cimt543AssureLessonPlan

ASSURE LESSON PLAN 1

ASSURE Lesson Plan

Devon Kinne

CIMT 543

Summer 2012

Dr. Ziaeehezarjeribi

Indiana State University


ASSURE Lesson Plan

There is a huge variety of different formats that teachers can use when developing a

lesson plan. Smaldino, Lowther, and Russell (2012) created a format of lesson plan called

ASSURE. The ASSURE lesson plan model uses ―a step-by-step process to create lessons that

effectively integrate the use of technology and media to improve student learning‖ (Smaldino,

Lowther, & Russell, 2012, p. 38). By using this model of lesson plans, students‘ are creatively

engaged in the learning process from the beginning to the end. This model is employed for a

lesson on modeling, manipulating, and formatting quadratic equations as part of an Algebra 2

curriculum for high school students at East High School in Madison, Wisconsin.

Students will begin modeling quadratic equations using manipulatives. Students will then

take digital cameras out throughout the school, looking for examples of parabolas in nature and

the school building (see Figure 1).

Figure 1 - Roosevelt Bridge.

The digital examples will be used to interpolate a quadratic equation that fits the image,

with the equation confirmed via graphing calculator. Finally, the students will create a

presentation in PowerPoint explaining their real world model and resulting graph and equation.

Upon completion of the lesson, students will be able to interpolate an equation given a model,


use technology to model parabolas in nature, as well as create a PowerPoint presenting their

findings.

Analyze Learners

General The learners are students at East High School in Madison, Wisconsin. There

Characteristics are 26 students in the class; 10 females and 16 males. Since this is an Algebra

2 course, the students are primarily either sophomores or juniors in high

school. The students who are sophomores are on-track to take AP Calculus

their senior year; the junior students are on-track to take Pre-Calculus their

senior year. There are 8 sophomores and 18 juniors. Three students in the

class have disabilities documented in an individualized education plan (IEP).

None of these students receive extra support services in class; one student is

permitted extra time on exams. Data regarding free/reduced lunch is not

available for the specific class; however, 58% of the school in total is eligible

for free/reduced lunch (Madison Metropolitan School District, 2012). There

are 17 Caucasian students, 1 Middle Eastern student, three Black students, 2

Hispanic students, and 3 Asian students (see Figure 2).


Ethnicity

3 Caucasian
2
Middle Eastern
3 Black
17 Hispanic
1
Asian

Figure 2 - Ethnicity of students in Algebra 2 course.

The students all enjoy using technology during the class time and tend to

react enthusiastically when presented with assignments that require the use of

technology, especially presentations.

Entry Math: Students are already familiar with the general quadratic equation, as

Competencies well as the general shape of a parabola. Students have interpolated linear

equations in Algebra 1. Students have prior experience graphing points

from Algebra 1 and Geometry, the two courses taken prior to Algebra 2.

Technology: Students are proficient using a digital camera, as they have used
Figure 3 - Parabola.
it in prior classroom exercises. Students have moderate experience

graphing equations using their graphing calculator. PowerPoint is a

program that they have all used; however, creating and recording a

presentation with audio is a new application for the students.

Learning There are a variety of learning styles in this course. On average, students tend


Styles: to fall into either a logical/mathematical learning style, or visual/spatial.

Typically, if the material is taught focusing on both the algorithmic nature

of the mathematical rules as well as providing visual/spatial examples, the

majority of the students are successful. For example, a student can be

taught the mathematical format of a quadratic equation with explanations

of what each coefficient is, but seeing visual examples of parabolas and

giving examples that demonstrate the differences will provide a well-

rounded example that will reach most students (see Figure 4).

Figure 4 - Parabolas with different "a" coefficients.

A number of the boys in the classroom seem to gain focus of difficult material

when they are able to incorporate some kinesthetic activity, such as going out

into the hallways and taking measurements or pictures of examples.

State Standards and Objectives

Curriculum Curriculum: National Council of Teachers of Mathematics (2000)

and Algebra 9-12

Technology Understand patterns, relations, Interpret represe3.

