Unit Design Template EDUC 343

Objectives: In the space provided below, list your learning objectives for the lesson. These should be worded as behavioral objectives with criteria on how they will be assessed included. For example, if you plan to assess the objective in an essay, than the objective should begin, Given a word problem to solve, the student will be able to In addition, the NJCCCS that this objective addresses should also be identified (i.e. 4.1, 3.2, etc.) These Standards can be found at http://www.state.nj.us/education/cccs/ Given a performance assessment on the rise and run, students will be able to calculate the slope of an equation, understand how the slope affects a graph, and create equations that represents lines with different types of slopes with 80% accuracy (CCSS.Math.Content.HSF-IF.C.7). Essential Questions: What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit that this lesson supports? How does the slope of a line effect a graph? Materials: In the space provided below, list the materials that will be necessary to complete this lesson. Include any sources, supplies, and multimedia that will be used. 1. Worksheet with directions, table to record the rise and run during the experiment. 2. Worksheet with questions for students to answer based on the experiment. Knowledge & Skills: In the space provided below, list the content topics that are essential in this lesson. Typically, this is the material that students will be held accountable for on a unit assessment. Students will understand that the slope of the line can change the steepness as well as the positivity or negativity of the graph. Hook: In the space provided below, please explain how you will grab the students interest and engage them to follow you on this learning experience. Display two graphs on the board with a picture of a lizard at the origin of each graph. On one graph, place a bug in quadrant one close to the y-axis. On the other graph, place a bug in quadrant one close to the x-axis. Extend the lizards tongue to the bug on each of the graphs. Ask the students what they notice about the lizards tongue in both graphs.

Unit Design Template EDUC 343

Make sure that the students understand that in one graph, the lizards tongue was almost straight up, and in the other, the lizards tongue was almost straight across. Tell them that lines can act in the same way. Then introduce the definition of slope. Procedures: In the space provided below, list the activities that the students will be engaged in throughout the learning process. Procedure statements should begin, The student will Also include an estimated number of minutes for each activity to assist in proper pacing. Est. Min. Activity 1. Students will stack three books on a desk. Students should then lean a ruler on the books to create a ramp, and tape the ruler to the desk. The students will then measure the rise over run and put it into a table.

10 minutes

10 minutes

2. Students will then move the books closer to the ruler three more times to make the ramp steeper, and will again record the slope.

3. Students will then add another book and see how that affects the slope.

10 minutes 4.

5.

Unit Design Template EDUC 343

Assessment: In the space provided below, please articulate how you will evaluate whether or not each student has reached your learning objectives for this lesson. Please include the criteria in which they will be assessed and a rough outline of any rubric or test that will be used in the process. Students will answer questions and draw graphs for homework based on the in class experiment. These questions should be answered with 80% accuracy.

Closure: In the space provided below, please articulate how you will conclude the lesson in a way that leaves the learner ready to continue the exploration. Students will complete an exit ticket in which they will explain what they think they need more help with.