L5+Leal,+Samuel

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name: __**** Mr. Leal **
 * __ Lesson #: __**** 5 **
 * __ Facet: __**** Perspective **
 * __ Grade Level: __**** High School **
 * __ Numbers of Days: __** 4


 * __ Topic: __** Students will understand that properties of exponents can be used to transform expressions for exponential functions.


 * PART I: **


 * Objectives **
 * Student will understand that ** properties of exponents can be used to transform expressions for exponential functions.
 * Student will know: ** function, expression, exponent, exponent properties, expressions that are equal.
 * Student will be able to ** relate two exponential functions by the properties of exponents.


 * Product: Glogster **

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Seeing Structure in Expressions Standard: Write expressions in equivalent forms to solve problems Clusters: 3, 4
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **


 * Rationale: ** Students will learn the properties of exponents to be able to transform expressions to something that they can solve.


 * Assessments **


 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **
 * "Onion Ring," Students will show their level of understanding for the material by doing an "Onion Ring" question and answer practice. Where students form a big circle and an inner circle, pairing up with a partner to tackle a question. This will be a good activity for students to be able to have mathematical discussions about the new material. Also a great opportunity for maybe one student to helps another student understand the new math.


 * Section II – timely feedback for products (self, peer, teacher) **
 * Self-Assessment using a Checklist, Students will have the checklist, same one that will be used for their final grade by the teacher, with them when the Glogster project is assigned.


 * Summative (Assessment of Learning): **
 * This is the only project they do individually in this unit. Students will create a Glogster to show their understanding of exponent properties and of how to use them.


 * Integration **
 * Technology: **
 * ** Glogster, ** Create a digital poster to relate exponential functions with the properties of exponents. Glogster is a really cool program which allows students to make a digital poster that is much more involved than the traditional paper poster. Students will can be creative, very visual, and perhaps naturalistic with their project if they wish. Glogster will be created in individually and shared with the class on the last day of the lesson.


 * Content Areas: **
 * ** Art: ** Glogster's are a visual aid. They are made of up images, designs, colors and often some writing. Artsy students will enjoy making a Glogster.


 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Students will use an Idea Rake graphic organizer to see and practice the content. Like with all the other graphic organizers in this unit, the Idea Rake becomes the students notes that tey may use on a short quiz. Keep in organized and accurate! To do more practice the students will get in a group, with one person being an "expert" of that material for the mini group. The "expert" teaches to the rest of the group and a small discussion takes place. The expert will be someone that feels confident with their homework.


 * Section II – Groups and Roles for Product **
 * Students will work individually on their product. But the whole class of students are always their for help if students need. Often a class will have a few students who have a lot of experience with Glogster. Those students will be the one's to go to for help and questions.


 * Differentiated Instruction **


 * MI Strategies **


 * Verbal-Linguisitc: ** Students will have many opportunities to discuss and practice repetitions of writing the content.
 * Logical/Mathematical: ** The Idea Rake Chart for organizing their notes about exponents and their properties will be a way for students to keep their work organized.
 * Visual/Spatial: ** Glogster's are the perfect project for visual learners, they are a digital poster.
 * Bodily/Kinesthetic: ** Students will be moving around a lot in the lab activity that we will start the lesson with.
 * Musical/Rhythmic: ** Students will be encouraged to make up a quick rap or song that will help them remember the exponent properties.
 * Intrapersonal: ** Students will have the choice to work on their homework individually and be able to ask questions to the teacher or students.
 * Interpersonal: ** Students will be in working in groups on their projects, homework, and during the group activities described above.


 * Modifications/Accommodations **
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **
 * Student participation is a key to success. Participation is an important part of your grade, but I understand students won't always be tip top everyday and will miss maybe a couple classes here and there. But understand that this is a grade way to do really well in this class. I do totally understand that there will be time when you are unable to make it to class. In this case ask students, check the website for assignments, and always feel free to email me anytime if you have any questions. Also I encourage students to come stop by and visit the day you come back even if it's not the regular day we meet.


 * Extensions **


 * Type II technology: **
 * ** Glogster, ** Create a digital poster to relate exponential functions with the properties of exponents. Glogster is a really cool program that allows students to make a digital poster that is much more involved than the traditional paper poster. Students can be creative, very visual, and perhaps naturalistic with their project if they wish. Glogster will be created individually.


 * Gifted Students: **
 * Gifted students who are doing really well will be the "experts" in our cooperative learning activity. They will have a chance to be leaders of the discussions and also be able to teach to their small groups. Teaching the material is often the best way to master and understand the math.

