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Thursday, May 1, 2008
Final Projects - Spring 2008!
Please place your lesson plan and links to your final project on this blog. If you are not placing your lesson materials on-line, please place your lesson plans on this blog. Then be sure to email your files as an attachment to the class for peer review. Please click here for project details.
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TITLE: Renewable Energy Search
Sue Messinger
ABOUT THIS LESSON & CONTENT OBJECTIVES:
This lesson is designed to gauge student understanding of how renewable resources can be managed and what advantages and disadvantages there are to their use. Students will make decisions, provide results via a poster, and write a persuasive essay expressing and supporting their final decision. Ohio Standards and Indicators listed below:
Physical Sciences: Nature of Energy
6. Explain that energy from renewable resources is assumed to be available indefinitely.
7. Describe how renewable and nonrenewable energy resources can be managed.
Language Arts: Writing Applications
5. Write persuasive essays that establish a clear position and include organized
and relevant information to support ideas.
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LESSON PLAN
*Name: Sue Messinger
*Grade and Subject: Grade 6 Science
*Time: 2nd and 4th periods. This lesson or mini-unit will take 3-4 days to complete. All objectives and procedures have been contained within this one “lesson”.
INTRODUCTION:
1. Focus attention: Teacher enters classroom.
2. Anticipatory Set & Framework: Ask the students, “What if everyone in your town was required to choose one renewable energy source to supply all the energy needed by their homes and public buildings?” Accept ideas from students and let them discuss with each other as well. Tell them that they will be exploring this question as part of 4-member teams that will research renewable energy and make a recommendation to the people of the fictional town of Smithsonia. Let them know they will write a persuasive essay to support their group’s viewpoint and present their ideas and a poster to the townspeople/class.
MATERIALS: Pencil, notebook paper and drawing paper, and a project rubric for each student, laptops from media center, information from previous persuasive writing experience in Language Arts.
PROCEDURES: Present project overview and review project rubric with the class.
1. Groups of 4 are chosen. As a group, students decide who will be responsible for each of the four energy sources.
2. After turning on laptops, students are to go to the Filamentality website http://www.kn.att.com/wired/fil/pages/webrenewablsm.html
3. Students are to read the material and take notes to describe the energy source. They are to record at least 5 advantages and 5 disadvantages to using the energy source.
4. Students will then create 2 colorful illustrations for their source to use on the poster.
5. Each student needs to decide which of the advantages and disadvantages are most important, and narrow the list to 3 of each and decide why they think their source is the best choice for the town. They are to write a paragraph to detail their ideas, including background information about the energy source.
6. When all team members are done, students are to meet to present their paragraphs and ideas to the team. All will have to then decide together which source to choose for the town.
7. Each student will then write a persuasive paragraph answering this prompt: Why is ___________energy source the best choice for Smithsonia?
8. Students are to meet again to decide which paragraph to present.
9. Teams create the poster showing each of the 4 energy resources they researched with illustrations and captions.
10. Individual students will complete closing questions on notebook paper.
11. Teams will make their presentation to the classroom detailing the advantages and disadvantages of each resource from the poster and then one student reads aloud the persuasive paragraph chosen by the team.
*Steps 1-4 will take at least one day, Steps 5 and 6 one day, Steps 7 to 9 one day, and presentations on the 4th day.
CLOSER: End each day asking students in each class to discuss highlights and/or challenges encountered. Let them know what to expect the next day. At the end of the project, refer to some of closing questions for discussion.
EVALUATION: Students will be required to submit the following: Notes and information gathered from the internet, initial paragraph, and persuasive paragraph. Each student will have to identify their contribution to the poster, and is expected to participate in the presentation. The following rubric will be used for evaluation:
Beginning
1 Developing
2 Accomplished
3 Exemplary
4 Score
Quality Of Research No details provided OR no supporting facts from Web Sites. Few details provided OR minimal
facts from Web Sites. All details are provided and mostly supported by facts from Web Sites. All details are provided and fully supported by facts from Web Sites.
Effectiveness Of Presentation Presentation minimally contains information that is easily readable with points arranged in a logical order. Oral presentation minimally conveys major points to audience. Presentation somewhat contains information that is easily readable with points arranged in a logical order. Oral presentation somewhat conveys major points to audience. Presentation mostly contains information that is easily readable with points arranged in a logical order. Oral presentation mostly conveys major points to audience. Presentation fully contains information that is easily readable with points arranged in a logical order. Oral presentation effectively conveys major points to audience.
Individual Contribution by performing the following WebQuest Activities:
• Gathered information from Web Sites (Internet)
• Analyzed information gathered
• Participated in group discussions
• Created a portion of the presentation
. Wrote paragraph
• Participated in the oral presentation Minimal or no participation in all activities. Somewhat participated in all activities OR fully participated in a few activities. Mostly participated in all activities OR fully participated in most activities. Fully participated in all activities.
Presents persuasive argument for chosen renewable energy source, (written persuasive paragraph). Paragraph minimally contains background information, and good reasons which support your opinion. Paragraph somewhat contains background information, and good reasons which support your opinion. Paragraph mostly contains background information, and good reasons that support your opinion. Paragraph fully contains background information, and good reasons which support your opinion.
WebQuest link: http://www.kn.att.com/wired/fil/pages/webrenewablsm.html
My webquest link in full:
http://www.kn.att.com/wired/fil/pages/webrenewablsm.html
“What is the PCSD Community/Business/Schools Partnership?” PowerPoint Presentation
ABOUT THIS PRESENTATION:
This presentation is designed for sharing information with community organizations/individuals It is intended to last about 20-40 minutes; however, it can be tailored to fit group/individual scheduling needs. Included is the PowerPoint presentation.
UNIT & CONTENT OBJECTIVES:
By the end of this PowerPoint presentation, each community group/individual will demonstrate a greater knowledge of the PCSD Community/Business/Schools Partnership. Viewers will gain an understanding upon viewing and discussing concepts included in the presentation. Using information about the PCSD Community/Business/Schools Partnership, community groups/individuals will be able to decide whether or not joining the partnership would be a viable experience for them at this time. They will also be able to then share information with other potential partners. The presenter will use the group/individuals’ questions and comments to possibly edit the presentation for further clarity in future presentations.
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LESSON PLAN
Susan Sheehan – Co-Facilitator of PCSD Community/Business/Schools Partnership
Marketing of PCSD C/B/S Partnership
20-40 Minutes- subject to adjustments
BEHAVIORAL OBJECTIVES:
1. By the end of presentation, all will review information on topics by asking pertinent questions.
2. By the end of presentation, all will have been introduced to the PCSD
Community/Business/Schools Partnership and be able to demonstrate comprehension by
asking questions and personalizing the information.
3. By the end of presentation, all interested will complete the C/B/S Membership packet.
INTRODUCTION:
1.Focus attention: Step to microphone and greet group.
2.Hook: “Good morning! Today I will be sharing exciting information with you about the Parma City
School District’s Community/Business/Schools Partnership.
3. Framework: “Today I will share this information with you so that you can see the benefits of being a
part of this dynamic partnership. Let’s take a look at this PowerPoint presentation.
Please stop me at any time to ask questions. At the end, I will even have some
questions for you.
4. Behavior expectations: Attentive listening and active participation is expected from the group.
MATERIALS:
Presenter will need a laptop with an Internet connection, a screen, and a LCD projector.
All audience members will be given a copy of:
1.C/B/S Membership brochure
2.C/B/S at Your Fingertips booklet
3.Ideas for Partnerships sheet
TECH 10 USED:
1.Customized Lesson - This PowerPoint can be saved as the master and then customized each time to a different audience, thus saving the presenter much time.
2.Greater Accessibility for Students - It can also be put on the C/B/S website so that potential members may view it to gain an understanding of C/B/S
3.Active Learning – The presentation willfoster an active learning atmosphere by engaging the audience in the learning process.
4.Force Multiplier – Other C/B/S partners can take the presentation from the website and share it with a group or individual.
.
PROCEDURES
1. Make general introduction.
2. Explain and communicate the lesson’s expectations to the audience.
3. A brief introduction by using oral questioning (audience members are randomly chosen to answer
lead-in questions.)
