UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate: Olivia Simpson Date developed: February 13, 2017

Lesson Title: Marshmallow Launchers Date of lesson: February 15, 2017

Grade Level: 9th Grade Algebra 1 Knowledge domain/subject: Algebra

Number of students: 15
Unit/theme: Unit 7 Parabolas and Graphing Period/time/estimated duration: 90 minutes

Where in the unit does this lesson occur? 3rd lesson in the unit. Structure(s) or grouping for the lesson (all that apply): Partner
After we have already gone over parabolas, but before we go pair and independent practice.
over reasoning with equations and inequalities.

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?

There are 9 males and 6 females in the classroom. All students speak English but there is one student with a learning disability.
Students who are struggling with this unit will gain from working in a group setting because they will be able to watch their peers and
ask questions. For the student with the disability, if they are uncomfortable in a group setting, they will be able to work along side
with a modified worksheet.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)

I will need marshmallows, worksheets, calculators, stopwatch, yardstick, protractors, and launchers.

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in YOUR
handbook!)
Linking the study of parabolic equations to real-life applications. Students will collect date and write a parabolic equation of a
catapult using the quadratic equation.
After collecting several calculations, students will be able to calculate a prediction of the maximum height of their marshmallow after
launched. After finding the maximum height, they will place a target at their predicted vertex and try to hit the target.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)

In order for students to grasp the concept of quadratic functions, they first need to learn about exponential and linear functions.
Quadratic functions share certain properties in relation to linear, periodic, or exponential. Understanding all of the other properties
will give them more insight into quadratics. They will already have prior knowledge about how linear and exponential graphs grown
in different ways. They will also know how to read a graph correctly. Later, they will be able to interpret expressions for functions.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)

Students know how to find the average when given a set of data.
Students will know how to graph a parabola and find its points when given a quadratic equation.
Students can find the vertex from the parabola when given the quadratic equation.
LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]:

Students will be able to use appropriate mathematical vocabulary to describe what happened in their experiment.
Students will be able to know how to write a function of parabola, and find the height and vertex of a parabola by measuring their
launches from their marshmallows.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and
quadratic functions, and simple rational and exponential functions.

CCSS.MATH.CONTENT.HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the origin in graphs and data displays.

CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal description of the relationship.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)

LANGUAGE FUNCTION: Be sure to check for specific criteria in your handbook!)

Language Demand: Vocabulary, analyze, calculate, resolution.
DISCOURSE: Write and speak.
SYNTAX: Calculations, organizing, numbers, graphs, hypothesis, and illustrations.
VOCABULARY: Use proper vocabulary to describe their predictions.

LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)

Students will be required to use proper vocabulary for this assignment. Before we start the activity, we will go over as a class the
important vocabulary they will need to know. For example, some of the definitions will be vertex, parabola, average, end point,
range, origin, etc. These will all be on their worksheet so they can write down the definition before they start the activity. They will
also have their books on hand.

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)

Diagnostic/pre-assessment: At the beginning of the class I will go over quadratic equation, vertex, parabola, and how to find the
values of a quadratic equation as a recap before beginning the assignment.
Formative assessment/feedback to learners: Each student will have an activity sheet that they will be using throughout the activity to
document their progress. This will give me as the teacher an opportunity to walk around the classroom and see their progress. I will
also be there to listen to class discussion and answer questions.

Summative assessment (if any): At the end of the unit, the students will be given an exam to test their abilities on finding the vertex
of a parabola in several different ways.

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: Exceeding expectations will for the students to figure out the height, vertex, and quadratic formula of the
parabola. They will measure their shots correctly and efficiently. They will know what this looks like because I will demonstrate for
them before we start the activity.

Meets expectations: Meeting expectations will be filling out the worksheet that I provide and work through the steps as diligently as
possible.

Below expectations: Below expectations will be not contributing to the group activity or filling out their personal worksheet.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):

1. Students will need to determine the vertex of the parabola as well as an additional point on the parabola, which is called the
endpoint, to determine the equation of the trajectory.

2. Ask students how they could determine the point of a vertex.

3. Students will brainstorm ideas in their groups. They should be able to recognize that the vertex is the middle of the parabola.

4. Have students record the ending points on the worksheet and take the average. They will not be able to determine the x value of
the vertex by dividing the ending point in half.

5. To determine the y value, they first will need to find the location of the x coordinate of where they will measure the height of the
trajectory. After they have located the place to record the measurement, the students will shoot the ball again as a trail run to get an
idea of how high the yardstick must be on the wall. After, the group will launch the trajectory and have one student stand back and
read the height on the yardstick. Students will need a least three readings for accuracy.

6. Now each group should have found the vertex ( h,k values) and can use these for the quadratic equation.

7. To determine the value of a, use two known points that lies the trajectory and determine the value of a for both. How do these
values compare? Should they be exactly the same? Which value is more accurate?

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

What could you do to your quadratic equation to make the parabola bigger? What affects the shapes of these
graphs? How did this activity help your understanding of quadratic equations? Where in the real world can you see
parabolas?
BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)

Because this can be a confusing activity, I will first model how to properly use the launcher, and how to measure the distance and
height that is needed. I will also be around to answer any questions. Their worksheet will also have step by step instructions that will
help with any questions.

My hook will be to relate parabolas to real world problems. I can show them a basketball video and show how shooting a basketball
into the hoop creates a parabola.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?

Group discussion will be promoted during the entire activity. Help from their peers will be encouraged. I will be walking around and
asking each group critical questions to get them thinking and to show their understanding. For example, I could ask why the height
of their parabola differs from the group next to them.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)

At the end of the activity, I will have the students write in their learning logs the definitions they learned and what they took away
from this lesson. They will then turn these in as an exit slip and It will give me an opportunity to see what they learned.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)

Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): There is a student with Aspergers syndrome. He is uncomfortable in a group setting, but is perfectly
capable of doing this assignment. If he wants, he will be able to work on the assignment alone and with my help.

Challenging experienced learners: For experience learners who are done early, they can participate in another activity outside the
classroom. Once they calculate the equation of their catapult, there will be a bucket outside the classroom. Each student that has
finished will then determine the placement of their catapult in the vicinity of the bucket. They will be encouraged to use the
information collected in the other activity. Each person will mark his or her place with tape before starting the contest. They will place
the catapult where they think is the best spot to hit the bucket. Each person gets 4 shots. Winner gets bragging rights.

Facilitating a classroom environment that supports student learning: Peer discussions will be greatly encouraged and each student
will be prompted to ask questions.

Extension: If an extension is needed, I can have everyone walk around the room and view other students findings about their
parabolas. Why are some of them higher than others? Why are some of them bigger in width?

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students become too loud and out of hand? I will make sure I keep noise levels down and also make sure each student is
participating in the group work.

What if students cannot get the right numbers for their calculations? If there are students that are struggling with understanding the
assignment I will first have them brainstorm why they think it might not be working for them. Then after we come up with a few
suggestions I will encourage them to try again. If they still cannot figure it out then I will help them find the right calculations.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
http://betterlesson.com/community/document/1381156/marshmallow-launcher-lesson-plan-pdf