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **


 * A student sample of a Glogster
 * Handouts:
 * 1) Idea Rake Graphic Organizer
 * 2) Glogster Checklist
 * 3) Quiz
 * 4) Atmospheric Pressure lab printout
 * Graphing Calculators
 * Pencils, Paper,
 * Laptop/Charger
 * Dongle
 * LCD Projector
 * Graph Paper
 * White Boards
 * Markers
 * Book

// List all URL and describe. // >
 * Source for Lesson Plan and Research **
 * [] This is where the examples I'm using are.
 * [] This is where we will create our online posters!
 * [] This is the printout for the lab we are going to do.
 * []
 * PART II: **


 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

// Day 1: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions. Also allows for gifted students to teach other students. Some students often learn better from their peers. Allows focus more to be on the group rather than the individual, often giving students more courage to speak up.
 * Welcome the new chapter and then I will introduce notes from the chapter and the new material. Teaching the first few properties of exponents. (30min)
 * We will then do a lab, the lab is about calculating atmospheric pressure. To calculate atmospheric pressure we use an exponential function. This will be a good way to start the lesson because it shows right off where exponents are seen in the real world and how we use them. (45min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

// Day 2: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will begin class by going over homework, asking questions about anything that's stumbling them. Often checking for understanding by reading facial expression. (30min)
 * I will introduce the new material from the next section, going over new notes and examples. (15min)
 * I will hand out the Idea Rake graphic organizer for the students to organize their notes. Also, I can add more examples of exponential properties and I'm open for questions. (20min)
 * I will give a quick tutorial of Glogster and show a student sample of one. This project the students wll each create their own, but all students are encouraged to work together and share ideas. (10min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

// Day 3: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will start class by doing a group activity to go over the homework. Students will get in a group, with one person being an "expert" of that material for the mini group. The "expert" teaches to the rest of the group and a small discussion takes place. The expert will be someone that feels confident with their homework. (25min)
 * Students will stay in the group and have time to touch up their graphic organizers and pose more questions to peers or myself. (15min)
 * I will go over what the students will expect on a quiz the at start of next class. (10min)
 * Time to work on Glogster projects. (25min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

// Day 4: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will take a quick quiz to give students an opportunity to show their understanding of the material. Like most of the previous quizzes students will be able to use their graphic organizers. After everyone has completed the quiz we will go over the questions together as a class. (30min)
 * The rest of class will be spent sharing each others Glogster projects. (45min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). Test next class. (5min)

Students will understand that properties of exponents can be used to transform expressions for exponential functions. During the first class we will begin by going over content notes about the properties of exponents. Once we have a small understanding of exponential functions and some of their properties were going to do an Atmospheric Pressure lab! Atmospheric pressure is calculated with an exponential formula and the lab isn't to difficult with a basic understand of exponential functions. This will be a good way to hook students with a fun real world use of exponents before we continue to dive deeper in the content. Students will be working with exponents in math for a while so this introduction is very important. I will also give students a preview of where they are heading with the next few classes and what to expect. There will be often lots of group work in this lesson and therefore the seating arrangement in the classroom will be in clusters. Giving students an opportunity to see the front of the class, but also to have groups where students can hold conversations with their peers when doing work.
 * Where, Why, What, ** **Hook, Tailors:** Verbal, Interpersonal, Visual, bodily-kinesthetic.

Students will know: function, expression, exponent, exponent properties, expressions that are equal. ** (See content notes). ** Students will use an Idea Rake graphic organizer to take notes while I go through examples of exponent properties and of how to solve exponential functions. I will teach in a step-by-step process so students are able to follow along and take clear notes, then transfer them to their graphic organizer. The graphic organizers like always are a very useful artifact for students when kept neat and organized. In this lesson students will be able to use their graphic organizer on the quiz. To check for understanding during instruction I will mostly be reading facial expressions of my students. I we find time during this lesson we will do an activity known as "Onion Ring" to check for understanding. Where students for an inner and outer circle and pairing up with the person across from them to tackle and discuss a problem together. By listening to discussions this will tell me if the students are ready to move on and its another opportunity for students to learn from their peers. On day 3 of this lesson we will start class by doing a group activity to go over the homework. Students will get in a group, with one person being an "expert" of that material for the mini group. The "expert" teaches to the rest of the group and a small discussion takes place. The expert will be someone that feels confident with their homework.
 * Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Logical-Mathematical, Interpersonal, Visual.

Students will be able to relate two exponential functions by the properties of exponents. For this lesson students will be working individually on creating an online poster ion Glogster to demonstrate their understanding of exponents and exponential functions. Glogster's are encouraged to be creative, visual, and educational. Thses are intended to be a very cool artifact for students to carry with them and to be able to reference for aid in working with exponents. I will hand out the checklist ahead of time so students know what to expect when they are graded and students can self assess throughout the project. The checklist shows and gives tips on how to be creative, but also how to make this online poster a great visual aid for an artifact.
 * Explore, Experience, Revise, Refine, Tailors: ** Verbal, Logical-Mathematical, Interpersonal, Intrapersonal, Visual.

