students will receive feedback on it by the answers being either in the back of the book or on the class wiki. The sandwich map will be used for students to put many examples and information on the topic. The teacher will go over what material would be good to be on it. This will not be collected, but can be used as a study guide for homework or any quizzes. Students will write a short blog or journal entry to be handed in at the end of the lesson discussing what the students felt they learned and can be used for the teacher as a means to reiterate information that was not understood in addition to a short reflection about the project.  Students will complete a mini WebQuest about a day trip designed by the teacher. The final project will be the trip itinerary and travel plans which will be scored on a checklist. Students will use Google Earth to determine the distance between their start and end points, the "real," straight line distance as well as the travel distance and compare them. The itinerary will be scored on feasibility of the trip as far as spending money, gas, food, and time. Students will not need to pinpoint the locations of food and gas perfectly, but have a rough idea of how much time and how many miles each break should be. This project will also require students to show or hand in a travel map. It won't require every single stop made to be shown, but it should show the general route the trip will take.  <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Geography: Students will be researching travel on the Earth and thinking about the best routes from one point to another.
 * <span style="font-family: "Times New Roman","serif";">UNIVERSITY OF MAINE AT FARMINGTON **
 * __<span style="font-family: "Times New Roman","serif";">Teacher’s Name __****<span style="font-family: "Times New Roman","serif";">: Mr. Bowden **<span style="font-family: "Times New Roman","serif";"> **__Date of Lesson__: Explain**
 * __<span style="font-family: "Times New Roman","serif";">Grade Level __****<span style="font-family: "Times New Roman","serif";">: 9 **<span style="font-family: "Times New Roman","serif";"> **__Topic__: Distance between points.**
 * __<span style="font-family: "Times New Roman","serif";">Objectives __**<span style="font-family: "Times New Roman","serif";">
 * <span style="font-family: "Times New Roman","serif";">Student will understand that **<span style="font-family: "Times New Roman","serif";"> the coordinate plane relates to ordered values in space.
 * <span style="font-family: "Times New Roman","serif";">Student will know **<span style="font-family: "Times New Roman","serif";">distance between two points, the distance formula.
 * <span style="font-family: "Times New Roman","serif";">Student will be able to **<span style="font-family: "Times New Roman","serif";">predict the distance between two points.
 * __<span style="font-family: "Times New Roman","serif";">Maine Learning Results Alignment __**
 * //<span style="font-family: "Times New Roman","serif";">Maine Learning Results - Mathematics D. Algebra
 * <span style="font-family: "Times New Roman","serif";">Rationale: **<span style="font-family: "Times New Roman","serif";">In this lesson, the teacher will illustrate how to find the distance between two points as a precursor to working with lines and solving families of equations as desired in the Maine Learning Result.
 * __<span style="font-family: "Times New Roman","serif";">Assessment __**
 * <span style="font-family: "Times New Roman","serif";">Formative (Assessment for Learning) **
 * <span style="font-family: "Times New Roman","serif";">Summative (Assessment of Learning) **
 * __<span style="font-family: "Times New Roman","serif";">Integration __**<span style="font-family: "Times New Roman","serif";">
 * <span style="font-family: "Times New Roman","serif";">Technology: **<span style="font-family: "Times New Roman","serif";">Technology: Students will complete a mini WebQuest using Google Earth to determine distance and travel routes. Additionally, resources will be provided on gas prices in the state of Maine, and food prices.
 * <span style="font-family: "Times New Roman","serif";">Other Content Areas: **