4. Audience is given three handouts: C/B/S Membership brochure, C/B/S at Your Fingertips booklet, and
Ideas for Partnerships sheet.
5. Audience will refer to handouts when directed throughout the presentation.
6. The audience will be introduced to the ideas and concepts of the PCSD C/B/S Partnership and
be presented with the following question: “What are the benefits to you joining C/B/S?”
7. The presenter will cite sample partnerships that presently exist and refer audience to handouts to see
more.
8. Audience will ask questions about membership expectations and procedures.
CLOSER: Thank you so much for allowing me to be part of your group this morning. I look forward to
receiving your membership packet and having you join us at our next C/B/S meeting. If you have
any questions, please use the contact information that I have left for you. Thank you again.
EVALUATION:
Audience will develop comprehension, evaluative, analytical, and application skills during the CBS presentation. Using information about the benefits to all of participating in C/B/S, audience will examine information, form their own hypotheses based on the information they discover during the activity, and complete a membership application.
From Sue Messinger: Tech10 principles incorporated into Renewable Energy Search:
#1 It serves as a force multiplier providing information readily to students and allowing teacher the opportunity to assist in other ways. #3 : The content is easily available to students and the lesson gives them the chance to do active research and collaborate in groups. #6 The webquest serves as a motivator, giving students the chance to work at their own pace.
Here's the website again, with breaks. Hopefully it will appear in full: http:www.kn.att.com/ wired/fil/pages/ webrenewablsm.html
TITLE: Smartboard stories for Spanish class
Sandy Fink
Spanish teacher
Valley Forge High School
ABOUT THIS UNIT: In my Spanish classes I use a technique of language acquisition called TPRS (Teaching proficiency through Reading and Storytelling). This technique involves the students creating a story as the teacher guides them through particular structures of the language and vocabulary. It is impossible to replicate this technique for students who are absent since language acquisition occurs with repetition of comprehensible input. Making a video of the story so students can hear the pronunciation and see the sentence structure is an attempt make the story available for students that are absent or for those who need more repetition than a class period offers.
Tech 10 principles:
1. Force Multiplier- Students can re-watch the video as many times as necessary, from home or school on their own time.
2. Customized lessons- Stories are customized for each class and are very personalized
3. Technology to facilitate active learning-Students actively participate with the story at their own pace.
4. Greater accessibility- This lesson is created for students who are absent.
6. Motivate students- Students can practice in private. They also enjoy using technology.
7. Content literacy- Students practice reading and writing in Spanish.
10. Experience anchored Assessment-Students can manipulate, navigate and experience content with both their fingers and their minds.
UNIT & CONTENT OBJECTIVES:
Comprehension of Spanish, both oral and written.
DAILY BEHAVIORAL OBJECTIVES:
1. Students will listen to and watch video of story.
2. Students will copy story into their notebook and translate it.
MATERIALS: Smartboard, computer, PCSD teacher website
PROCEDURES: Student should go to http://www.parmacityschools.org/staff/finks/ and click on Spanish 1 assignments. Click on el cuento del turista to watch video of story created in class.
Students should copy story and translate to English.
EVALUATION: I will include oral comprehension questions for students to answer.
Final Project Lesson Plan Template.
Directions: Complete the lesson plan template for your final project below. Copy and paste your plan as well as links to your materials onto the class discussion board.
TITLE: What Does It All Mean?
ABOUT THIS UNIT: This unit focuses on identifying and using figurative language when speaking and writing.
UNIT & CONTENT OBJECTIVES:
Students will identify, use, and write similes, metaphors, and idioms in poetry and descriptive writing.
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LESSON PLAN
*Names: Thersa Olenick and Lorna Kerr
*Grade and Subject: 5th Grade Language Arts
*Time: Anytime
DAILY BEHAVIORAL OBJECTIVES:
1. Students will actively listen to poetry and/ or a story with idioms.
2. Students will brainstorm idioms on the smartboard.
3. Students will perform a web-quest task.
4. Students will apply their knowledge of idioms by taking an on-line quiz.
UNIT & CONTENT OBJECTIVES:
Students will be expected to discover their own knowledge and experience of idioms.
INTRODUCTION:
1. Focus attention: Read: The Loser
http://faculty.weber.edu/chansen/humanweb/projects/MeghanUng/theloser.htm
2. Hook: The Video: Brain Pop!
3. Framework: Students will be expected to listen attentively and actively participate in the lesson!
MATERIALS:
Smartboard
HITT- Veggie Sticks
PROCEDURES:
1. Students will listen to a children's literature book: The King Who Reigned
2. A Question will be posed on the Smartboard: What do you know about idioms?
3. Students will brainstorm ideas on the Smartboard and check their understanding by watching Brain Pop!
Brain Pop
4. A classroom discussion will enhance instruction of idioms.
5. Students can perform a task within a group to perform a web quest.
http://www.kn.att.com/wired/fil/pages/webidiomsid.html
CLOSER: Exit Slip... What can idioms do for you?
EVALUATION:
Students will complete an on-line quiz using the veggie sticks.
http://library.thinkquest.org/4382/idiom.html#Idiom%20Quiz
Teamwork assessment completing the webquest.
http://www.uwstout.edu/soe/profdev/elemteamworkrubric.html
Students will write a poem, short story, or descriptive paragraph using idioms.
Sample Picture Idioms
As a culminating activity, students can type ideas and find pictures to correlate with their ideas. A power point presentation can be used to put each student's ideas on a slide to have a show!
This incorporates many of the Tech 10 concepts such as: Facilitates active learning, provides greater accessibility for students, establishes learning communities, motivates students, and easily modifies for special needs and at-risk students.
SPACE SCIENCE OGT TUTORIAL
ABOUT THIS LESSON:
This lesson is to be used with students in grades 10-12 in order to prepare for the space science portion of the Science OGT. It is formatted to allow the student to independently review the topics of stars and gravitational attraction.
UNIT AND CONTENT OBJECTIVES:
By the end of this lesson, the student will have a basic understanding of star formation and gravitational attraction between objects. They will have developed a familiarity with vocabulary pertinent to the space science portion of the Science OGT. They will also have been exposed to questions specific to OGT questions from previous years.
LESSON PLAN
*Marilou Silvestro
*10th-12th grade OGT test prep
*45 minutes
BEHAVIORAL OBJECTIVES:
1. Upon completion of the power point presentation, students will have reviewed vocabulary necessary for understanding questions presented in the space section of the Science OGT.
2. Upon completion of the power point presentation, students will have reviewed the concepts of star formation and gravitational attraction.
CONTENT OBJECTIVES:
Students will have reviewed topics in space science relevant to the Science OGT and developed a greater understanding of the concepts to be tested.
INTRODUCTION:
Focus Attention: Ask students to clear desk of all materials.
Hook: “Good morning everyone! How many of you cringe and moan when you hear the term OGT?
Today we are going to take our first step to solving that problem.”
Framework: “Today we will be independently completing an interactive activity which will enhance your
understanding of the space science portion of the Science OGT” through review of concepts
you have learned in past years.
MATERIALS:
All students will need access to a copy of a disc containing the “Space OGT Preparation” PowerPoint and a computer which is capable of reading the disc.
PROCEDURES:
1. Communicate to students the expectations within the computer lab and the expectations when completing independent work.
2. Distribute “Space OGT Preparation” disc.
3. Remind students that they will begin with the vocabulary section and continue on to the question section.
4. Remind students that should they have difficulty with the question portion, they are to review the vocabulary portion of the PowerPoint and attempt the question again. If students still are having difficulty either with vocabulary comprehension or the question section, they should ask for assistance from the teacher.
5. Remind students again that they are to work independently and tell them they may begin.
CLOSER: “You’ve done a great job for today. Some of you have even lost that look of terror on your faces. Close your PowerPoint, remove the disc and logoff your computers. We’ll continue with this tomorrow.”
EVALUATION: Student understanding will be assessed upon completion of a practice Science OGT.
TECH 10:
1. The “Force Multiplier” – Through the use of the PowerPoint, the teacher is able to interact with the students on a “one-on-one” basis while the remainder of the students are still able to continue working.
2. Create Customized Lesson for Students – Through the use of this PowerPoint, the teacher is able to meet the needs of the students requiring science prep and still be free to address the needs of students in other content areas.
3. Technology Can Facilitate Active Learning – The student is engaged in learning the science material at their own pace. They are able to move ahead more slowly by reviewing concepts as necessary or can move ahead more rapidly as they grasp the concepts.
6. Motivate Your Students: - By incorporating instant verification of answers, visual aids and humor students are motivated to participate more fully in the educational environment.
TITLE:
SOLVING INEQUALITIES
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LESSON PLAN
*Name: Linda Bird
*Grade and Subject: Math 8th Grade
*Time:2nd, 3rd, 7th, and 8th periods
DAILY BEHAVIORAL OBJECTIVES:
1. Students will copy the example from the Power Point into their notes to refer to as they work the problems and for use later.
2. Students will solve and graph solutions to inequalities.
3. Students will do the example problems on paper from the power point on their own and turn in their work.
UNIT & CONTENT OBJECTIVES:
Students will be able to solve inequalities and graph their solutions. The immediate feedback during the PowerPoint will encouraged them to continue their work and go back and correct their work. Working on their own computer will help allow the slower student to work at his own pace to complete the material and prevent the embarrassment of incorrect answers.
INTRODUCTION:
1. Focus attention: The completion of bell work will focus their attention to the PowerPoint.
2. Hook: “Today we are going to each work at their own pace to complete the assignment that must be done with a computer.”
3. Framework: Today we will review graphing inequalities but continue to learn how to solve inequalities and create the graphs of the solutions.
MATERIALS: Computers in computer lab, projector, power point for each computer on CD, overhead of number lines
PROCEDURES: Students will begin by doing bell work of review problems upon arriving in class.
Homework will be review with the number-line overhead.
Class will be divided into 3 groups. Each group will have a true inequality. Group 1 will have 1< 3, group 2 will have –1 < 2, and group 3 will have 5 > 3. They will each do the following to both sides of their inequality to see if it is still a true inequality.
Add 2 Example- 1 + 2 < 3 + 2 ; 3 < 5 still true
Add –2
Subtract 2
Subtract –2
Multiply by 2
Multiply by –2
Divide by 1
Divide by –1
Students will discover that the only ones that are false are multiplying by –2 and dividing by –1 which leads them to the rule that they must reverse the inequality sign when solving an inequality when they multiply or divide by a negative number as they solve the inequality.
IN the computer lab, students will copy the examples and the 1st problem into their notes from the power point. These will be used as reference as they work on the rest of the problems which are in a multiple choice format. Students must do their work on a separate paper before choosing their solutions. This allows students to work at their own pace and be able to work at home as well if needed. Absent students can be given a copy of the CD which then becomes a “Force Multiplier”. Hopefully this will motivate students to do the activity and the interactive nature of the power point will facilitate active learning.
CLOSER: “Good Job. I am looking forward to seeing your work. Enjoy the power point.”
EVALUATION: Students will be quizzed on similar problems with out the use of their notes to see how well they remembered the process.
NOTE: PowerPoint materials will be emailed to all class participants.
SEXUAL HARRASSMENT TRAINING
ABOUT THIS UNIT:
This unit is designed to increase knowledge about sexual harassment in general and in academic settings in particular. The expectation is that this information will result in a greater awareness of what sexual harassment is; how to prevent or stop it; to provide guidelines for addressing it should it occur; and to promote dialogue.
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LESSON PLAN
Mr. Payne
Annual sexual harassment training provided to staff.
Approximately 25 minutes.
DAILY BEHAVIORAL OBJECTIVES:
1. By the end of this presentation, participants should have a basic understanding of what types of behavior are deemed to be sexual harassment and that they are prohibited by school policy and by law.
2. By the end of this presentation, participants should have an increased knowledge about sexual harassment in academic settings in order to prevent or stop it.
3. By the end of this presentation, participants should understand how to respond to instances of sexual harassment, utilizing both informal means and formal means.
INTRODUCTION:
1. Focus attention: Some upbeat, attention-getting music will play on the title slide.
2. Hook: “Today we are going to talk SEX. (pause) Actually, that’s only partially true. What we are actually going to talk about could involve SEX, and most typically involves members of the opposite SEX but the heart of this presentation is really about Sexual Harassment.”
