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Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual stu dents) Grade Level(s): 10 , 11 , and 12
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Academic Functioning Level: Grade Level Appropriate

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? N/A

What is the long range goal(s) that is tied to this lesson? This lesson will aid in understanding the overall broad concept for the unit which is Powers, and their application to real-world situations. What is the specific learning objective(s) for this lesson? The student will apply their knowledge of powers to creating a real life example containing such.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Knowledge of the Height, Velocity, Time Formula Rules for Exponents Understanding of Real Life Applications for Exponents Basic Computer Skills

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This is a learning generalization lesson: the students will generalize and apply their knowledge to real life examples

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This is a 2-Day Lesson; One to learn about the height/velocity/time formula and another to learn how to use Storybird Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? This lesson will be presented in a classroom on Day 1 to learn how to use the height/velocity/time formula and a computer lab on Day 2 so that students can practice using Storybird as it is taught Materials Needed: Textbook, Worksheet, Paper, Pencil, Computer and Promethean/Smartboard

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? Allows students to creatively realize how their learning can apply to real-life Students need to realize the real-world applications of the concept to understand its importance This lesson is essential to fully teaching students according to the Advanced Algebra curriculum

How does this lesson relate to the PA Academic Standards? Consistent with PA Academic Standards and PA Common Core Standards

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson is a continuation of the use of exponents and powers. This information will be used in future lessons to graph parabolas and evaluate missing pieces in real-life scenarios.

How will you determine if students have met the lesson objective? (Think assessment) Rubric for this Assignment

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Days 1 and 2 will be lecture and whole group activities

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 2.1.11.A. Use operations (e.g., opposite, reciprocal, absolute value, raising to a power, finding roots, finding logarithms). 2.2.11.A. Develop and use computation concepts, operations and procedures with real numbers in problem-solving situations. 2.11.11.A. Determine maximum and minimum values of a function over a specified interval. 2.11.11.B. Interpret maximum and minimum values in problem situations. Lesson Objective(s) (Stated in observable and measurable terms) 1. The student will evaluate maximum and minimum values in real-life situations. 2. The student will create situations which apply to the height/velocity/time formula. 3. The student will define and evaluate problems by use of the height/velocity/time formula. 4. The student will decide a plan of action to solve given real-world situations. Assessment Plan (What will be done to determine if lesson objectives have been met?) The student will be assessed by scoring a homework Worksheet as well as by using a rubric to score students Storybird assignment. Each day class participation, and completion of independent practice problems will be scored as well.

Materials: Textbook, Worksheet, Paper, Pencil, Computer and Promethean/Smartboard, Ball, Timer Inclusion Techniques for Students with Special Needs: I will provide a handout containing explicit instructions which can be used for creating the Storybird assignment for those students whom need this accommodation. I will also assist students create a reasonable storyline and problem for their story when necessary. Finally, these students will be provided with a detailed, written explanation of how to use the height/velocity/time formula. Enrichment Techniques: For students in need of enrichment, I will provide a challenging story similar to the one I created for all my students that will require students to solve a more challenging problem using these same concepts. Students will have to answer multiple questions in the story, and certain elements of the story will be left out so that students must complete the details in the story as well. Such details would include initial height, velocity, time, etc.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students who do not have access to a computer will be provided class time to complete the assignment. Also, students may sign out a laptop computer if necessary to work on the project throughout the day during free time. Additional materials provided: -Guided Notes for Lesson -Detailed Instructions for Storybird Creation -Special Education Aide available to assist in typing/creating when necessary -Example story provided as a model -Grading rubric available for students to self-score or score with aide

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: As a warm-up for this lesson, I will drop a ball from a height of 8 feet and have students clock how long it takes for the ball to reach the ground. I will explain to students that since I dropped the ball, the initial velocity is zero and the only force acting on the ball is gravity. Knowing how high the ball was when it was dropped, and how long it took for the ball to hit the ground, the students can try to put together what information will be needed in the height/velocity/time formula. Students will also discover that if the ball were hit or thrown, the initial velocity would no longer be zero because there is more than just gravity working on the ball.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Introduce height/velocity/time formula (h(t) = -.5gt + v0t + h0) Indicate what each variable represents and what unit(s) may be used -h(t) indicates height at time t (height in meters or feet) -g indicates the constant of gravity (either 9.8 m/sec or 32 ft/sec ) -t indicates the time (in seconds) -v0 indiciates initial velocity (in ft/sec or m/sec) -h0 indicates initial height (in meters or feet) Complete Model Examples 1, 2, and 3 Pass out Guided Practice Problems Sheet and complete odd problems together When done, assign students to complete even problems in groups of two or three Review answers and discuss any problems missed Introduce my Storybird Book Read through book with students (to ensure all students have seen the book, even if they do not have access to the internet outside of school) DO NOT ANSWER CLIFFHANGER (as this is part of student assignment) Have students create a real-world problem where this formula could be used, like the examples from class (this is an individual task, as they all need a unique story line) Log students onto Create Storybird account Go through creating a Storybird book -Title Page -Insert new page -Illustrations must come from the sight -How to search images -How to input new images/text -How to save/share story Give students assignment details and info (handout out all necessary inclusion materials at this time) - Use Storybird for your own creation. Come up with another idea for a story which would use the formula learned in class and which was discussed in my story. -Your story must be 7 to 10 pages long. - Contact me using the contact form on the first page of this website to let me know if Johnny makes it or doesn't make it and how you know (as my book was a cliffhanger and the result is not given). -Also send the link to your Storybird creation to me using this form.
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Guided Practice/Independent Practice/Assessment Activities Guided and Independent Practice through Worksheet Provided on Day One Assessment: -Worksheet Graded -Class Participation Scored -Rubric for Scoring the Storybird Assignment

Closure: Allow students to work on this assignment with any remaining class time. Once assignments are complete, review great examples created with all classes to show students how the formula can be applied.