technology infused lesson plan
DESCRIPTION
Technology Infused Lesson PlanTRANSCRIPT
PRESENTED BY: JESSIE GARABEDIAN
Technology Infused Lesson Plan
Conic Sections: Investigating the Circle, Ellipse, Hyperbola, and Parabola!
Grade Level: 10Subject Area: Math 2Topic Addressed: ConicsTools Used:
Geometer’s Sketchpad, Conic Flyer, Smartboard, TI-Smartview, TI-84 Plus
Web 2.0 Tools Used: ToonDoo, Make Beliefs Comix
Description of Project
Purpose: Provide students with a means to discover the rules
associated with the center and intercepts of conics Differentiate between circles, ellipses, hyperbolas,
and parabolas. Facilitate collaboration between students and the use
of technology Practice effective communication of mathematical
concepts
Description of Project
Task: Students will be asked to use Conic Flyer and Geometer’s
Sketchpad to manipulate the different conic sections: Circles Ellipses Hyperbolas Parabolas
Students will reveal the rules associated with defining the center and intercepts associated with each conic.
Students will practice using the rules given several examples.
Students will use TI-84 calculator applications to reinforce their learning from the previous day.
Students will express their understanding of each conic section through the creation of a comic strip.
Description of Project
Procedures:Day 1
Students will meet in the computer lab: Room 120 Students will pick up a worksheet that instructs them to
do the following: Go to the following website:
http://www.shodor.org/interactivate/activities/ConicFlyer/?version=1.5.0_10&browser=MSIE&vendor=Sun_Microsystems_Inc
* The website can also be found by using Google to search “conic flyer”. (It is the first result of the search)
Description of the Project
Procedure: (continued) Students will be required to manipulate each conic by
using the drop down menu on the website On their worksheets, students will work collaboratively
to: List the general formula for the conic at their
respective station. Answer all questions at the station involving the
conic they are manipulating. Create an example as a group for each conic: circle,
ellipse, hyperbola, parabola. Justify the validity of the conic by providing a
complete explanation of the solution for the given example.
Description of the Project
Procedure (continued)Day 2
Teacher will set up TI-Smartview and Smartboard Teacher will guide students to conic applications on
the calculator Students will engage in a Think-Pair-Share to review
what they learned the previous day about the different conic sections
Teacher will facilitate a “Share-Out” of how the radius, center, and intercepts of a conic determine the format of the equation.
Description of the Project
Procedure (continued)Day 2
Students will work with partners to create a comic strip that demonstrates their understanding of an assigned conic section.
Students will collaborate with other groups of partners to check for validity and understanding of the comic strips.
Teacher will post the comic strips around the room for students to comment on and learn from.
Description of Project
Resources: Conic Flyer: Interactive Activity Geometer’s Sketchpad Smartboard TI- Smartview TI-84 Plus Graphing Calculator ToonDoo Make Beliefs Comix
Description of Project
Evaluation: Rubric to Assess Objectives Evidence of Technology As a Means to Problem Solve
Student Ability to Answer Questions in Stations via the Discovery/Manipulation Format of Conic Flyer/Geometer’s Sketchpad
Student Operation of the TI-84+ APPS Program on Conic Sections
Student Creation and Critique of Comic Strips Related to Conic Sections
Evidence of All Levels of Learning Questions and Tasks Formatted to Support Bloom’s
Taxonomy Variety of Tasks/Activities Support Different Learning Styles
of Students
NYS Curriculum Standards
G.G.71 Write the equation of a circle, given its center and radius or given the endpoints of a diameter
G.G.72 Write the equation of a circle, given its graph
G.G.73 Find the center and radius of a circle, given the equation of the circle in center-radius form
G.G.74 Graph circles that are not centered at the origin
NYS Curriculum Standards
G.PS.2 Observe and explain patterns to formulate generalizations and conjectures
G.PS.3 Use multiple representations to represent and explain problem situations (e.g., spatial, geometric, verbal, numeric, algebraic, and graphical representations)
G.RP.4 Provide correct mathematical arguments in response to other students’ conjectures, reasoning, and arguments
G.RP.5 Present correct mathematical arguments in a variety of forms
G.RP.6 Evaluate written arguments for validityG.CM.4 Explain relationships among different
representations of a problem
NYS Curriculum Standards
A2.A.47 Determine the center-radius form for the equation of a circle in standard form
A2.A.48 Write the equation of a circle, given its center and a point on the circle
A2.A.49 Write the equation of a circle from its graph
*NYS is currently undergoing a transition from Math A/B to Sequential 1/2/3. These standards reflect the most recent Core Curriculum of March 2005. They will be updated when the transition is completed.