3. Framework: “To do this, we will be going through a PowerPoint presentation. Each slide of the PowerPoint will have some sort of visual effect as well as an audio portion commenting on each slide. There will be an opportunity at the end of the presentation to answer a series of True/False questions to test your knowledge of what you learned.”
4. Behavior expectations: As we are all adults, the usual decorum of not talking with one another or on a cell phone during the presentation, paying attention and the other usual courtesies among adults is expected.
MATERIALS:
Participants will need a computer with speakers1 and with PowerPoint software. In addition, the Presenter will supply printed handouts consisting of the school district’s policy prohibiting sexual harassment. (1 If headphones are available then each attendee can listen to the presentation without interference from or interfering with other attendees.)
PROCEDURES:
1. Explain and communicate the presentation’s subject matter.
2. Explain how to navigate through the presentation.
3. Attendees will commence going through the PowerPoint presentation at their own speed.
TECH-10 PRINCIPLES USED/DEMONSTRATED IN THIS POWERPOINT:
1. “Force Multiplier” –
Since each attendee is working through the presentation at their own pace, the presenter is free to circulate through the room and assist and answer questions.
Since the presentation is self-contained, it can be used annually and be given to employees who miss the scheduled presentation date.
2. Create Customized Lessons –
The technology used to create this presentation can be easily customized to tailor it to different audiences.
Not only can this presentation be used for employees to use one-on-one, it is easily adaptable for use in a more traditional “lecture style” format where the presenter can turn off the sound and control the pace of the presentation.
3. Technology Can Facilitate Active Learning –
Since the attendee is controlling the pace of the presentation and must use the mouse or page down key to forward to the next slide, they are actively engaged in the learning process.
4. Greater Accessibility –
Not only can this presentation be used for employees to use one-on-one, it is easily adaptable for use in a more traditional “lecture style” format where the presenter can turn off the sound and control the pace of the presentation.
5. Motivate Your Audience –
The combination of visual text, audio and the changing special effects regarding how the text appears on each slide engages the attendee and promotes active learning.
CLOSER:
“It is hoped that you now have a greater understanding and awareness of what is sexual harassment; how and why it should be avoided; and what to do should it happen to you. Thank you for your attention and participation.”
EVALUATION:
There are several “True/False questions” presented at the end of the presentation with which each participant can gauge his/her understanding of the subject matter. If this presentation is given in the more traditional lecture style format, then “clickers” (Interactive Response System) can be used to test and involve the attendees.
TAYLOR: Final Project Lesson Plan
TITLE: Intro to Exponential Functions
ABOUT THIS UNIT:
The lesson is for Trig/College Algebra Students, it will be the first lesson in the section that Covers Exponential and Logarithmic Functions. This particular lesson covers Section 5.1 in the book “Fundamentals of Algebra and Trigonometry”
UNIT & CONTENT OBJECTIVES:
By the end of the lesson the students will be able to do the following.
1) Graph Exponential Functions on a Cartesian Graph.
2) Solve Equations where the variables are in the exponents and the bases can be converted to be the same base.
3) Solve Word problems using Exponential Functions.
Ohio Department of Education Academic Content Standards
Grade 11-Patterns, Function and Algebra Standard - 1,2,3,11
The students will understand the Nature of the Exponential Function and will be able to compare and contrast it with Linear and Quadratic Functions.
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LESSON PLAN
Name: Joe Taylor
Grade and Subject: Trig/College Algebra
Time: 1st, 3rd, 7th Period – 48 Minutes, could be spread over two days.
DAILY BEHAVIORAL OBJECTIVES:
1. The student will be able to Chart and Graph exponential Functions, with and without a TI-Graphing Calculator.
2. The student will be able to solve Exponential Equations, where the bases are the same, or the bases are powers of the same number.
