6.+Unit+Plan+Review

Have you seen any of them in real life? Where? Do you know anything about these shapes? ||< Students will be able to identify the four geometric shapes being discussed in the upcoming unit. ||< During this period, the class will go over our future schedule for completing the unit. I will provide them with a handout detailing the assignments that we will go over and the days when we will do it. We will also talk about our big unit project, a construction of a bridge using either a parabola equation or a semi-elliptical equation. I will then handout the group assignments so that the students can get together with one another and start to discuss how they want to plan their work outside of the classroom. After finishing the introduction to the unit, I will hand out a KWL chart for the students to complete. I will provide them with the four difference shapes that we will be discussing and ask them to write down any information that they already know about it. They will then fill out the what I want to know section and we can use the third column throughout the unit. ||< I will use the KWL chart as a pre-assessment to the unit. The students will hand this sheet in before they leave the class so that I can look over their answers that they filled in. I will hand the chart back the next day so that they can start to complete it as we start on the lesson plans. || Are there any sayings that you can create to help you remember how to find the direction of a parabola? When can you use a parabola in a real-life situation? ||< Students will be able to define the terms parabola, vertex, and line of symmetry. Students will be able to locate the y-intercept and vertex of a parabola. Students will be able to identify the path (up/down) of the parabola given an equation. ||< The students will be completing individual seat work after I go over the lesson's concepts. They will also be completing exit lops before leaving the room so that I can make sure that they understand the concept of a parabola and all of its parts. For homework, the students will be working on a small number of questions similar to the ones that we covered in class. ||< I will be using the exit logs as a way to see how many students understand the lesson. While they are on their seat work, I will be walking around the room talking to the students to see how much progress they are making and if there are any problems that I need to go over again. || What other subjects can you find an ellipse in? ||< Students will be able to define the term ellipse. Students will be able to diagram both a horizontal and vertical ellipse and label its major/minor axis, vertices, and foci. Students will be able to create a graph of an ellipse given an equation. ||< Students will be creating a diagram of an ellipse at the beginning of the period using cardboard, thumbtacks, string, and a pencil. This will be used to help the students understand the difference between the major and minor axis, vertices and foci. Once the diagram is completed, we will move on to learning the standard form of an ellipse equation. From that equation, the students will learn how to graph the ellipse on graph paper and find all of its parts. I thoroughly enjoy using exit logs, so I will have the students complete them again. This time I want them to describe to me how they can locate the foci give a certain equation. ||< I will be walking around the room as the students are completing their diagrams. If I find that some students are having difficulties with it, I will have to go over the information again. I believe that using this diagram will help them get a better understanding of where the points are located regardless of if the ellipse is vertical or horizontal. || Students will be able to create a graph of an equation of an ellipse using a graphing calculator. ||< During the first half (approximately 10 - 15 minutes) of the period, the students will be completing a quiz on parabolas. They were already warned about this quiz during when we discussed the timeline of the unit, so they should be fine. After the quiz is completed, we will start on learning how to graph ellipses using the graphing calculator. The students have to learn that in order to put this into the calculator, they must first solve for y. ||< The parabola quiz will be used as a formal assessment so that I can be sure that the students understand the concepts completely before moving entirely on to another shape. || Field Trip ||< What type of shape was used to construct this bridge? Why was a parabola used instead of a semi-ellipse? ||< Students will be able to differentiate between using an ellipse and a parabola when constructing their own bridge models. ||< I will be taking the students down to a local bridge that is right by the high school so that they can see what type of shape they can use for their project. I am hoping to inspire them by bringing them down. I will also give them a handout before we go done asking them to take notes on the structure. I will provide them with the dimensions of the bridge so that they can make an equation that could have been used by the architects to create this very bridge. Once we go back to the class, they will have the rest of the period to finish up work on that paper. ||< The handout that they took down on the field trip will be used as an informal assessment. I want to make sure that they were able to differentiate between the parabola and the ellipse and come up with an equation that was similar to one that could be used for their own project. || Circles ||< How is the distance equation similar to that of the equation used to find a circle? When can you use a circle in a real-life situation? ||< Students will recall the distance formula previously used and apply it to the circle equation. Student will be able to construct a graph of a circle on both graph paper and on the calculator. Students will be able to write an equation in standard form. ||< The students will recall previous information learned about the distance formula and apply it to the circle equations. From there, the students will then learn first how to graph the circle