Standard7

@Standard1 | @Standard2 | @Standard3 | @Standard4 | @Standard5 | @Standard6 | @Standard7 | @Standard8 | @Standard9 | @Standard10 Home **Standard 7**  ** Teachers are able to plan different kinds of lessons. ** // The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. //

**Evidence 1: Kyle Thompson LP [|KyleThompsonLP.doc]**

**Rationale 1:** In this lesson plan, it is a project that reinforces graphing parabolas and the Vertical Motion Model. It is designed to engage student through sports, something that many students can relate to outside of the classroom. It also requires the students to use many different skills such as collaboration, accountability, technology integration and data collection. The content also makes connections to experimentation and statistics. Although it is mainly designed as a reinforcement activity, the students will have to use application and inquiry to complete the tasks. They will also be made to become fully aware of how they are learning. They can also change the focus from the process to what information can they gather from experiment and how can they use it to build on their understanding. This is a change of pace from the monotony of traditional instruction and provides the students with a wider array of skills that they can improve upon. The technologies used are graphing utilities on computers as well as data organization software such as Microsoft Excel. This lesson also provides me with an alternate assessment method for my students. A project like this doesn’t only focus on the concepts but allows the opportunity to become more well rounded math students for future content and projects.

**KSD**

// 7.K.2 The teacher knows how to take contextual considerations (instructional materials; individual student interests, needs, and aptitudes; and community resources) into account when planning instruction that creates an effective bridge between curriculum goals and students’ experiences. //

By using sports and vacating the regular classroom setting, students get the opportunity to apply what they learned in a different environment, which should increase the amount of student engagement in the class. They then change focuses to technology, which will sustain their interests. While math continues to be the central focus of the project, students will also make the connections to the different subjects and different skills they are applying.

// 7.S.1 As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those // // previously acquired). //

This is a reinforcement activity to build on previous skills such as graphing parabolas and the Vertical Motion Model. Through this we will use graphing utilities to create equations and manipulate the graphs. Students will be encouraged to study how the changes in equations affect the graphs of the parabolas and how it applies to them throwing their object. Overall understanding of quadratic equations should be deepened and should also lead into future lessons using those equations, especially when coming up with different representations for them.

// 7.D.1 The teacher values both long-term and short-term planning. //

This lesson gives immediate reinforcement and evaluation of newly learned concepts. The lesson itself would not require more than a day and should be done the following the introduction of the concepts. The students however will be allowed to build upon these concepts and inquire about upcoming material. We also could come back to this project when learning conic sections in Advanced Algebra. Also, I can look for improvements for this lesson and adapt it for future students based on effectiveness, advancements and accessibility to resources.