Standards: and functions ntations of functions of two variables

analyze functions of one variable by


investigating rates of change, intercepts,

zeros, asymptotes, and local and global

behavior

Represent and analyze understand the meaning of equivalent forms

mathematical situations and of expressions, equations, inequalities, and

structures using algebraic relations

symbols write equivalent forms of equations,

inequalities, and systems of equations and

solve them with fluency—mentally or with

paper and pencil in simple cases and using

technology in all cases

Use mathematical models to identify essential quantitative relationships

represent and understand in a situation and determine the class or

quantitative relationships classesof functions that might model the

relationships

draw reasonable conclusions about a

situation being modeled

Technology:International Society for Technology in Education (2007)

NETS-S (2007)

Creativity or Innovation Create original works as a means of personal

or group expression

Use models and simulations to explore

complex


systems and issues

Communication and Interact, collaborate, and publish with peers,

Collaboration experts, or others employing a variety of

digital

environments and media

Contribute to project teams to produce

original

works or solve problems

Critical Thinking, Problem Collect and analyze data to identify solutions

Solving, and/or make informed decisions

and Decision Making

Learning Students will substitute points on a graph into a function form to find the

Objectives: equation of a graph correctly 80% of the time.

Students will graph quadratic equations on their graphing calculator, choosing

an appropriate window to view the graph, 80% of the time.

Students will explain the difference between quadratic and linear functions,

both by their graphs and their equations, 80% of the time.

Students will take a picture with a digital camera of a parabolic function found

in nature or architecture.

Students will make real-world connections, recognizing shapes around them

that can be approximated by quadratic equations, 80% of the time.

Students will create a presentation using PowerPoint and score 20/24 or higher

on the teacher created "Parabolas Around Us" Power Point Rubric.


Students will take an online interactive quiz and score a 35/44, or 80%, or

higher .

Select Strategies, Technology, Media, and Materials

Description of Select Strategies:

Materials A variety of teacher-centered and student-centered strategies will be employed

Needed: in this lesson. Teacher-centered strategies will be used to demonstrate, via a

presentation, how to create a PowerPoint with recording and audio. The

teacher will create a PowerPoint showing pictures, equations, and graphs of

linear equations, and explaining how they modeled and interpolated. This lends

itself nicely to teacher-centered strategies, where ―the teachers are the ‗drivers‘

who direct the learning in very purposeful ways‖ (Smaldino et al., 2012, p. 70).

The majority of the other learning will take place through student-centered

strategies. Student-centered strategies have been shown to enhance learning

―when students are actively engaged in meaningful activities‖ (Smaldino et al.,

2012, p.72). Students will be given a variety of different graphs and equations

to experiment with, in order to try to come up with an algorithm for

interpolation. Students will use manipulatives, such as chains, in order to

create parabolas and then hypothesize equations that fit these models (see

Figure 5).


Figure 5 - Hanging string and corresponding graph and equation.

Students will also be sent out to collect images via digital camera, and then

transpose those images onto graphs and come up with corresponding

equations. Lastly, students will collaborate with their partners to create their

PowerPoint presentation.

Select Technology and Media:This lesson involves the use of computers, a

printer, a scanner, Microsoft PowerPoint, digital cameras, microphones

connected to the computers, a projector connected to a computer, simple

jewelry chains as manipulatives, and graphing calculators. The computer lab

will be used for this lesson, so each student will have access to a computer and

the lab printer. Each of these computers already has Microsoft PowerPoint

installed, but would need a microphone to be attached. The Library Media

Center has microphones that can be checked out for teacher use. Each student

is required to have already purchased a graphing calculator at the beginning of

high school. There is a program where students can rent calculators if they

cannot afford to purchase one. There is a ceiling mounted projector for use of

displaying images and graphs on the whiteboard. One digital camera is all that

is required, but up to five would be preferable so that each group could go out


independently with their own camera to capture images. The scanner can be

checked out of the LMC and can be brought to the computer lab.

In order to evaluate the qualities of the technology and media being

used, a Selection Rubric can be applied. Smaldino et al. (2012) provide a

rubric with the following categories: alignment with standards, outcomes and

objectives, accurate and current information, age-appropriate language, interest

level and engagement, technical quality, ease of use, bias free, and user guide

and directions (p. 46).

Alignment with standards, outcomes, and objectives: The

PowerPoint software, digital cameras, and graphing calculators

proved the tools needed for the student to meet the learning

objectives.

Accurate and current information: not applicable for the

technology chosen

Age-appropriate language: PowerPoint and the graphing

calculators use language that is appropriate for high school students

Interest level and engagement: PowerPoint has a variety of features

that allow the students to personalize their program and create their

own unique presentation, which engages students.

Technical quality: PowerPoint and the graphing calculators have

excellent technical quality.

