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TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Hannah Hasz


Grade & Subject Area: Algebra 1
Date for Planned Lesson: Wednesday

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
LessonTitle Modeling Population Growth

MN/CCStateStandard(s) HSF-IF.C.9: Compare properties of two functions each represented in a


- direct quote from MN standards different way (algebraically, graphically, numerically in tables, or by
documents verbal descriptions). For example, given a graph of one quadratic
- if only focusing on one part of a function and an algebraic expression for another, say which has the
given standard, underline the part
larger maximum.
being focused upon

HSF-BF.A.1: Write a function that describes a relationship between two


quantities.*

HSF-BF.A.1a: Determine an explicit expression, a recursive process, or


steps for calculation from a context.

HSF-BF.A.2: Write arithmetic and geometric sequences both recursively


and with an explicit formula, use them to model situations, and translate
between the two forms.

HSF-LE.A.1: Distinguish between situations that can be modeled with


linear functions and with exponential functions.

HSF-LE.A.2: Construct linear and exponential functions, including


arithmetic and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).

HSF-LE.A.3: Observe using graphs and tables that a quantity increasing


exponentially eventually exceeds a quantity increasing linearly,
quadratically, or (more generally) as a polynomial function.
CentralFocus Students will use exponential growth models to make predictions and
- derived from standard, argue about which model is the best for the data.
- communicates general goal

LearningTargetforthis Students will be able to use their understanding of linear and exponential
Lesson growth patterns to model the growth of a population.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
AcademicLanguage(AL) a. Exponential growth, exponential decay, exponential equations, rate,
a. Domain-specific Acad vocabulary percentage, function, graph, parent function
b. General Academic vocabulary
(words used in school across b. Population, increase, decrease, predict, represent
many subject areas)
c. Syntax Sentence Frame: Example c. The worlds population growth from 1800 to today has grown exponentially.
sentence that students can use A exponential graph is the best representation of how the population has grown and
to accomplish target changed since the 1800s.
d. Point in lesson where students will d. Students will be using academic language throughout the whole lesson including the
be given opportunity to use opening activity, investigation, discussion and reflection.
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Neededmodifications/supports Abby: For the parts of the lesson that requires students to read, abby can use a
a. Identify how some form of screen reader.
additional support will be Dillon: Dillon can also use a screen reader to
provided for some aspect of the Paul: Have para help read and work through opening activity and investigation,
lesson for given student(s) screen reader for the article.
- visual, graphic, interactive Samir: He can initially do his work in his own language and then translate to
- reduced text, rewritten text, fill-in english when finished.
the blank notes, word banks Juanita: There is no homework for this lesson so no differentiation is needed for
- graphic organizers, sentence juanita.
frames Daniella: None needed since there is no new vocabulary being learned in this
lesson
Luke: Give work for the week for him to do. If/when he finishes he can work on
other subjects.

Resources&materials Ipads, Growing, growing, gone worksheet, article print out with labeled paragraphs for
needed jigsaw , powerpoint of the lesson for the student, exit slip
LessonPart Activity description / teacher does Students do
Phase1 Prior to class, write the learning target on the board Students will draw a
StateTarget&Activate Prior where students can read it when they come to class. graph of their prediction
Knowledge I start todays class by asking students to make a
of the population
a) Post the learning target prediction about population growth. I want them to growth since the 1800s.
statement and indicate whether draw a rough sketch of a graph on their ipads using a
the teacher or student(s) will drawing app that they think would represent the Students will then read
read it aloud worlds population growth from 1800 to today. The their groups section of
b) Engage students in activity to purpose of this task is to get students thinking about
population growth and for them to generate their own
the article, write a
elicit / build prior background summary and present
knowledge starting point with the problem. Even if their graph is
way off, I think starting with their own idea helps them to the class.
buy into the problem they will do later and also gives
them something to compare to. Watch video and
compare and contrast
Next is a jigsaw. I will handout the National Geographic 7
Billion article with sections labeled for different with their own
groups to read. I will divide the class into about 6 prediction with a simple
groups. Each group will read a section of the list of a couple things
national geographic article and write a short summary that are similar and a
of key things it talks about. Groups will then present couple things that are
to the whole class so essentially the whole class
learns the gist of the article.
different.

We will quickly watch the video that goes along with the
article just to get the graphic representation of the
worlds population growth. Students will then
compare and contrast the actual growth to what they
thought it was.
Phase 1 Assessment I will use Socrative with questions about the article, video Answer questions using
Explain the plan to capture data and graphs of the population growth. Socrative
from this phase of the lesson

Phase2TeacherInput/ We will read through the Growing, growing, Silently read along and
Inquiry - Explain procedures gone activity together. ask any clarifying
- Demonstration the task questions.
- Teacher think aloud To help students better visualize the activity,
tell students to mark each 20 year interval by
ones. This will make working with the tables
much easier. Also remind students that they
can use technology to aid in their calculations
as long as they can explain the steps they took.
Phase 2 Assessment Complete a quick thumbs up/thumbs down asking if Thumbs up if they
Explain the plan to check for they understand what the object of each activity is understand, thumbs
understanding of steps / and if they have some ideas on how to start down if they want
procedures demonstrated in something re-explained
this phase

Phase3GuidedPractice Students will pair up to work through the Work through


- Paired/collaborative work growing, growing, gone investigation. investigation with
- Teacher(s) may roam & assist When students are finished, they will create a partner and create
poster to present their findings to the class. poster that presents
their answers.
I predict students will have many different
predictions and as long as they justify their
answers with mathematics thats all Im looking
for.
Phase 3 Assessment Present poster board and justify answers.
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice

Phase4Independentpractice There will be no homework after this lesson


- Individual student work because we will be doing a big project
tomorrow that will take several days work.

Phase 4 Assessment N/A


Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice

Phase5Restatement& For the last 5 minutes of the class students will complete Complete exit slip
Closure a) Restate an exit ticket that addresses the following prompt: Which
representation (Table, graph, equation) do you think is
learning target
most effective in showing exponential growth. Why?
b) Explain a planned opportunity Which representation do you find least useful and why?
for students to self-assess Before the slip is handed in, student will exchange with
their perceived level of someone other than their partner, read through each
mastery for the target. others and take a minute to discuss.
Phase6SummativeNext Read over exit slips and make comments and give
Steps productive feedback to the students.
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
http://ngm.nationalgeographic.com/2011/01/seven-billion/kunzig-text/1

http://video.nationalgeographic.com/video/news/7-billion/ngm-7billion

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