Final+Presentation

Name of Unit : What is Slope?
==Unit Description: Students will learn what is slope, how to find slope of a line on the coordinate plane, how to write the equation of a line and the effect of slope on distance and speed. ==

• What learning goals will I present to students?
*Determine the slope of line from a table of values, visually through points on the line and ordered pairs *Use slope intercept form to write an equation of the line ===• How will I display these goals so that they are clearly evident throughout the unit?=== ===• How will I provide guidance for students as they generate their own learning goals?=== Before beginning the unit, there were discussions on students' idea of slope, how it relates to their lives as well as geometry Students were encouraged to ask questions and investigate answers on the web. ===• How will student display these goals so they they are evident throughout the unit?===
 * *Determine slope and y-intercept from an equation or table of values **
 * *Graph and label slope, y-intercept, x-intercept **
 * All goals are included in student packets and geometry notebooks **
 * The students are required to complete a Webquest as a part of the unit and students are required to use a geometry notebook in which to keep **
 * their notes, questions and ideas. **

During a Unit - Planning for Introducing Knowledge
===• Which activities will I use to help students identify what they already know about new knowledge?=== **lectures, textbooks, finding slope activities** ===• What activities will I use to help provide students with advanced organizers for new knowledge?=== ===• What activities will I use to help students make inferences about new knowledge?===
 * Showing students how to skim the text for important information (vocab boxes, bold print) before reading lesson **
 * Worksheets with coordinate planes, students label the axises and quadrants **
 * students will take new knowledge and as part of the webquest, determine and compare the **
 * slope of stairwell in the building, questions to be answered include: will all of the stairwells **
 * have the same slope? why or why not? **

• What will I do to help students take notes about the new knowledge?
===• What will I do to help students represent the new knowledge in nonlinguistic ways?===
 * students are required to take notes during lecture using foldables as well as questions **
 * and notes from the webquest **
 * students were required to draw with colored pencils rise/run (slope) in the slope packet **
 * use of the geosketcher program to draw and determine slope **

• How will I use cooperative learning?
===• What will I do to help students identify similarities and differences relative to the new knowledge?===
 * students were encouraged to work with partners during the webquest using cooperative learning attributes **
 * (choosing a leader, working as a group, dividing the work load) **

During a Unit - Planning for Students to Review, Apply, and Practice Knowledge
===• How will I use homework to help students practice the knowledge that has been presented to them?=== **homework is used as a method to cement the learning presented in the classroom** ===• How will I use homework to help students apply the knowledge they are learning?=== final project includes designing a ramp (focusing on the slope) to test for speed and distance. ===• What activities will I use to help students generate and test hypotheses about the knowledge they are learning?=== again, the final project includes designing a ramp, determining the desired slope and inclined plane to see the affects of both on speed and distance ===• What will I do to help students review and revise the nonlinguistic representations they have made for the knowledge they are learning?=== geometry notebooks are collected and review with written and verbal feedback given

During a Unit - Planning for Monitoring Student Progress Toward Learning Goals
===• How will I provide students with systematic feedback on their progress toward learning goals?=== notes made in the notebook, verbal responses and written feedback online ===• How will I involve students in the feedback process relative to learning goals?=== students have short conferences with classroom staff during the unit ===• How will I celebrate and recognize student progress throughout the unit?=== students are also required to record their progress (pictures video) for a short presentation to peers and invited guest at the end of the unit when the ramps will be tested using matchbox cars

Planning for the End of a Unit
===• How will I provide a summary evaluation to students for each of the learning goals?=== rubrics for activites

• How will I solicit students' self-evaluations for each learning goal?
students complete an effort chart for any activities ===• How will I reconcile differences between my evaluation of a student's progress and the self-evaluation?=== discussion during student conferences