by hand and then using a graphing calculator. For homework, the students will be given a problem describing a radio tower signal and creating and solving equations to find how far the signal can reach. ||< As I go over the lecture, I will be conducting a small informal question and answer session as we go through the concepts. If the students are not participating, it could be a sign that they do not understand the concepts and therefore I need to spend more time on the problems. || Hyperbolas ||< How is a hyperbola similar that of an ellipse? What other subjects can you find a hyperbola in? When can you use a hyperbola in a real-life situation? ||< Students will be able to evaluate the standard form of a hyperbola. Students will be able to sketch a graph of a hyperbola given the coordinates of the foci and endpoints. ||< As a class, again diagram a hyperbola and label the points on the graph. Instead of using cardboard, we will just use a handout and colored pencils. I will use the ELMO to show the students were each point is located. We will then move on to evaluating equations of a hyperbola. I will then have the students do group work evaluating equations about sonar and finding animals and objects in the ocean. ||< As they do their diagrams, I will walk around to make sure that they understand the concepts and points that they are putting on the sheet. While the students are doing their group work, I will stop and talk to each group, asking them questions about different aspects of the lesson. || Review ||< Why is it important to know the difference between the four shapes? ||< Students will recall information discussed in the throughout the lesson. ||< During the first half of the lesson, the students will go over a study guide that I gave out for homework the night before. If a majority of the students did not complete the study guide, they must finish it in class and then we will go over it. Depending on how well they do on the study guide, I will allow them to work on their projects. If I see that students still are having problems, I will use the rest of the period to review everything again. ||< The study guide that the students completed the night before will be used as a formal assessment to make sure that they understand the concepts before the test. The students will also be handing in their KWL chart that should now be completed since they learned all four of the shapes. ||
 * < Date ||< Essential Questions ||< Objectives ||< Tasks/Activities ||< Assessments (formal/informal) ||
 * < Day 1 Introduction ||< Do you know the differences between a parabola, ellipse, circle and hyperbola?
 * < Day 2 Parabolas ||< What shape would a quadratic function make if it were graphed?
 * < Day 3 Ellipses ||< What is the purpose of the foci when they do not need to be graphed to create an ellipse?
 * < Day 4 Ellipses ||< What do you have to do differently when graphing an ellipse on the calculator as opposed to doing it on paper? When can you use an ellipse in a real-life situation? ||< Students will be able to create an equation of an ellipse given a graph of the shape.
 * < Day 5
 * < Day 6 Brainstorming ||< How can you construct a bridge using either an ellipse or parabola to fight the dimensions laid out in your proposal? ||< Students will create a rough draft of a bridge using the materials from the previous lessons. ||< The students will be given the entire period to work on their projects. During this time, I want them to brainstorm ideas about what they can create and then I want them to start writing these ideas down. I want them to hand in a rough draft of what they plan on doing either by the end of the period or for homework. ||< While the class is doing group work, I will call each group up and have an interview with them to see how well they not only understand the idea behind the project, but also all of the concepts that have been discussed so far within the unit. I want to make sure that there are no problems within the group members as well. ||
 * < Day 7
 * < Day 8
 * < Day 9

Unit Test ||< Why is it important to know the difference between the four shapes? ||< Students will be able to solve problems regarding circles, hyperbolas, parabolas, and ellipses. ||< The students will have the entire period to work on their unit test. ||< The unit test is the summative assessment for the unit. || In-class work ||< Is a parabola or an ellipse more beneficial for constructing a bridge? ||< Students will be able to identify which geometric shape is more sturdy when creating a bridge based on certain dimensions. ||< Students will have the entire period to work on their final projects. During this period, I will provide the students will materials such as marshmallows and toothpicks to construct their bridge. They will be able to keep the bridge in the classroom so that it does not break moving from class to class or bringing it home. ||< As they are working on their projects, I will be holding interviews again with the students to make sure that they are on the right track and understand what is expected of them. I will also be doing individual interview to see how well the group dynamics are. || Presentations ||< Can you connect these shapes into real life situations? ||< Students will be presenting their findings and projects to the rest of the classroom. ||< I am assuming that going over these presentations will take longer than one period, so I have alloted two days to do it. ||< During the first day of the unit, I handed out a rubric for the project. I will be evaluating their projects based on this rubric. || Testing ||< Can you connect these shapes into real life situations? ||< Students will be demonstrating how strong their bridges are build to be. ||< I will be using different weights, such as books, to put weight on the bridges to see how much they can handle. ||< This day is used more as a fun end of the unit day for the students. The group whose bridge holds the most weight will earn two additional bonus points on their test, but there really is not an assessment for this lesson. ||
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 * < Day 12 - 13
 * < Day 14