Ease of use: the calculators require training to use and periodic

review; this training has occurred each year and is modeled by the


instructor at the beginning of each lesson. PowerPoint requires a

small amount of training prior to use but then is relatively easy for

this population.

Bias free: PowerPoint and the graphing calculator are bias free.

User guide and directions: The graphing calculator does not have

an easy-to-use user guide; students tend to ask other students or the

teacher for assistance. PowerPoint has an excellent help feature, but

students will likely look for help and guidance from peers and the

teacher.

Select Materials:The materials for this lesson include a whiteboard with a grid

and set of axis drawn on it, a chain for each group (5 groups of 5 students each,

one group of 6), 52 pieces of grid/axis paper found at

http://mathbits.com/mathbits/studentresources/graphpaper/14x14axes.pdf, 6

transparency sheets with a grid printed on them, 26 copies of a teacher-created

rubric to evaluate the PowerPoint (found in Appendix 1, modified from

http://www.sd13.org/~cmueller/ATN%20webquest/IntegersPhotoStoryRubric.

pdfand http://www.scribd.com/doc/12840228/Digital-Storytelling-Rubric) and

26 teacher-created worksheets (found in Appendix 2) with problems and

discussion questions for the students to work on for homework and in class.

Due to the unique lesson and learning that will be taking place, a teacher-

created worksheet is needed in order to address the specific details from the

lesson. The teacher will draw an axis/grid on the white board for use;

optionally, the grid/axis paper found


http://mathbits.com/mathbits/studentresources/graphpaper/full%20page.pdf

can be projected onto the white board. This grid will also be printed onto

transparency paper for the students to lay over their digital image. The jewelry

chain can be purchased from a craft store for use in this project or simple yarn

can be used for a string.

Utilize Technology, Media, and Materials

Preview: I will preview the PowerPoint software to ensure that it remains appropriate for

my students.

Prepare I will reserve a week in the school computer lab to ensure the students have

Materials: adequate time to experiment and utilize the technology. I will check the

ceiling-mounted projector, as well as turning on and opening PowerPoint in at

least 26 computers. I will ensure the printer is working and will create the

transparency grids. I will take sample pictures with each digital camera and

upload them onto the computer so that they can be used for examples. I will

print off a copy of the grid/axis paper and make 52 copies (2 per student). I

will create a worksheet for the students to use and make 26 copies of it. I will

purchase jewelry chains or yarn and cut them into varying lengths for use in

the interpolation.

Prepare Prior to class starting, I will get the computer lab up and running. When the

Environment: students enter on the days where we will be using PowerPoint, the computers

will already be turned on and ready for the students to log on. I will meet with

the library media specialist to get the microphones and scanner and test and

install them prior to class to make sure they all work as needed. I will check to


make sure the computer and overhead projector work as expected.

Provide the I will open the lesson doing an example of a linear graph, and review how to

Learning interpolate in order to come up with an appropriate equation. I will then hang a

Experiment: chain from its two ends, spread apart, on the graph. Students will be asked

what shape is created and the general form of an equation to match it. I will

split students up into small groups of 5 students (one group of six), keeping in

mind ability level. In the small groups, students will then problem-solve as a

group how to come up with an equation to match the graph. I will then guide

students through various ways to come up with the equation (selecting points

on the graph, solving systems of equations) and let the students work on this

independently. Students will then graph the equation to compare the resulting

graph with their chain graph. Each group will then create their own parabola

with their chain, and interpolate the equation. The students will then present

their graphs and equations. Afterwards, students will be sent out in order to

find pictures of parabolas in nature and architecture on the school grounds; this

type of project is routinely done and therefore the students understand school

rules and protocols for doing this. Students will then upload their pictures to

the computer and do the same process as done with the chains. They will first

print the picture and place the transparent grid on top to interpolate. Students

will then come up with an equation and graph it on their graphing calculator.

The teacher will scan the picture with interpolated graph on transparency onto

the computer, and help to upload the graphs from the calculator onto the

computer. Students will then work on creating their PowerPoint, including the


pictures, graphs, and audio describing how they found the pictures,

interpolated, and graphed the result. For homework, students will complete a

worksheet created by the teacher and self-score, with a score of 80%

demonstrating satisfactory knowledge. The rubric will be applied to the

student‘s PowerPoint presentation; groups will be allowed to make any

changes or modification and resubmit their PowerPoint for a higher grade.

