DES TECH RICH CURRIC
DES TECH RICH CURRIC EME 5207
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This 5 page Class Notes was uploaded by Sherwood Hartmann PhD on Friday September 18, 2015. The Class Notes belongs to EME 5207 at University of Florida taught by Staff in Fall. Since its upload, it has received 9 views. For similar materials see /class/206898/eme-5207-university-of-florida in Media Arts and Design at University of Florida.
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Date Created: 09/18/15
David Young EME 5207 41306 quotRace the Rapperquot Slope Curriculum Unit This document contains 1 The completed Understanding By Design template for this Unit 2 Lesson plans for each of the four sections the unit is divided into 1 Understanding By Design Template Stage 1 Identify Desired Results Established Goals From FLDOE Course reguirements for Liberal Arts Math After successfully completing this course students will 5 Demonstrate knowledge of coordinate geometry and graphing functions and relations MAC342 Using a rectangular coordinate system graph apply and algebraically verify properties of twoand three dimensional gures including distance midpoint slope parallelism and perpendicularity Essential Questions Desired Understandings What is slope o Slope is a single number that describes the What kind of situations can be modeled quotslantquot ofa line with linear functions 0 Slopes of linear data represent the rate of What can the slope of linear data tell us change of the data A slope of zero means that the line has no vertical change An undefined slope means that the line has no horizontal change Key Knowledge and Skills Students will know Students will be able to The definition of slope o Recognize positive negative zero and That the slope of a distance vs time undefined slopes from looking at a graph Find the slope of a line from it s graph or from two points on the line Interpret the slope of linear data as a rate of change graph represents speed Audience This unit is designed for a Liberal Arts Math course at the Florida Virtual School Liberal Arts Math is an algebra review course taken by juniors and seniors who have had Algebra and Geometry and do not have the skillsinterest to continue to Algebra II or precalculus As such the students have generally seen material covered in the course at least once before and have varying amounts of memory related to the topics covered Stage 2 Determine Acceptable Evidence Performance Task The race Students collect data from the 2003 New York Marathon in which rapper Sean quotP Diddyquot Combs participated Students create a graphs of Sean s race and compare it to a graph of Martin Lel s the winner race They explore the slope of each graph and how they differ and what that means for how the race is run Then students use a marathon calculator to nd their projected nishing time and compare that with the two other racers Other Evidence quotTraining Manualquot Students record discoveries and examples as they work through the content of section 1 in develop de nitions and methods of nding slopes Finding Resources Students nd resources on linear equations and share them with each other in a discussion forum Practice Sheet A problem set that covers the basic skills covered in this section and introduces the idea of distance vs time graphs quotRace Logquot Students collect and graph data from 2 participants in the 2003 NYC marathon In addition they collect and graph data for their own hypothetical race based on a marathon calculator Discussion Students share their thoughts about the lesson in a discussion forum Quiz At the end of the unit students take part in a quiz Student Self Assessment and Re ection In the rst discussion students collect resources and share what they learned that was not covered in the lesson In the quotRace Logquot students create data for a theoretical race in which they evaluate if they think how they would be able to perform and what their graph would look like In the discussion at the end of the race section students re ect on the unit and give adice to other students 1 sets up 2003 New Y Marathon in which rapper P Diddy received a lot of media attention for 2 to 3 Students are presented with the de nition and equation of slope and are Manquot resources on ll 12 quotRace Log to re ections Technology The following technologies are utilized in almost every section of this unit Although students learn how to use the CreateAGraph web site to create their graphs the desired outcome is not how to use the site but how to make a graph which the site supports well It also provides students with an exposure to an intemet technology that they may not have been previously aware of and that they may be able to apply in future situations as an alternative to excel Web Pages Displaying content Word Processor MS Word for completing notes homework etc Flash Applets For graphing and practice tools Graphing tool CreateAGraph could alternatively use MS Excel Email For studentteacher communication and submission of assignments Tquot 39 forums For studentstudent communication 2 Section Lesson Plans Note these sections do not correspond directly to typical quotlessonsquot as are found in most faceto face classrooms They are simply an organizational tool to add coherence and logical ow to the unit As such the section lesson plans may not have all aspects of what is typically seen in a lesson plan 21 Section 1 Lesson Plan Section 1 Objectives Students will be able to define slope and find the slope of a line given it s graph or the coordinates of two points on the graph Materials A computer with intemet access a ashenabled browser email and Microsoft Word Student and Teacher Actions Student Teacher Student works through lesson in order 0 Teacher is available by phone and email completing study guide training manual for student support tutoring feedback or as heshe works questions Student contacts teacher for assistance 0 Teacher provides feedback on study guides when necessary within 48 hours of receiving them Student submits completed study guide at 0 Teacher monitors discussion forums the end of the section Student finds intemet resource and shares it in the course discussion forums Feedback Students receive feedback from the teacher on their study guide This is not a formal grade but an opportunity to receive feedback on how they are doing and to correct and early misunderstandings Students also receive feedback on their discussion forum postings from the teacher This could be in the forum or by email depending on which is more appropriate for the student and situation Assessment Students receive formative assessment on their study guide which is not graded but reviewed by the teacher Students also receive formative assessment on their discussion forum postings Postings are graded out of 5 points based on the following 2 points for finding a useful intemet resource for linear equations 2 points for justifying their choice of resource and 1 point for responding to another student39s post 22 Section 2 Lesson Plan Section 2 Objective 1 Students will be able to define slope and find the slope of a line given it39s graph or the coordinates of two points on the graph 2 Students will know that the slope of a distance vs time graph represents velocity or speed and apply that knowledge to interpretation of graphs Materials A computer with intemet access a ashenabled browser email and Microsoft Word Student and Teacher Actions Student Teacher Student contacts teacher for assistance 0 Teacher is available by phone and email when necessary for student support tutoring feedback or Student completes practice sheet and questions submits it to teacher via email 0 Teacher provides feedback on practice Students post to the discussion forum sheets within 48 hours of receiving them Teacher feedback on part 2 of the sheet particularly addresses potential misunderstandings that exist about distance vs time graphs Feedback Students receive feedback from the teacher on their practice sheet via email The first half of the sheet is graded as the percentage of problems solved correctly The second half of the sheet is graded as participation with a focus on the teacher ensuring that students understand that the slope of a distance vs time graph represents speed Assessment The practice sheet is graded out of 20 points as a percentage correct Student39s scoring below 70 will have the opportunity to redo the worksheet 23 Section 3 Lesson Plan Section 3 Objective Students will know that the slope of a distance vs time graph represents velocity or speed and apply that knowledge to interpretation of graphs Materials A computer with intemet access a ashenabled browser email and Microsoft Word Student and Teacher Actions Student Teacher Student contacts teacher for assistance 0 Teacher is available by phone and email when necessary for student support tutoring feedback or Student completes quotRace Logquot study guide questions as heshe works through the section 0 Teacher provides feedback on study guides Student submits completed study guide at within 48 hours of receiving them the end of the section 0 Teacher feedback on part 2 0f the sheet particularly addresses potential misunderstandings that exist about distance vs time graphs Feedback Students receive feedback on their quotRace Logsquot from the teacher Assessment The quotRace Logquot will be graded out of 10 points based on completion 24 Section 4 Lesson Plan Section 4 Objectives 1 Students will be able to define slope and find the slope of a line given it39s graph or the coordinates of two points on the graph 2 Students will know that the slope of a distance vs time graph represents velocity or speed and apply that knowledge to interpretation of graphs Materials A computer with intemet access a ashenabled browser email and Microsoft Word Student and Teacher Actions Student Teacher Student contacts teacher for assistance 0 Teacher is available by phone and email when necessary for student support tutoring feedback or Student reviews content as necessary in questions preparation for quiz Teacher provides feedback on quiz within Student completes quiz 48 hours of receiving them Teacher follows up by emailphone with students who perform poorly on quiz Feedback Students receive feedback on their quiz via email Assessment The quiz is graded as a percentage of problems correct Students who score below 70 will have the option to retake the quiz
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