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Lesson Plan for Implementing NETS?S(More Directed Learning Activities)Teacher(s) NamePeggy JonesPositionTeacherSchool/DistrictWare CountyE-mail pejones@ware.k12.ga.usPhone912-222-3447Grade Level(s)9thContent AreaMath – Algebra ITime lineStandards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed. Content StandardsShow and explain why the graphing method, substitution method, and elimination method works to solve a system of two-variable equations. Solve systems of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two S*S Standards:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will apply existing knowledge to generate new ideas, products, or processes. Students will use models and simulations to explore complex systems and issues. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Students apply digital tools to gather, evaluate, and use information. Students process data and report results. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will collect and analyze data to identify solutions and/or make informed decisions. (Specific technologies that will be used to meet these standards are: word processor, spreadsheet, for collaboration, presentation software of student’s choice, and Web 2.0 applications of student’s choice.)Overview (a short summary of the lesson or unit including assignment or expected or possible products)Students will investigate linear systems of equations. Students will learn to solve linear systems of equations through methods of: graphing, substitution, and elimination. Students will be able to create a linear system of equations from word problems and solve. A final assignment will be for the students to create a technology rich project to illustrate their understanding of linear systems of equations.In the final assignment, the students will work in pairs to create a short story that entails a problem that can be solved by a system of equations. The students will use technology of their choice to show the problem or problems solved using all their methods of solving systems of equations. The students will also present their project to the class at the end of the unit. The presentation is to encourage further learning from the student’s peers. By the end of the unit, a student will be able to recognize a system of equations, solve a system of equations by using one of three methodsEssential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many acceptable answers. Essential Questions answered in lesson: What is a linear system of equations?How do you solve a system of equations by graphing?How do you solve a system of equations by substitution?How do you solve a system of equations by elimination?How do you use a system of equations to solve a real world problem?Students will care about the topic because it is one of more life applying units in algebra. The teacher will be able to show the students the answer to “will we ever use this in real-life, by showing real world examples. A question that students can be asked to get their interest in the topic: Do you ever wonder how you compute the exact location that the hare will pass the turtle in the race if the turtle gets a head start?Background/prior knowledge:Students should be able to solve an equation.Students should be able to change a linear equation from standard form to slope intercept form.Students should have integer rules mastered.Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well. Assessment:Summative Assessment:Pre-testStudents will take an end of unit written assessment.Students will create a technology rich systems project. The project will illustrate the student’s ability to create a systems word problem, show the different methods of solving the problem, and provide an image of the solution.Students will present their end of unit assessment.Formative assessment:Students will be assessed through short quizzes as we move through the material.Students will be posting need to know questions on for other students to answer or the teacher to answer. Differentiation:For the end of unit project, the students will be able to choose which methods of technology they want to use to illustrate the different methods of solving systems of equations. Students will also be able to choose their partner to work with on completing the project. One teacher will always be available during project work time to help guide students. Diverse learns will receive scaffolding throughout the project from the teacher. Also, high level learns will be encouraged to reach for higher levels of creativity during the project.GradeThe unit assessment will be graded correct and/or incorrect.The project and presentation will be graded according to the rubric.Resources: (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)Students will use any version of a word processor to create their short story to include a system of equation problem. The student will then use technology of their choice to illustrate the solution to the problem. The student should show solving the system using all three methods: graphing, substitution, and elimination. Students can use screencasts, audio casts, drawing software, and any other web 2.0 application they chose with prior approval from teacher. Students will need to have some prior technology skills:Word processorSpreadsheetSome Web 2.0 application skillsInternet search skillsInstructional PlanPreparation: (What student needs, interests, and prior learning provides a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)In the beginning when systems of equations are being introduced, the students will be exposed to numerous informational videos on systems. All of the methods of solving systems will be modeled for the students, in addition real world systems problems will be modeled and solutions found for students. Prior to the unit, students will be given a pre-test over the needed skills for the unit. If student’s show a lack of skills, the students will receive remediation lessons in the needed areas. Students may have difficulty focusing on two or more equations at one time. Students that continue to have integer rule issues will be strongly encouraged to use a calculator during computation.Student interests can be shown by their short story. Students will be encouraged to write their short story based on their interest where the solution to the system of equations will be meaningful to them. Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed. Since our classroom only has 12 student computers unless we check out a laptop cart from the media center. We will complete our project in two groups. Our classroom is a co-teaching classroom so the teacher and co-teacher will have students split into two groups. One teacher will carry on the daily instruction of systems of equations, and the other half of the students will work on the computers completing their project. We will switch groups halfway through class. Since we will mainly be 11 students to 1 teacher, the teacher will be available for helping diverse learning students work on their project. The teacher will be available when diverse learners or regular students need assistance. The project can be completed with a partner, so we will keep partners together during our split class time. We the teachers also have the Insight on our computers so we will be able to monitor the student’s computer screen when we are not directly behind them. The project assigned teacher will work closely with all partner groups on their project to keep them on task and moving forward on completion. Trouble-shootingThere are times when our laptops do not connect to the internet very quickly. The teacher that is available for the project work will be on alert to watch for students not being able to work progressively. If a particular laptop will not connect, the teacher can move the pair to a desktop computer. The 12 student computers that we have available for students are 9 laptops and 3 desktops. We can be available to move students to desktops as needed. If all other resources fail, we can allow the students to look up information and work on their cell phones with close observation. We also have the resource of taking the approximately 11 students at a time to the Media center to continue work.Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration? Instructional Strategies:Small group Intro videos for activatorEssential questionTeacher model and explain systems processStudent practiceFormative assessment as students are completing practice, quiz and working on technology projectPeer tutor where neededThe learning environment will be two groups in class. One group will be going through the daily new instruction, and the other group will be working on practice and technology project. Since there are two teachers in the classroom, one teacher will be instructing and the other teacher will be facilitator for the independent group. The student’s will display their higher order thinking skills during their creation of the technology project. Technology will support the teaching through tutorial videos, real world example videos, hands on spreadsheet activity, and students using their creativity to create a technology project that illustrates their understanding.For each lesson in the unit students will complete: vocabulary graphic organizer, notes guides, practice problems, a lesson quiz after 2 lessons, and journal entries to make sure higher order skills are being created. For a culminating activity students will complete a written unit assessment and a technology project.Students will be working in pairs to complete their technology project, and during the project work time the students will be able to also collaborate on the daily practice. We will also have a set-up for questions that the students have in regards to the lesson or project. I will use and answer questions that are posted. The should prevent the teacher from answering the same question over and over. Students can also answer other students on the . The collaborating will be monitored through , and the teacher that is working with the individual group will monitor the person to person collaborating during project time. Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)The content will be the same for all students since all students will be taking the same End of Course assessment. The process will be varied according to the student’s ability. Students that do not show that they have the skills for the lesson from a pre-test will be remediated, and student’s that do not need remediation will go directly into the lesson. The different learning styles will be accommodated by the student’s being able to choose how they would like to create their project. The students will be taught the lesson in small groups, and will be assessed individually. Students will learn with others through the partner work on project, and from student to student collaboration on . As students are working on project, the monitoring teacher will encourage the partner group to produce a product of their ability. If a high level student is trying to do a minimum project, the teacher will provide guidance to increase the project to the student’s ability.Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions? ?Did students find the lesson meaningful and worth completing??In what ways was this lesson effective? ?What went well and why? ?What did not go well and why? ?How would you teach this lesson differently?)The closing event will be the student presentations of their projects. If there are still students not grasping the concept of systems of equations, I hope the student will pick up additional skills from hearing and seeing his or her peers explain. After the unit is complete, I will have students complete a survey via Google forms to get opinions on how meaningful, effective, what they liked and disliked about the unit. My co-teacher and I will reflect on what went well and what did not go well, and we will make notes for our unit next year. As of now, I would not teach this lesson differently. Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation. My reflection of this unit is much like my reflection of all units this semester for my 9th graders. My classes are made up of high students (not gifted) all the way through special education students. I find that when I assign my students a project like this unit entailed that they act very lazy. The high students want to produce a minimum level project, and the lower students are just willing to take a 0. This is very frustrating to me because I really want to evaluate the level of understanding the students have from the project. Next time I do this unit, I think that I need to build in some parent involvement. I will create a parent letter informing the parent of the project, and I will do a daily update on the student’s rubric so the parent can keep track. For students that do not have a lot of parent support at home, I will try to involve a coach or other mentor. Pre-testUnit ProjectObjective:??This project will be due at the end of the unit, and will provide an assessment additional to the written assessment. ?Students will have the chance to show their creative side and show their understanding of systems of equations mathematical solutions. ?This project will also encompass all methods of solving systems of equations and help students realize the importance of these functions in daily life. The students will display their learning through any approved technology resource. Activity:Students will create a short story that incorporates systems of equations. ?The story will have one main theme and will either have one main problem or three main problems to solve. ?If students chose to have one main problem to solve, they must solve using 3 different methods and incorporate into the story why all three methods result in the same answer. ?If students chose to have three main problems to solve, students will use a different method for each problem to solve the system. ?The story must be at least a typed page (double-spaced) in length when written in a word processing document. ?Then, students must transfer this story onto smaller pages and create the solution in a form of their choice by using technology (spreadsheet, screencast, podcast, draw software, etc). ?Student needs to get teacher approval on technology illustration before beginning the creation of the project. The last day of the unit, students will have the chance to show off their project to other students in the class through a class presentation.RubricCategory4321CreativityProblems well tied into the story. Interesting problems. Different from examples in class.Interesting problems. The problems are not closely tied to the story. Story is similar to the class examples.The problems are tied to the story. The story is not interesting. The story is close to the class example.Very similar or like the examples in class. Problems are not tied to the story, and problems are not interesting.AccuracyMath work is correct. The solution is reflected from using all three solving methods.Math work has a few errors. All three methods of solving systems of equations are illustrated.Math work has errors. Only two methods of solving systems of equations are illustrated correctly.Math work is no correct. Only one method of solving systems of equations is illustrated correctly.TechnologyTechnology was used correctly, and used to illustrate the solutions well. Three different types of technology were used to show the different methods of solving systems of equations.Different sources of technology were used, but the sources did not match what the method was trying to illustrate.Two sources of technology was used, and one is different from technology on class example.Technology used is exactly like the technology in class. Only one source of technology was used. PresentationPresentation was well thought out, and held the students attention. The presentation could be used as a source to teach students that missed the lesson.Presentation was well prepared. Presentation hit the important factors in solving a system of equation. The accuracy of the explanation is not correct.Presentation was presented to the class with some explanation, but not presented in an organized fashion.Presentation was shown to the class, but student did not offer guided explanation.Unit Assessment ................
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