Ashley Coffman

Lesson Plan – Somewhere Over the Rainbow

Teacher Name: Libi Kruta
Lesson Title: Somewhere Over the Rainbow - Connecting Trigonometry to the Real World
Subject and Grade Level: Pre-AP Pre-Calculus, Grades 11-12

Standards

Master Technology Teacher Framework
Domain-Competencies:

• 1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.

• 2-005 Demonstrates knowledge of how to use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations.

• 2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.

• 2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.

• 2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.

• 3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.

• 3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS

§111.35 Pre-Calculus
(P.3)  The student uses functions and their properties, tools and technology, to model and solve meaningful problems.

The student is expected to:

(A)  investigate properties of trigonometric and polynomial functions;

(B)  use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data;

(C)  use regression to determine the appropriateness of a linear function to model real-life data (including using technology to determine the correlation coefficient);

(D)  use properties of functions to analyze and solve problems and make predictions; and

(E)  solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas and incorporate radian measure where needed.
 

Content and Cognitive Goals

Student Learning Goals:
1. Understand how trigonometric functions relate to the phenomenon of rainbows.
2. Apply their knowledge to verify water's index of refraction to prove Snell's Law.

Teacher Learning Goals:
1. Plan, implement, and assess a technology-integrated lesson that accommodates diverse learning.
2. Create a collaborative learning environment that actively engages the student and facilitates classroom management.

Mentor Learning Goals:
1. Develop questioning techniques that guide the teacher through the process of creating a technology-integrated lesson focused on the learner.
2. Effectively apply mentoring skills to develop teacher's confidence and independence using technology to enhance lessons.
 

Learning Connections

Before this project, students must have a solid foundation of analytic trigonometry – know how to solve equations and calculate values of trigonometric functions of angles. The students will connect their knowledge to the real world by studying the mathematics of rainbows. Knowing which mode to use (radian/degree) might cause confusion for the students when they are doing calculations.

Learning Activities and Tasks

1. Instructor will assess current knowledge level with a chapter quiz. She will then address problem areas and review key trig functions that will be used in the project. (psychomotor, knowledge)

2. Instructor will lead class discussion over trig functions and their connection to real world. (knowledge)

3. Students will form hypothesis based on prior knowledge and class discussion. (comprehension)

4. Students will individually research the physical properties of rainbows and their mathematical relationship to Snell's Law of Refraction, Index of Refraction, and the Law of Reflection. (knowledge)

5. Students will team up with a partner to prepare a report based on their findings and create a model illustrating Snell's Law as it applies to rainbows. (application, analysis)

6. Team will calculate water's index of refraction using computer software and use calculations to prove Snell's Law of Refraction. (application, analysis, synthesis)

7. Team will present their report, model, and proof to the class via medium of their choice (brochure, PowerPoint, video, etc.). The presentation will be evaluated by their peers. (application, evaluation)

8. Students will evaluate their hypotheses and make conclusion. (synthesis, evaluation)

Accessibility and Diverse Learners

1. Review IEPs and meet with Special Education teacher and ESL teacher to discuss possible modifications for project.

2. Utilize various methods of instruction to meet diverse learning styles (visual, hands-on, auditory).

3. Allow students to choose model type and presentation method that best meet their learning style and emphasize their strengths.

4. Provide extra guidance to ADD/ADHD students to ensure they stay focused. Allow extra time for completion of project if modifications call for it.

5. Provide individual tutoring before and after school.
    

Teaching/Instructional Strategy

The constructionist or project-based model will be used for this lesson. Students will conduct research on their own but then work in a collaborative partnership to synergize knowledge, create a model and report, and prove Snell's Law of Refraction through calculations – students will be "learning by creating". The instructor will facilitate this student-based learning model by simply acting as a guide and resource for students. She will also monitor team progress and individual accountability through close observation and direct questioning.

Although the makeup of the class is unknown at this time, there might be 1-2 students with ADD or ADHD. Listed below are instructional strategies the instructor will use to accommodate ADD/ADHD learners:

• Set clear expectations and communicate goals/objectives on a daily basis.

• Break project down into smaller steps with incremental due dates.

• Partner with organized, time-efficient student.

• Frequently ask questions to evaluate progress.

• Allow extra time for completion of project (if modifications call for it).

Student Work Samples

Individual:
Hypothesis, e-Journal, Conclusion

Group:
Report, Model, Calculations/Proof

Technology Connection

Students will use laptop computers for both the individual research and team production parts of the project. For the individual research, students will use Internet Explorer and search engines such as Google, Ask, etc. For the production part, teams will have access to digital cameras and video cameras and also have several software options to choose from for each component:

• Report - Microsoft Word, Microsoft FrontPage, Microsoft Publisher

• Model - Microsoft Paint, Adobe Photoshop, Windows MovieMaker (create video)

• Proof - Microsoft Excel, TI Interactive

Technology Management Strategy

Throughout this 3-90 minute project, students will be working in the math computer lab and each student will have their own laptop for research and production. Students will conduct research on their own and then will be paired with a partner for the production part. Teams will be selected by the instructor to synergize strengths and counteract weaknesses. For example, a student that is strong in math but lacks technology skills will be paired with a student who excels on the computer but struggles sometimes with math...or perhaps a shy student will be paired with the class clown. Team progress and work effort will be monitored on a continual basis by the instructor. Individual accountability will also be assessed through instructor observation and partner evaluation. The instructor will give ADHD students additional support as needed and also communicate expectations and goals on a daily basis. They will also be given incremental due dates so the instructor can keep track of their progress. 

Materials

Instructional Materials:

Project Guidelines
Project Rubric
District Fair Use Guidelines (signed)
Graphing calculators
Whiteboard
Markers
 

Pre-Calculus Teachers
Librarian
LAN Tech
 

Assessment

Informal: Class Discussion, Q&A Session, Observation, e-Journal, Questioning, Checklist

Formal: Peer Evaluations, Team Evaluations, Project Rubric

Teacher Reflection

n/a - lesson not taught yet

Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)

____ Technology instruction was effective and students/educators achieved curricular goals.
____ Technology instruction was effective and students/educators or I achieved targeted goals.
____ Technology instruction was effective and I achieved my professional goals.
____ Students/educators were motivated by the use of technology.
____ Technology was critical to the success of this lesson.
____ Varying abilities of students/educators was supported through the use of the technology.
____ Equipment was sufficient for the number of students/educators completing the activity.
____ Equipment and software functioned properly.
____ Overall rating of lesson.

Use the following questions to reflect on your lesson.
Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion?



How would you change this lesson for teaching it again?



Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required?



Did you achieve your goals met/in progress in the required criteria?

Mentor:

Peer Coach: