Name:_Cory Flake_____________________________________________ DATE:__04/21/11_____________ GRADE___9-12___________________ LEVEL:___Algebra 2 Regular level______________________ TITLE:_____Rockets and Quadratic Equation_(50 minutes)_____________ OBJECTIVE(S): Students will

understand that quadratic equations have many applications outside of school. Students will know how to apply the quadratic equation in many areas of life. Students will be able to evaluate quadratic equations to figure out useful information. ALIGNMENT OF OBJECTIVE(S) TO STATE CONTENT AREA STANDARDS Content Area: Patterns, Algebra, Functions Standard Label: Concept 2: Functions and Relationships Grade Level Span: 11 - 12 Performance Indicator(s): PO1. Express and solve problems that can be modeled using linear, quadratic, logarithmic, exponential, cubic, reciprocal, absolute value, and step and other piecewise-defined functions; interpret their solutions in terms of the context. PO2. Use function notation flexibly and evaluate a function at a value represented by an algebraic expression. Rationale: Students dont often see algebra applications outside of their books. This lesson plan shows these applications. ASSESSMENT: Formative: I will check group interactions for understanding of the lesson. The students will draw graphs and explain one step in modeling real life quadratic equations to hand into me at the end of class. Summative: A test on use of functions will be given at the end of the unit.

PRIOR KNOWLEDGE/SKILLS: The students know how to use quadratic formula. The students know how to evaluate functions for specific values. The students know how to solve equations for variables using algebra. INTEGRATION OF SUBJECT MATTER: Physics GROUPINGS: Groups of three have been selected for this unit using grade stratification with higher grade students helping lower grade students. Each student will be given time to express a thought in group discussion during this lesson. Students will rate performance of each group member and the quality of their notes on their exit slips due at the end of class. DIFFERENTIATED INSTRUCTION STRATEGIES:

Verbal Group discussions on the topics of the lesson. Logical Students will manipulate functions and find solutions to values of the function Visual Examples will be modeled on the board. I will be showing clips from a movie. Intrapersonal Not applicable for lesson Interpersonal Group discussions on the material. Kinesthetic Students will move to the board for examples. Musical Not applicable for lesson

MODIFICATIONS/ACCOMODATIONS: I will review student's IEP/504 and make appropriate modifications and accommodations. EXTENSIONS: Not applicable for lesson MATERIALS, RESOURCES, and TECHNOLOGY: Teacher materials: Projector, DVD player, White board, dry erase markers, paper and pen, Gordon, C., Franco, L., & Johnston, J. (1999) October Sky [DVD]. Universal Studios: California, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text. Student Materials: Writing utensils, calculator, paper, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, Student Edition.

SOURCE FOR LESSON PLAN AND RESEARCH: Gordon, C., Franco, L., & Johnston, J. (1999) October Sky [DVD]. Universal Studios: California. Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text. LESSON: See DETAILS of LESSON PLAN: ARIZONA STANDARDS FOR INITIAL CERTIFICATION: I am meeting the following standards though this lesson plan: Standard 5: The Teacher collaborates with colleagues, parents, the community, and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and to transition from school to work or post-secondary education. The performance assessment shall measure the extent to which the teacher: 5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students 5.3 Accesses community resources and services to foster student learning 5.5 Collaborates with colleagues to meet school and district goals Standard 7: The Teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards: 7.1 Skills and concepts related to the subject area 7.1b At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she being certified to teach 7.3 Debates and processes of inquiry that are central to the discipline 7.5 Connections between knowledge of the subject areas and real life situations at the level of the students being taught Standard 8: The Teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and asses student learning. The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 8.4 Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 8.6 Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community of student learning 8.7 Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8.8 Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 8.11 Services and resources to meet the needs of exceptional children and how to access the services and resources 8.12 Schools as organizations within the larger community context and the operations of the