English: Students will compose an itinerary for their trip including travel plans and justification of all spending and money issues. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Students will be divided into Quick-Play groups for the mini WebQuest assignment. These Quick-Play groups will be determined by every student when walking in the class will receive an ordered pair. Students who have ordered pairs within the same quadrant will be grouped together. The groups will be no more than 4 but no less than 2 for the project. The entire group will plan the itinerary and every member will have input toward it. The WebQuest will revolve around the group members taking the trip instead of random people. One student in the group will be the "recorder" who will write down any information or ideas the group has. All students will be responsible for writing and researching the project information. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __<span style="font-family: "Times New Roman","serif";">Groupings __**<span style="font-family: "Times New Roman","serif";">
 * __<span style="font-family: "Times New Roman","serif";">Differentiated Instruction __**
 * <span style="font-family: "Times New Roman","serif";">Strategies: **
 * <span style="font-family: "Times New Roman","serif";"> **Kinesthetic** **<span style="font-family: "Times New Roman","serif";"> - Human geometry - students will walk distances from one point to another, counting footsteps.
 * Interpersonal** - Students discuss travel plans with each other in groups.
 * Intrapersonal** - Each student will submit an individual reflection about the WebQuest process as a journal/blog entry.
 * Verbal** - Students will discuss material covered in class.
 * Visual** - Students will make a project that details their map and itinerary.
 * Logical** - Using mathematics to find distances.
 * Naturalist** - Students can consider the material in aspects of travel, roads, and trails.
 * <span style="font-family: "Times New Roman","serif";">Modifications/Accommodations **

Absent Students: The teacher will provide office hours for the students' use. It is up to the student to either contact a classmate to review the material or to contact the teacher before the next period. If the absence is for an extended period, the teacher can assign or obtain a tutor for the student. The assignments and the notes for the class will be available on the teacher/class wikispace page. If students have internet access, they can use a video conference software such as skype to be a virtual participant if they are willing or able to do so. Additionally, students who are absent during this lesson will need to complete the WebQuest on their own and set up arrangements with the teacher for an appropriate time to have the project completed. The teacher will be willing to negotiate good times and offer use of computers with Google Earth. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">For this project, students who wish to challenge themselves may do so by picking a different travel route with the same end points and discuss how they differ, which is more feasible, and indicate differences in every point of the itinerary. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Laptops/Computers for students that have Google Earth on them Teacher computer Projector/TV Screen for the computer Calculators for students who don't already have them. Stuff to write on the whiteboard/chalkboard with Graphic Organizers - Sandwich map. Duct tape to make axes on the floor Scored Google Earth worksheet from the last lesson. Scored quizzes from the last lesson. Textbook and teacher notes Lesson 2 Worksheet. Graph Paper for student work on graphing Some kind of food <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">This is the WebQuest that inspired my mini WebQuest/project. [] This is purplemath's explanation on the distance between two points. [] This site has current and up-to-date gas prices for the WebQuest. [] This site has places to dine. Students can search by town. [] A written tutorial on finding distances on Google Earth: [] <span style="font-family: "Times New Roman","serif";">A sandwich Graphic Organizer: [] <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> Multiple Intelligences:
 * <span style="font-family: "Times New Roman","serif";">Extensions **
 * __<span style="font-family: "Times New Roman","serif";">Materials, Resources and Technology __**
 * __<span style="font-family: "Times New Roman","serif";">Source for Lesson Plan and Research __**
 * __<span style="font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif";">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. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **<span style="font-family: "Times New Roman","serif";">Beach Ball: Students will have the flexibility to pick different points on their WebQuest assignment. They will also have the ability to go beyond the assignment to consider other possible routes and compare them. Clipboard: Students will be instructed in an organized manner. They will also have the ability to take their own notes either in their own way or using the graphic organizer. Microscope: Students will use the WebQuest to explore the ideas of distances. They can look more deeply into the content and analyze it. In addition, they can express their learning through the human geometry activity. Puppy: Students will be able to work in a comfortable environment. Everyone will be able to support one another and work together without the fear of being looked down upon. Students work together in groups and help one another. The teacher will also provide help and support for all students who want it.
 * //<span style="font-family: "Times New Roman","serif";">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **<span style="font-family: "Times New Roman","serif";">This lesson was based around the fact that students will understand different facets of the coordinate plane and use them. This was brought in when the students were asked to perform different tasks based around distances between points using a real example, trips on the planet using Google Earth. This lesson acts as a precursor to students being able to solve families of equations as discussed in the Maine Learning Result for this unit. Students are learning the concepts relating to distances. Upon completing this lesson, students will be able to predict the distance between two points on the coordinate plane.
 * //<span style="font-family: "Times New Roman","serif";">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **<span style="font-family: "Times New Roman","serif";">The following instructional strategies and technologies will be used
 * Kinesthetic** - Human geometry - students will walk distances from one point to another, counting footsteps.
 * Interpersonal** - Students discuss travel plans with each other in groups.
 * Intrapersonal** - Each student will submit an individual reflection about the WebQuest process as a journal/blog entry.
 * Verbal** - Students will discuss material covered in class.
 * Visual** - Students will make a project that details their map and itinerary.
 * Logical** - Using mathematics to find distances.
 * Naturalist** - Students can consider the material in aspects of travel, roads, and trails.

