L4+Bowden,+Scott

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT ** 
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * Teacher’s Name: ** Mr. Bowden **Lesson:** Empathy
 * Grade Level:** 9 **Topic:** Real-life presentations


 * __Objectives __**
 * Student will understand that ** there are multiple ways to solve a problem.
 * Student will know** systems of equations, system solution methods
 * Student will be able to** relate a system solution method to the real world.

**__Maine Learning Results Alignment__** Maine Learning Results - Mathematics D. Algebra Equations and Inequalities Grades 9-Diploma 2. Students solve families of equations and inequalities


 * Rationale:** In this lesson, students will explore the real world and see how people in different careers solve systems of equations. This will give them more techniques to solve families of equations and inequalities.

**__Assessment __** The students work on a mini-research project. When the research and proper mathematics are done the first time, the students will hand it in to the teacher for feedback before beginning their project and designing their layout. Homework will be handed in to the teacher so that lessons can be modified to match the process and content gaps of students. This homework assignment will be unscored and students will have the opportunity to view the answers before handing in the piece. The students will have an ISP chart graphic organizer that they can use to record the information they found and the source of the material. Students will hand these in at the end of the lesson for the teacher to review but not score. At the end of the lesson, the teacher will give students a gate graphic organizer so they can record the information and methods the other students present. Students will write journal or blog entries that are reflective of their thoughts on the lesson. The teacher will check them at the end of the lesson to modify the lesson structure for future classes.
 * Formative (Assessment for Learning) **

In this lesson, students will undertake an investigative learning project that will allow them to learn what careers use linear systems/equations in their work. They will design a wiki through wikispaces that briefly outlines the career chosen, how individuals in the chosen career use the material, is appealing to look at, factually accurate, and evades copyright infringement by listing sources used. This wiki will be presented to the class upon completion. **__<span style="font-family: "Times New Roman","serif";">Integration __**<span style="font-family: "Times New Roman","serif";">
 * Summative (Assessment of Learning)**
 * <span style="font-family: "Times New Roman","serif";">Technology: **<span style="font-family: "Times New Roman","serif";"> Students will be actively using the internet to research a career and the final project will be a web-based wiki about their topic.


 * English:** Students will be required to write about their career and how they use it in addition to giving examples.

**__Groupings__** <span style="font-family: "Times New Roman","serif";">This lesson's Quick Play groups are the research groups for the wiki. They will be determined by students picking a color from a jar that the teacher will have as they walk in the door. Students with similar colors will work together in a group. Group sizes will be no more than 4 but no less than 2. All students in each group will be responsible for gathering information, contributing to the wiki, and contributing to the presentation. **__<span style="font-family: "Times New Roman","serif";">Differentiated Instruction __**<span style="font-family: "Times New Roman","serif";"> Multiple intelligences:
 * <span style="font-family: "Times New Roman","serif";">Strategies **<span style="font-family: "Times New Roman","serif";">:


 * Logical** - Students will complete an example of their career's methods.
 * Verbal** - Discussion of findings with class
 * Visual** - Students will make their wikispace look appealing and interesting to read.
 * Naturalist** - Students have choice of careers. They can pick an outdoor career and link material to the outdoors.
 * Interpersonal** - Research is done in groups.
 * Intrapersonal** - Each student is responsible for their own portion of the wikispace and can perform individual research.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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. This lesson is heavily based around using the internet. Students with limited access will need to contact the teacher to be assigned to a work group. Since this lesson spans many days, students will be able to work together in class and out of class to do research and set the wiki up.

Students, after watching the presentation, can compare the methods used by their career and a dissimilar career to theirs, discussing the pros and cons, and determining based on opinion which one is a more efficient method.
 * Extensions**

**__<span style="font-family: "Times New Roman","serif";">Materials, Resources and Technology __**<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Teacher computer Projector/TV Screen for the computer Graphing Calculators for students who don't already have them. Stuff to write on the whiteboard/chalkboard with Graphic Organizers - ISP and Gate. Corrected Lesson 4 Quiz Textbook and teacher notes Graph Paper for student work on graphing Some kind of food Rubrics from the wiki

**__Source for Lesson Plan and Research__** <span style="font-family: "Times New Roman","serif";">XP Math's site for jobs that use linear equations: [] XP Math's site for jobs that use linear systems: [] Use this site to evaluate a website: [] Dr. Theresa Overall has a paper version of a website evaluation checklist and good search methods on her wiki: http://umfresources.wikispaces.com/EDU221InternetSearching An ISP chart: [] A gate chart: [] Link to wikispaces: [|www.wikispaces.com]

**__<span style="font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-family: "Times New Roman","serif";"> Rationale:** Clipboard: Students will have structure in their project and in instruction. They will have a set of instructions and protocol that they can refer to while they're working. Beach Ball: Students will have the option of what professions they would like to discuss on their project. Students, after watching the presentation, can compare the methods used by their career and a dissimilar career to theirs, discussing the pros and cons, and determining based on opinion which one is a more efficient method. Microscope: Students will use this project to become more familiar to the material by using it in an analytical way. They will have the chance to put the material into a different context and examine it from such. Puppy: Students will have the support from teacher and classmates to make comments and give answers without being looked down upon. Students will feel comfortable in their environment.
 * //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 was based around the fact that students will understand that there are multiple ways to solve a problem. This was discussed when students were researching gas prices and using their linear trends to make assumptions. This lesson acts as a way for students to solve families of equations and inequalities when they consider unique methods of solving these families of equations and inequalities as discussed in the Maine Learning Result for this lesson. Students learn concepts systems of equations and system solution methods. When the lesson is complete, students will be able to relate systems and equations to real-life applications.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The following strategies will be used in instruction:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Logical** - Students will complete an example of their career's methods.
 * Verbal** - Discussion of findings with class
 * Visual** - Students will make their wikispace look appealing and interesting to read.
 * Naturalist** - Students have choice of careers. They can pick an outdoor career and link material to the outdoors.
 * Interpersonal** - Research is done in groups.
 * Intrapersonal** - Each student is responsible for their own portion of the wikispace and can perform individual research.