Students scoring less than 80% on the worksheet or PowerPoint will be given

time for revisions on the class computer. Students will be able to work on the

PowerPoint from any school computer, as they all have the application

installed. Students also have the option of coming to ―math lunch‖, a study

group during lunch where students can make changes and have help with their

current math assignments.

Require Learner Participation

Engage After the topic is introduced and modeled by the teacher, students are broken

Learners in into small groups to practice the techniques of interpolation and writing and

Practice: graphing quadratic equations. Each small group with create their own graph

and equation, practicing the technique. Students will then communicate their

experience with the class, giving time for teacher and peer feedback and

corrections. Students will then engage in utilizing digital cameras to find

examples of math in their environment, and then repeat the process of the

interpolation, solving, and graphing quadratic equations via the computer and

graph paper. Students will then create a PowerPoint using the software as a

production tool to create their presentation.


Provide Students receive immediate feedback from the class and teacher in their initial

Performer presentation of the chain parabola and interpolation of an equation. This will

Feedback: assist them in correcting mistakes prior to applying the process to the digital

photos. The PowerPoint rubric will be used to grade their presentations,

focusing on the digital images they took, audio explanation, and graphical

interpretation. Students will also complete a worksheet and self-score

themselves, providing immediate feedback, to determine if they got the 80%

needed to demonstrate satisfactory performance.

Evaluate and Revise

Assessment: The objectives used in this lesson lend themselves into authentic assessment.

Students will be assessed on their PowerPoint by using the rubric in Appendix

1. They need to score a minimum of an 80% on the rubric. Students will also

complete a worksheet in which they demonstrate skills and answer questions

more based off of conventional tests. Once the worksheet has been completed

and checked by the teacher for completion and general proficiency, they will

be given a score sheet to self-score their assignment, and write a paragraph

explaining their mistakes and corrections made. Students must score a

minimum of 80% on the worksheet.

Reflection: Ongoing reflection will take place by the teacher. I will informally talk with

the students throughout the process, to determine what parts the students enjoy

and what parts are confusing. Students are also asked on every chapter test

about the specific activities and what they liked and found helpful, and what

they struggled with. This is a process that has been in place and will continue


to be used, as it provides helpful feedback from the students.

Revision: I will examine any discrepancies between the objectives and the assessment

data. I will also examine what I was expecting to happen, the quality of the

PowerPoint, and the time frame to produce and present the materials, to ensure

that it meets my expectations. I will make notes as we go along as to changes

to the structure of the class that need to be employed to make the lesson more

effective, as well as evaluating the technology used.


Appendix 1

Parabolas Around Us PowerPoint Rubric

CATEGORY 4 3 2 1

Mathematical Substantial Substantial Substantial Substantial
Concepts understanding of understanding of understanding of understanding of
the math concepts at least 3 of the 4 at least 2 of the 4 only 1 of the 4
of quadratic concepts is concepts is concepts is
equations, evident evident evident.
interpolation,
graphing, and
parabolas is
evident
General PowerPoint PowerPoint PowerPoint PowerPoint
contains at least 5 contains 4 contains 3 contains fewer
images and 5 images and 4 images and 3 than 3 images
matching graphs matching graphs graphs, which and graphs,
and appropriate and appropriate may not match, which may not
narration and narration and and is missing match, and is
transitions. transitions. some narration missing narration
and transitions. and transitions.
Mathematical Correct Correct Correct Correct
Terminology terminology & terminology & terminology & terminology &
and Notation notationare always notationare notationare used, notation is not
used whenwriting usually used but may be consistently used
equations or whenwriting sometimes used whenwriting
explaining a graph. equations or incorrectly or equations or
explaining a unclearly explaining a
graph. whenwriting graph.
equations or
explaining a
graph.
Design of Format is Format is Format is Format is not
PowerPoint exceptionally creative and visually visually
creative and visually appealing but appealing with
visually appealing. appealing. The some slides are many slides that
The colors work colors work cluttered or are cluttered or
together to make a mostly together empty. The empty. There is
consistent theme. to make a colors sometimes no consistent
Fonts are easy to consistent theme. clash with no color theme.
read. Fonts are easy to consistent theme. Fonts are
read. Fonts are difficult to read.
somewhat
difficult to read.