Technology: Students will complete a mini WebQuest using Google Earth to determine distance and travel routes. Additionally, resources will be provided on gas prices in the state of Maine, and food prices. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Just like lesson 1, the floor will be set up with duct tape down the centers dividing the floor into quadrants. The desks will be set up as the endpoints of the quadrants.
 * //<span style="font-family: "Times New Roman","serif";">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **<span style="font-family: "Times New Roman","serif";"> For this lesson, students will have the opportunity to gauge their learning while they are doing it. The students will begin their mini WebQuest project about distances and hand their itinerary and travel plans into the teacher. The teacher will give feedback on them and the students will have the opportunity to rework it and make changes before handing it in for a score. Students will complete a homework assignment that will be unscored and the students will receive feedback on it by the answers being either in the back of the book or on the class wiki. The sandwich map will be used for students to put many examples and information on the topic. The teacher will go over what material would be good to be on it. This will not be collected, but can be used as a study guide for homework or any quizzes. Students will write a short blog or journal entry to be handed in at the end of the lesson discussing what the students felt they learned and can be used for the teacher as a means to reiterate information that was not understood in addition to a short reflection about the project. As well as a gauge of how they learned it. Students will complete a mini WebQuest about a day trip designed by the teacher. The final project will be the trip itinerary and travel plans which will be scored on a checklist. Students will use Google Earth to determine the distance between their start and end points, the "real," straight line distance as well as the travel distance and compare them. The itinerary will be scored on feasibility of the trip as far as spending money, gas, food, and time. Students will not need to pinpoint the locations of food and gas perfectly, but have a rough idea of how much time and how many miles each break should be. This project will also require students to show or hand in a travel map. It won't require every single stop made to be shown, but it should show the general route the trip will take.
 * __<span style="font-family: "Times New Roman","serif";">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif";">: **

Day 1:

Students enter the class and take their seats taking a word from the teacher (3 minutes) The teacher will hand back the quiz from last class and go over answers (7 minutes) The teacher will hand back the Google Earth worksheet and the sandwich map for the lesson (5 minutes) Students will begin playing the counting steps game (15 minutes) The teacher will instruct about distances between points. Students will record information on their sandwich map. (10 minutes) Students will have an opportunity to find the real distance of the "counting footsteps" game in their lesson Quick Play groups. (10 minutes) The teacher will go over the answers to the problems and reiterate any information. (10 minutes) The teacher will introduce the mini WebQuest project. (5 minutes) The teacher will discuss how to find straight line distances with Google Earth. Students will begin discussing the project. (10 minutes) Students will come back together as a class. Teacher assigns homework for that night. (5 minutes)

Day 2:

Students enter class and take their seats (3 minutes) Students get into their Quick-Play group for the lesson (3 minutes) Students will work on their mini WebQuest. The teacher will be available to answer any questions. (65 minutes) Students will prepare their itinerary to hand in for feedback. Any team that has not handed their final project for a score by the end of class will have additional time to work on it in the next class. (9 minutes)

Day 3:

Students enter class and take their seats (5 minutes) Student work time for final itinerary (40 minutes) Students have time to prepare their itinerary for class presentation (15 minutes) Itinerary presentations (20 minutes)