 * Technology:** Students will be actively using the internet to research a career and the final project will be a web-based wiki about their topic.

Rationale:** Students will have the opportunity to assess their own learning while they do it. The students work on a mini-research project. When the research and proper mathematics are done the first time, the students will hand it in to the teacher for feedback before beginning their project and designing their layout. Homework will be handed in to the teacher so that lessons can be modified to match the process and content gaps of students. This homework assignment will be unscored and students will have the opportunity to view the answers before handing in the piece. The students will have an ISP chart graphic organizer that they can use to record the information they found and the source of the material. Students will hand these in at the end of the lesson for the teacher to review but not score. At the end of the lesson, the teacher will give students a gate graphic organizer so they can record the information and methods the other students present. Students will write journal or blog entries that are reflective of their thoughts on the lesson. The teacher will check them at the end of the lesson to modify the lesson structure for future classes. In addition to the teacher being able to assess their progress. In this lesson, students will undertake an investigative learning project that will allow them to learn what careers use linear systems/equations in their work. They will design a wiki through wikispaces that briefly outlines the career chosen, how individuals in the chosen career use the material, is appealing to look at, factually accurate, and evades copyright infringement by listing sources used. This wiki will be presented to the class upon completion. **__<span style="font-family: "Times New Roman","serif";">Teaching and Learning Sequence __**<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> The desks will be arranged into "tables" of 4.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Agenda: Day 1:

Students take their seats and grab a Quick Play Color (5 minutes) Teacher introduces the project and discusses guidelines (10 minutes) Students break into groups (5 minutes) Discussion: How to Evaluate a Website and Good Searching Methods (20 minutes) Discussion: How to make a wiki (10 minutes) Students begin making their wikis and research (30 minutes)

Day 2: Students break into groups and continue to work on their wiki (80 minutes)

Day 3: Students break into groups and continue to work on their wiki (80 minutes)

Day 4: Students finish up their wikis (20 minutes) Students get time to prepare wiki presentations (10 minutes) Students present wikis (50 minutes)

Students will understand that there are multiple ways to solve a problem. **//Students understand how to solve families of equations and inequalities.//** This material is useful across the disciplines like English. At the beginning of the lesson, the teacher will talk briefly about the project that will allow them to explore real-life application of material in addition to how to make a wiki. **Where, What, Why, Hook, Tailor: Intrapersonal**

Students will know about systems of equations. This project will have the students experiencing the material through internet discovery and research. Different kinds of learning will be targeted here, students will have the choice of their profession, work in groups, do research, write examples, and elaborate on careers. The teacher will reference the graphic organizer by discussing how to use the ISP chart to gather their information to be reviewed before the wiki is built, and the gate chart to record everyone's information/ This lesson revolves around how this material relates to real life and how other people use it. **Equip, Explore, Tailor: Intrapersonal, Logical**, **Interpersonal, Natural**

The students will have an ISP chart graphic organizer that they can use to record the information they found and the source of the material. Students will hand these in at the end of the lesson for the teacher to review but not score. At the end of the lesson, the teacher will give students a gate graphic organizer so they can record the information and methods the other students present. Students will write journal or blog entries that are reflective of their thoughts on the lesson. The teacher will check them at the end of the lesson to modify the lesson structure for future classes. This lesson's Quick Play groups are the research groups for the wiki. They will be determined by students picking a color from a jar that the teacher will have as they walk in the door. Students with similar colors will work together in a group. Group sizes will be no more than 4 but no less than 2. All students in each group will be responsible for gathering information, contributing to the wiki, and contributing to the presentation. At the end of the lesson, students will be able to relate the material to a real-life profession. **Experience, Revise, Refine, Rethink, Tailor: Logical, Interpersonal**, **Visual**, **Verbal**

The students work on a mini-research project. When the research and proper mathematics are done the first time, the students will hand it in to the teacher for feedback before beginning their project and designing their layout. Homework will be handed in to the teacher so that lessons can be modified to match the process and content gaps of students. This homework assignment will be unscored and students will have the opportunity to view the answers before handing in the piece. In this lesson, students will undertake an investigative learning project that will allow them to learn what careers use linear systems/equations in their work. They will design a wiki through wikispaces that briefly outlines the career chosen, how individuals in the chosen career use the material, is appealing to look at, factually accurate, and evades copyright infringement by listing sources used. This wiki will be presented to the class upon completion. **Evaluate, Tailor: Verbal, Logical, Intrapersonal**, **Visual, Interpersonal, Natural**

[|Evaluating Websites] :
 * Content Notes**

As a class, the teacher and students will do an example of evaluating a website, then the students will do one themselves.

[|Wikispaces] :

Introduction to how to make a wiki.

Lesson 4 Rubric Graphic Organizer
 * Handouts**