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Name: eff.

Fall 2012
Grade level:
Subject area:
Lesson content:

Lesson Plan Template


Salem State University
School of Education

I. Setting the Stage: What are your measureable objectives and assessment?

A. Curriculum Framework Standards: Which MA Curriculum Frameworks


address your topic content and objectives?
HSF-IF.A.2: Use function notation, evaluate function for inputs in their domains, and interpret
statements that use function notation.
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. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

B. Generative Topic: What is the focal concept or skill of the lesson?


How can differential calculus be used to inform us about basic concepts in physics, such as the
relationship between position, velocity, and acceleration?
C. Measurable Objectives: What do you want students to know and be able to
do?
SWBAT interpret changes in the velocity and acceleration of an object moving along a straight
line, given a position function for that object.

D. End of Lesson Assessment: How are you going to assess students


understanding?
All student responses to Desmos Activity are available for review and saved to the cloud. In
addition, students will be given a short assessment later in the week on applications of the
derivative.

II. Content of the Lesson

A. Content and Skills: What do you know about what you are planning to
teach?
The lesson focuses on the relationship between position, velocity, and acceleration and how they relate
to the derivative of a function. Students know how to differentiate polynomials function and can use the
derivative to look for local extrema. During the academic week prior to this lesson, the class focused on
modelling and optimization problems.
B. Rationale: Why teach the lesson?
Much of the class will be going on to math and physics-intensive majors in college, such as
engineering.

Name:
Grade level:
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Lesson Content:

III. Knowledge of Students: Why does knowing your students matter?


The class is made up of eight twelfth graders. Two students are on IEPs and two have 504 plans
of these the major accommodations are extended time and access to the Student Learning Center or
small group Academic Support. All students in the class plan to attend a four-year college next
year, and all of them are in either Robotics, Engineering, Programming, or Biotechnology as their
vocational/technical shop.

IV. Preparation for the Procedures:


Materials: What materials, resources, and technology will you need?
Laptops and whiteboards for students.
Laptop, smart board, and projector for instructor.
Desmos Activity prepared in advance.

V. Sequence of Teaching-Procedures

A. Beginning of the Lesson: How will you immediately engage all of your
students in the content?
Students will arrive, log on to their individual laptops, and complete a warm-up problem while they
load the proper webpage. (~5 min)
B. Middle of Lesson: What are your students doing (e.g., speaking, writing,
drawing, performing, documenting, observing) to explore the content?
Follow the link to the Position, Velocity, Acceleration! Desmos Activity.
Students will be asked to make and record observations about the movement of an object
(animated on their computer screens) along a straight line. They will then be asked to connect
their observations to the features of the position function for the object. (~5-10 min.)
Students will then be asked to bring in their prior knowledge about using calculus to analyze
function to move from an estimate to an exact value. They will then connect this idea in
context. Specifically, they will be asked to connect the idea of a change in position (therefore
the derivative) to the velocity function. (~10 min.)
Students will continue to answer prompts which encourage them to make connections
between position, velocity, acceleration functions of an object. (~10-15 min.)

C. Extension and Enrichment Activities during Class Time: How will you
extend the learning of students who finish tasks early?
If students finish all prompts before the end of the class, they will begin answering from a further
set of practice questions on rectilinear motion using differential calculus.

D. End of Lesson: How will you help all students process the experience?
This is largely a discussion and analysis based lesson plan, so there are many stopping points for
students to process what they are learning. The lesson is also paced to build on itself, so that each
new step follows from group processing and discussion of new knowledge.

Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).


Name:
Grade level:
Subject area:
Lesson Content:

VI. Reflection after Teaching: What did you learn from teaching the lesson?

A. Looking at Student Performance


o To what extent did students meet measurable objectives and what is the evidence?
o What were some common student misconceptions?
o Based on student performance, what areas of instruction / topics / activities need revision or
elaboration?

B. Looking at Teaching
o Prompting questions include (you should answer most of these):
o What went well?
o What were the challenges?
o What did you learn (about yourself, students, and content) from doing the lesson?
o What would you do differently?

Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).

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