3. The Student will be able to solve Word Problems using exponential functions, included compound interest problems.
INTRODUCTION:
1. Focus attention: "Here is the BIG Question of the day… You are going to work everyday for a month (31 days, no days off), What would you prefer your pay to be… Choice 1 - make $1,000 on the first day and get a raise of $1,000 each day after that or Choice 2 - make $.01 on the first day and double your pay each day after that. Take two minutes and make a choice and give a short explanation why you made this choice. No Calculations are to be done."
2. Hook: "We are going to watch a short movie on exponential functions to Show Intro to Exponential Functions Movie. This will give them information on the Nature of the function f(x) = 2x and how to graph it.
3. Framework: "We are going to look deeply at exponential functions to get a true understanding of them, and how they affect us in our daily lives, especially in the area of money and finances" Follow Procedures
MATERIALS: Notebook, Texas Instruments Graphing Calculator and Overhead Calculator for the instructor, "Fundamentals of Algebra and Trigonometry" textbook, Lap Top Computer, Projector, Overhead Projector, Intro to Exponential Functions Movie, Exponential Functions 5-1 PowerPoint Presentation.
PROCEDURES:
1. Give Focus Question - You are going to work everyday for a month (31 days, no days off), What would you prefer your pay to be… Choice 1 - make $1,000 on the first day and get a raise of $1,000 each day after that or Choice 2 - make $.01 on the first day and double your pay each day after that.
2. Allow students 2 mins. To submit a Journal entry, What do you think would be better and why? No calculations.
3. Show Intro to Exponential Functions Movie.
4. Give Step by Step Graphing Procedures - By Hand and Using The Graphing Calculator.(Use the Graphing Overhead to Demonstrate the proper techniques to the students)
5. Give PowerPoint notes on Solving Equations with Variables in the Exponents.
6. Give a Word problem example.
7. Give students the Compound Interest Formula and an Example Problem.
CLOSER: Solve the Initial Problem and submit a Journal entry for the following. What is the real answer? Are you surprised by your findings?
Homework Page 335-337 (1-8, 21-35).
EVALUATION:
1. Homework - Page 335-337 (1-8, 21-35)
2. Journal entries on the Focus Question
a. What do you think would be better and why? No calculations. (2mins before Movie and Lecture)
b. What is the real answer? Are you surprised by your findings? (Homework)
3. Unit Quiz and Chapter Test.
TRANSFORM YOUR HEALTH – TRANSFORM YOUR SHAPE
ABOUT THIS UNIT:
This PowerPoint presentation on weight loss is primarily for middle school and high school students. It is intended to be an introduction to gaining knowledge of what an individual student can do for themselves if they are unhappy with their weight. Once the student is introduced to some of the areas like exercise, choices of food, change in a habit, they can further talk to their counselor, teacher, or parents and discuss what they learned from the presentation. Also they can view it by themselves, with a small group of student, with the counselor, even with their parents.
UNIT & CONTENT OBJECTIVES:
By the end of viewing the PowerPoint presentation, students have gained some knowledge of what changes they could start to implement to start on the road to reducing weight. They will learn that there are many things they could be doing throughout their day not only to reduce weigh but to a healthier lifestyle. It is be used as an introduction to better health practices if the student was not aware of them, it is for the student to actively make some changes, it is also a way to open up dialogue with their counselor and/or parents on making better choices to get healthy result the student is seeking in their weight reduction.
Using this PowerPoint presentation can be the first step to a positive change in a unhappy persons life. One of the point of Tech-10 strategies of this PowerPoint presentation is motivating the student. Once a need is expressed, we can facilitate further dialogue. Today’s young person is more likely to embrace technology based content and seeing the PowerPoint presentation will be their first step in understanding their situation.
LESSON PLAN
Jana Petrulis
5th through 12th grade students seeking advice on weight reduction from their guidance counselor or that may be referred by a teacher to the counselor.
INTRODUCTION:
1. Focus Attention:
2. Hook: The title of the power point presentation “Transform Your Health – Transform Your Shape” will get students interested in watching it to get information on what they can be doing to improve their life.
MATERIALS: All the will need is a computer that can be provided by the counselor or teacher to view the PowerPoint presentation. If the student would like they can take notes on the information give on the presentation. After the viewing the student is encouraged to descuss the information and to go way from the session with a few ideas the they will put into use in their life.
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