Audio Audio explaining Audio explaining Audio explaining Audio is missing
each slide is the majority, but the some, but not from the majority
present. The pace not all, of the all, of the slides of the slides. The
is moderate and slides is present. is present. The pace is too fast or
helps the audience The pace is pace is often too too slow and no
understand each occasionally too fast or slow but attempt is made
slide. fast or slow but an attempt is to regulate it.
generally good. made to regulate The content does
The audio helps it. The audio not explain the
the audience content is mathematics.
understand each somewhat
slide. confusing.
Images All images are Most images are Some images are Images are
clear, fit clear, fit clear but others missing or are
appropriately in the appropriately in may be out of out of focus and
screen, and have the screen, and focus. Images fit do not fit the
labels explaining have labels appropriately in screen. Labels
key elements. explaining key the screen some are missing.
elements. Some of the time. Few
labels may be labels are there
missing. explaining key
elements.


Appendix 2

Pictures – For each picture, circle what type of equation (quadratic or linear) would best fit the
image. Give an example equation that could be used to describe the image.

(Kolk, 2011) (Kolk, 2006)

Quadratic Linear Quadratic Linear

Equation: _______________________ Equation: _____________________

(Wheeler, 2001) (Ware, 1980)




(Van, 2009) (Clementi, 2010).



Graphing – Graph the following equations on the attached graph paper. Make sure to label the

axis and provide a scale.

1. y=

2. y =

3. y =

4. y =

Equations – Create an equation that represents the following graphs.

.

Equation: _________________ Equation: ___________________


Equation: _________________ Equation: ___________________

Discussion Questions – Answer the following questions in full sentences.

1. What is the difference between quadratic and linear equations? How can you tell

the difference from their equations? From their graphs?

2. Give three examples of things in nature or architecture that are parabolas.


References

Biddinger, N. (2009).NYC Bridge [Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=nycmarch2008_biddinger%28220%29.jpg

Clementi, C. (2010). St. Elmo’s [Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=sdc11237.jpg

Conrad, J. (n.d.). Digital storytelling: Autobiographical narrative photo story. Retrieved from

http://www.scribd.com/doc/12840228/Digital-Storytelling-Rubric

DeWeerd, C. (2011). Delicate Arch [Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=100_8300.jpg

Hayden, C. (2010). Male Monarch Butterfly [Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=taggedmalemonarch2.jpg

International Society for Technology in Education.(2007). NETS for students 2007. Retrieved from

http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

Lamoureux, C. (2005). Oak Alley Plantation [Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=screensaver0691.jpg

Kolk, M. (2006).Cahoursaquitaine[Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=028cahors01.jpg

Kolk, M. (2011).Wacosuspension bridge[Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=waco_suspension_bridge.jpg

Madison Metropolitan School District.(2012). Official third Friday September enrollment by low

income.Retrieved May 19, 2012, from https://infosvcweb.madison.k12.wi.us/node/989

Math Wearhouse. (2012). Interactive parabola. Retrieved June 10, 2012, from

http://www.mathwearhouse.com/quadratic/parabola/interactive-parabola.php


Mueller, C. (2008). Integers photo story rubric. Retrieved May 19, 2012, from

http://www.sd13.org/~cmueller/ATN%20webquest/IntegersPhotoStoryRubric.pdf

Mtpaley. (2009). Spider web covered with dew. Retrieved June 21, 2012, from

http://en.wikipedia.org/wiki/File:SpiderCatenary.jpg

National Council of Teachers of Mathematics. (2000). Math standards and expectations: Algebra

grades 9-12. Retrieved May 19, 2012, from

http://www.nctm.org/standards/content.aspx?id=312

Roblyer, M.D. &Deering, A.H. (2010).Integrating educational technology into teaching (5thed.).

Pearson Education, Inc: Upper Saddle River, NJ.

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012).Instructional technology and media for

learning(10thed.). Boston, MA: Pearson Education, Inc.

Van, William. (2009). Rooseveltbridge [Photograph]. Retrieved May 19, 2012, from

http://www.edupic.net/Images/Math/roosevelt_lake_bridge312.JPG

Ware, Ann. (1980).Capitol[Photograph]. Retrieved May 19, 2012, from

http://pics.tech4learning.com/details.php?img=capitol21.jpg

Wheeler, Tony. (2001). Shakespeare’s globe theatre [Photograph]. Retrieved May 19, 2012,

from http://pics.tech4learning.com/details.php?img=shakespear_globe.jpg

cimt543AssureLessonPlan

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (17)

Similaire à cimt543AssureLessonPlan

Similaire à cimt543AssureLessonPlan (20)

Dernier

Dernier (20)

cimt543AssureLessonPlan