ISTE Technology Standards
Basic operations and concepts Students demonstrate a sound understanding of the nature
and operation of technology systems. Students are proficient in the use of technology.
Social, ethical, and human issues Students understand the societal issues related to technology. Students practice responsible use of technology systems,
information, and software. Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools Students use technology tools to enhance learning, increase
productivity, and promote creativity. Students use productivity tools to collaborate in constructing
technology-enhanced models and producing other creative works.
ISTE Technology Standards
Technology communications tools Students use telecommunications to collaborate and interact
with peers, and other audiences. Students use a variety of media and formats to communicate
information and ideas effectively to multiple audiences. Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to report results. Students evaluate and select new information resources based
on the appropriateness for specific tasks. Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world. (Inverse Variation)
Technology Used
Students: Geometer’s Sketchpad Conic Flyer Web 2.0: Comic Strip TI-84 Plus Graphing Calculator Smartboard ToonDoo Make Belief Comix
Teacher: Conic Flyer TI- Smartview Smartboard
Teacher Preparation
Ensure that the computer lab has GSP 4.0 installed and computers are Java compatible
Create Stations Worksheets and Questions * I suggest laminating the stations on cardstock to allow for
reuse of the stations each year*
Set up Smartboard to demonstrate interactively what is expected of students at each station
Connect Smartboard to TI-Smartview to illustrate to students where the APPS they will be using are located
Investigate ToonDoo and Make Belief Comix and create an example for students to reference
Timeline of Activities
Day 1: Teacher Demonstration of Conic Flyer and Overview of
Expectations: 5 Minutes Conic Flyer Stations Activity: 35 Minutes
Day 2: TI-Smartview Demonstration of APPS for Conics using
the Smartboard: 5 Minutes Applications Activity: 5 Minutes Teacher Overview of Comic Strip Expectations: 5
Minutes Comic Strip Creation: 15-2o Minutes Share-Out of Several Comic Strips: 5 Minutes Teacher Posting of Comic Strips: 5 Minutes
Learning Activities That Will Occur
Cooperative Group Work: Stations Activity: Day 1
Think-Pair-Share: TI-84 Applications: Day 2Group Creation of Comic Strips: Day 2“Share-out” of Comic Strips: Day 2Group Evaluation of Comic Strips: Day 2
Students will work in pairs/groups of three to critique the comic strips for correctness, creativity, and effectiveness.
Higher Order Thinking Skills Addressed
Analysis Can you make a distinction between each of the
conics you learned about today? How can you list and distinguish between each of the
parts of a conic section? How would you categorize conics based on their given
equations and/or graphs? What is the function of the x and y intercepts? What ideas justify the reason a hyperbola does not
intercept the x and y axes?
Higher Order Thinking Skills Addressed
Synthesis Can you formulate a theorem on how the equation of a
given conic is determined? How would you modify the equation of a circle to
change the location of the center? Can you propose an alternative format for writing the
equation of an ellipse? What facts can you compile about the equation of an
inverse variation hyperbola? How would you test a conic for x and y intercepts?
Higher Order Thinking Skills Addressed
Evaluation: How would you assess the impact of changing the
radius of a circle on the equation for that circle? What judgment could you make about a circle not
centered at the origin? How would you compare the equations of circles to
those of ellipses, hyperbolas, and parabolas? Differentiate between vertical and horizontal
parabolas. How can you assess the value of the x and y intercepts
of an ellipse?
Technology: Promotion of Student Learning
Increases Motivation Students are motivated to learn as all activities are
interactive and completed cooperatively in groups.
Promotes Classroom Management Students who are interested in their learning are far
more likely to maintain on-task behavior.
Discovery Learning Students are not listening to lecture. Rather, students
are discovering and making meaning of their learning through several interactive activities. These activities utilize technology that students are familiar with and have become accustomed to using.