relevant aspects of the educational system8.13 Laws and ethics related to student, parent, and teacher rights and responsibilities DETAILS OF LESSON PLAN PARAGRAPH ONE: The classroom should be arranged in one block of desks facing the main white board. There should be 5 columns with 5 rows of desks. The class seating chart is located to the right of my computer and should have current pictures with names for easier recognition. There is a podium to the right of the White Board to stand while giving instruction. This lesson plan is designed to show the students some of the real life uses of the quadratic equation. This will also increase their desire to learn the quadratic equation to be able to explain the behavior of gravity and other forces on projectiles. See standards for Arizona Math above ANTICIPATORY SET: (5 minutes): Bell Work. The procedure for this activity is that the students walk in quietly, take out a piece of paper, and complete the bell work on their own. Draw these graphs on the board as best as you can. 1. A quarterback throwing a football and show the path of the ball as it peaks and then goes down. 2. A man launching a javelin and show the path of it till it hits the ground. 3. A rocket and show the path as it goes up and then down to the earth. Ask the students to discuss in their groups what algebraic shape and equation is shown in these pictorials. Also, ask them to discuss what forces may be affecting the ball, bullet, or rocket. While students are working on the Anticipatory Set, attendance must be taken and reported on the computer for any absences or tardies. After attendance is taken walk and listen to discussions. The class should have followed established procedures to turn homework in before starting the anticipatory set. All previous homework assignments are on the board to the left of the main whiteboard so there should not be any questions from the students.

PARAGRAPH THREE: (7 minutes) Class Discussion: Ask each group to report the findings of their discussion during bell work. Duplication of answers is expected. Let each group participate. Explain that the quadratic equation that they have studied before in class explains the behaviors of the ball, bullet, and rocket. The direct force that causes the peak of the path is gravity. Also tell the class that the time of the increasing portion of the path is equal to the decreasing portion of the path. Show that by drawing a bracket on the portions of the paths. PARAGRAPH FOUR: (15 minutes) Video clips: Explain that two students at about their same age were working with rockets and had lost one rocket during their experiments. This lost rocket may have caused a forest fire which stopped their experiments because of suspicions of arson. Show the video clips of October Sky that apply to the discussion. Start DVD at 1 hr

11min. Be sure to prep the DVD before class starts for ease in transition. Stop the DVD at 1 hr 16 min 26 sec. Ask the students to get in their groups and discuss what happened in this clip as it relates to the quadratic equation. Let them discuss for 2 minutes before opening the discussion to the class. Write their answers on the board. Some answers may include distance, time, force of gravity, and force of wind. Explain that these are the components of quadratic equations that are not discussed in their books. PARAGRAPH FIVE: (7 minutes) Direct Instruction: Turn to page 294 of the McDougal Littell text. Explain example five using separate board space for each step for ease in instruction. Tell the students that each problem will have initial velocity and height and can use this basic formula to calculate any variable including time and distance traveled. PARAGRAPH SIX: (8 minutes) Class Practice: Invite four different students to the white board and model #77 on pg 297. If a student gets stuck have the class help first. If the class is also stuck, help the student by explaining the step that was missed. Allow time for each student to finish the problem checking for the answer .17 seconds. Allow students to use a calculator. PARAGRAPH SEVEN: (5 minutes) Independent Practice: The procedure for this activity is for the students to work quietly. They are to raise their hand if they need help and wait patiently until they are given help. To help the students, mention the step that they appear to be missing from the examples and move on. The students know that this is all the help they will get as others in the class may need the same help. Write the assignment pg. 297 #s 78-80. Tell students that they will need to complete the assignment at home if they do not finish in class. CLOSURE: (3 minutes) Partner discussion: Ask the students to turn to the student on their right and discuss what they found out about real life applications for quadratic equations. The last column can turn around to the student behind them. The procedure for this activity is for one person to talk while the other person listens intently for 1 minute. The teacher then calls switch and the other person shares their opinion. Walk around the classroom to ensure on task behavior. Ask students to draw a graph of a rockets path and write down one step to modeling real life quadratic equations on a slip of paper to hand to me at the end of class. REFLECTION: