Henrico County Public Schools

Technology Integration Lesson Plan

Lesson Title: Application of Circle Formulas – Arc length

[using the Problem Based Learning model]

Teacher: Mr. Anderson School: Hermitage High School

Grade Level: 9-12

List specific content and technology SOLs which will be taught during this lesson:

Content Strand: Triangles and Logic SOL#: Geometry G.7

Content Strand: Polygons and Circles SOL#: Geometry G.10

Lesson Overview:

The teacher will pose the following problem to the class: “How much of the earth can be seen from the International Space Station?” The class will be put in groups of three and follow the 4 Ds of problem solving: Define, Design, Do, and Debrief.

Objectives and Goals:

1. The student will participate in a team building experience.

2. The student will applying trigonometric and circle equations to a real life situation.

3. The student will gather and assess real data.

Approximate Time Required to Complete the Lesson: 90 minutes

Tools Needed:

·  At least one computer per group

·  Internet Access

·  Scientific Calculator

Tasks/Activities:

  1. The teacher will place students into groups of three.
  2. Warm-Up Problem: Given the Circumference of a circle = 20 inches, find the Area. The teacher will demonstrate how to create a new formula by combining the two.
  1. The teacher will show a brief video clip from the movie “Apollo 13”. The Scene selection will be relevant to problem solving. http://youtube.com/watch?v=yir86f0Uulw starting at 0:48
  2. The class will close all laptops and calculators.
  3. The teacher will state the problem: “How much of the earth can be seen from the International Space Station?”
  4. Students will have 5 minutes to discuss the problem with no assistance from the teacher.
  5. Define – The teacher will then encourage the students to write a list of questions but not to try to answer them yet. “What do you need to do or know in order to solve this problem?” The following is a sample check list that the teacher is to try to get the students to develop on their own.

ü  Sketch of the situation.

ü  What part of the sketch is the question? (Where is x?)

ü  What other information can be found?

ü  What equation(s) are relevant to this situation?

ü  How can the answer be verified?

ü  How will the grade be determined?

ü  How much is the grade worth?

  1. Design – The teacher informs the students that they must now create a working sketch and equation that will solve the problem. This design must be approved by the teacher. Below is a sample:

9.  Do – Groups now use technology to gather the information needed to substitute into the equation. Source for the information must be cited. All work must be verified. A solution must be clearly stated.

10.  Debrief – Each group will turn in their work with a projected grade based on the definition of the problem. The teacher will ask the group to explain why their project grade is valid.

Assessment:

item / 0 points / 10 points / 15 points / 20 points / 25 points
Define: / Created a Checklist of Knowledge and Skills Needed / not turned in / N / A / Checklist is lacking effort. / Less than 5 items on the checklist. / Checklist is thorough.
Design: / Create a Working Sketch and Equation / not turned in / The Sketch and Equation are missing or irrelevant. / Either the Sketch or Equation is missing or irrelevant. / Sketch and Equation are appropriate but not detailed. / Sketch and Equation are appropriate and detailed.
Do: / Gather Information and Solve the Problem / not turned in / 1 of the 4 criteria is met. / 2 of the 4 criteria are met. / 3 of the 4 criteria are met. / Design is followed. Solution is found. Data source is cited. Work is checked for accuracy.
Debrief: / Turn in Work with Projected Grade / not turned in / Both the work is late AND the Projected Grade is missing. / Either the work is late OR the Projected Grade is missing. / On Time but the projected grade is not based on the Define Step or is missing. / On Time with Projected Grade based on Define Step

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