After students have made their final touches to their Glogster projects I will use that same checklist and take a close look at the Comic's. On the fourth day in this lesson students will have a chance to share their Glogster's to the class and pointing out what their favorite aspect of their poster is. These will also be online so all students can see each others at any time as a reference.
 * Evaluate, Tailors: ** Interpersonal, Verbal, Visual.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // [|Sam Lesson 5 Notes.pdf]
 * Content Notes **
 * // (See Attached at the end) //**

// List the items that need to be printed out for the lesson. //
 * Handouts **
 * 1) Idea Rake Graphic Organizer
 * 2) Glogster Checklist
 * 3) Quiz
 * 4) Atmospheric Pressure lab printout


 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * // Learning Styles //**


 * // Clipboard: //**// Students who are Clipboard learners will learn well using Idea Rake Graphic Organizer. This will give students a chance to keep their notes very organized and sequential. Also these students will learn like learning exponent properties because it's like learning a rule and then being able to apply that rule. It's clear and easy. When teaching I like to keep my math organized on the board and that helps with these students and their note taking as well as a giving them a process for solving each function. //


 * // Microscope: //**// Students who are Microscope learners will be able to try as much as they want on homework assignments and will enjoy looking at all the things they can do with their Glogster's. Also Microscope learners will enjoy doing the lab on Atmospheric Pressure, delving right into a real world example on the first day. Real world applications of the math will be enticing for Microscope learners. There is a lot of freedom to do as much as they'd like. //


 * // Puppy: //**// Students who are Puppy learners I believe will do well with the cluster seating. This seating arrangement lets the students be in close conversations with peers and it puts the focus more on the group rather than the individual student. Also this takes away from the feel that it's just a teacher lecturing to everyone, but now more like the teacher facilitating groups. This will help for a comfortable learning environment. Students will also be working in groups on their homework and also are encouraged to use each other to share ideas about the Glogster project. //


 * // Beach Ball: //**// Students who are Beach Ball learners will be able to be creative with their Glogster projects. This is one of the better projects for creativity. Also classes will be structured and organized, but we will be doing a lot of things. Changing things up and keeping these students on their toes will be beneficial to them and their learning. //


 * // Rationale: //**// This lesson shows that I can teach in a structured way that will help students who are Clipboard learners, but also give enough freedom for students who want choices and to be creative. Also that the classroom environment can be a positive one for all learners. Making it comfortable for students to have their voices be heard and to feel free to ask questions at any time. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: See Content Notes (Attached) //**

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Seeing Structure in Expressions Standard: Write expressions in equivalent forms to solve problems Clusters: 3, 4
 * // MLR or CCSS: //**


 * // Facet: Perspective //**


 * // Rationale: //**// Students will learn that properties of exponents can be used to transform expressions for exponential functions. //


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**


 * Verbal-Linguisitc: ** Students will have many opportunities to discuss and practice repetitions of writing the content.


 * Logical/Mathematical: ** The Idea Rake Chart for organizing their notes about exponents and their properties will be a way for students to keep their work organized.


 * Visual/Spatial: ** Glogster's are the perfect project for visual learners, they are a digital poster.


 * Bodily/Kinesthetic: ** Students will be moving around a lot in the lab activity that we will start the lesson with.


 * Musical/Rhythmic: ** Students will be encouraged to make up a quick rap or song that will help them remember the exponent properties.


 * Intrapersonal: ** Students will have the choice to work on their homework individually and be able to ask questions to the teacher or students.


 * Interpersonal: ** Students will be in working in groups on their projects, homework, and during the group activities described above.


 * // Type II Technology: //**
 * ** Glogster, ** Create a digital poster to relate exponential functions with the properties of exponents. Glogster is a really cool program which allows students to make a digital poster that is much more involved than the traditional paper poster. Students will can be creative, very visual, and perhaps naturalistic with their project if they wish. Glogster will be created in individually and shared with the class on the last day of the lesson.
 * // Rationale: //**// Students will demonstrate their understanding through creating an online poster in Glogster. These posters can be saved as a great artifact and aid for later when they see problems with exponents again. //


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //**
 * "Onion Ring," Students will show their level of understanding for the material by doing an "Onion Ring" question and answer practice. Where students form a big circle and an inner circle, pairing up with a partner to tackle a question. This will be a good activity for students to be able to have mathematical discussions about the new material. Also a great opportunity for maybe one student to helps another student understand the new math.


 * // Summative: //**
 * This is the only project they do individually in this unit. Students will create a Glogster to show their understanding of exponent properties and of how to use them.

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 * // Rationale: //**// Formative assessment is an important way to check the students for understanding. All students learn differently and at different paces. As a teacher and throughout this lesson I will be checking students’ progress by having discussions with the class and also walking around the room during group activities. This lesson offers students to show their understanding through a product as well as in a written quiz. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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