In this lesson, students will understand the coordinate plane and its different functions. **Students understand how to solve families of equations and inequalities.** This lesson and the project within it can help students in everyday life by helping them understand how to plan trips and what stops are feasible and how to budget gas and money. To begin the lesson, students will be given different sets of ordered pairs and will determine their "distance" by physically walking from one point to another. Each student will have an ordered pair to stand on when they walk into the room. Students will be instructed to walk to one another by the teacher. **Where, Why, What, Hook. Tailor: Verbal, Visual, Bodily-Kinesthetic.** <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Students will know how to find the distance between two points and they will know the formula for computing [|straight-line distance]. They will also explore [|Google Earth] and more of its functions. . All students will be responsible for writing and researching the project information. Students will use the graphic organizer to record different information on the topic of distances with the main topic being the bottom or top bread, and each piece of the sandwich will be an aspect of distances, like the distance formula, the geometric approach, and at least one example. The teacher will then check for understanding using the short mini WebQuest and a short scored quiz in addition to checking homework and journal entries or blogs and WebQuest reflections. **Explore, Equip, Tailor: Verbal, Visual, Interpersonal, Naturalist.** <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">The students will begin their mini WebQuest project about distances and hand their itinerary and travel plans into the teacher. The teacher will give feedback on them and the students will have the opportunity to rework it and make changes before handing it in for a score. The sandwich map will be used for students to put many examples and information on the topic. The teacher will go over what material would be good to be on it. This will not be collected, but can be used as a study guide for homework or any quizzes. Students will complete a mini WebQuest about a day trip designed by the teacher. After handing it in once, the students will hand it in again for a score. In addition, at the end of the lesson, students will take a low stakes quiz over the material from the lesson to be scored. Students will be divided into Quick-Play groups for this lesson. These Quick-Play groups will be determined by every student when walking in the class will receive a word. The students who have matching words will be in a group for the assignment. The groups will be no more than 4 but no less than 2 for the project. The entire group will plan the itinerary and every member will have input toward it. The WebQuest will revolve around the group members taking the trip instead of random people. One student in the group will be the "recorder" who will write down any information or ideas the group has. At the end of the lesson, students will be able to predict the distance between two points. **Experience, Revise, Refine, Rethink, Tailor: Logical, Interpersonal**, **Visual** <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">At the end of instruction for the lesson, students will complete a limited number of homework assignments from a worksheet devised by the teacher. The answers for this worksheet will be placed on the teacher's class wiki for students to review. Students will also do blogs or journal entries reflecting on their experience with the lesson, what they liked and thought worked, in addition to what they didn't like and how they think the teacher can make modifications. These will be checked and commented on by the teacher nightly, if they are blogs. If they are paper journals, they will be collected daily and the teacher will read them and comment on them. If homework comes from the book, the teacher will be responsible to assign problems that have answers in the back of the textbook. The itinerary for the travel trip will be presented in class and will be handed in to be scored using the checklist from above. This will connect to future lessons because the information may be called upon. The project will have students reflect upon this information in a practical lens. Students will use this material on future assessments. **Evaluate, Tailor: Verbal, Logical, Intrapersonal** <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> [|Distances] The distance between two lines is a simple idea. Consider the points (1,1) and (4,5). To find the distance, draw a line connecting the two points. Then draw a horizontal line from the point (1,1) and a vertical line from (4,5). Where these two intersect creates a right triangle with legs of the horizontal line from (1,1) and the vertical line from (4,5) and the hypotenuse as the line connecting (1,1) to (4,5). Then the Pythagorean Theorem can be applied. To find the length of the horizontal leg, we subtract the x values of (1,1) and (4,5) for a length of 3. To find the vertical leg, we subtract the y values of (1,1) and (4,5) to get a length of 4. Then to find the hypotenuse, each leg is squared to give 9 and 16. Those values are added to get a value of 25. Then we take the square root of that to get 5. Thus, the distance formula is the Pythagorean Theorem. We call it D = square root ( (x-a)^2 + (y-b)^2) where we pick (x,y) and (a,b) beforehand. We must stay consistent. If we pick (1,1) as (x,y), we must use 1 as x and 1 as y. It doesn't matter which we call (x,y) or (a,b) because the values will just be negative of one another but then squared to make a positive value.
 * __<span style="font-family: "Times New Roman","serif";">Content Notes __**

[|Google Earth]. One new aspect of Google Earth to be introduced is the way to determine the straight line distances. To do this, we open up Google Earth. We will pick the directions tab. Enter two places and it will give a travel route. We will then go to the top toolbar and click the tools button. Then pick ruler. Then pick a start point and an end point. It will give the straight line distance between those two points. This can be an exact science, so zoom in to the first point and the second to be very accurate. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Sandwich - Graphic Organizer Distance Worksheet Graph Paper
 * __<span style="font-family: "Times New Roman","serif";">Handouts __**