ETC_Final Project

RILS Plan

Chonnie Blair

Target Audience	My target audience is a group of high school students in grades ranging from 9 through 11 (typically), ages 14 through 17 in a geometry class in the last marking period of the course
Materials	Guided Notes, Pencil, Whiteboards, Dry Erase Markers, Whiteboard Eraser, Video Cameras, Flip Cameras or Cell Phone Video Recorders
Objectives	Background: We have discussed and used the trigonometric ratios (sine, cosine and tangent) for the past day or two.  Therefore, the students should have a working knowledge of what each ratio is and how it should be used.  At the end of this lesson, each student should be able to: ·      Apply the understanding of the trigonometric ratios to find the angles of elevation and depression in the presented right triangles ·      Analyze a given problem and deduce which of the three ratios should be used to solve the problem ·      Plan and present a video presentation of a word problem given to your team to demonstrate for the absent students how to solve such a problem ·      Evaluate the videos of the groups in class using the rubric for their effectiveness in the presentation of clearly explaining the process to someone who is otherwise unfamiliar with it.
Procedure	The lesson will begin with a warm up of the trigonometric functions, their definition and calculations associated with their usage with respect to right triangles. Upon completion of the warm-up and the demonstration of understanding of the concepts, the students will be asked how we could apply the usage of these ratios to calculate the measurement of one of the acute angles of the right triangle.  A problem such as the one mentioned in # 2 will be presented to the group and we will discuss how to first determine the trigonometric ratio that is to be used and then, how to use that ratio and the inverse trigonometric ratios to actually calculate the measure of the specified acute angle. Once we are finished the first of the problems, we will walk through 2 more together (each time using a different trig ratio) to ensure the students understand how to use determine with ratio to use and apply the ratio that the inverse functions to calculate the measures. Once all are comfortable, each student will have to solve one problem at a time (problem can be presented on the Smart Board, chalkboard, etc).  Students will be asked to record their work and answers on the provided individual white boards using the markers and hold the answer up at the end of the predetermined time allotted for the problem. (allowing the instructor to quickly assess whether they understand the concept and provide necessary intervention immediately) After the formative assessment of their understanding, the students will be split into groups of three.  Each group will be given a group of word problems that incorporate all that has been learned with an expectation of them working collaboratively to solve each of the problems.  Each student will have to document the following: A diagram representing the problem described Identify the trigonometric inverse function you intend to use and describe why that one is being used. Perform the necessary calculations using the Web2.0 calculator State their answer in a full sentence. All groups will have the same problems so they are allowed to interact with other groups if the members of one group are all stuck and need additional assistance.  The students will be given a specific amount of time to complete the problems.  We will review the answers at the end of the given time frame. Finally, each group will be given one challenge problem that is a real-world scenario in which they will have to apply all they have learned and present their diagram, methodology and solution in a 3-4 minute video that they will record during class.  However, I will randomly select the person that is required to do the presentation. They will have about 10 minutes (either in the classroom or the hall) to complete the problem, but the video will be recorded in the classroom during their presentation.  The students will evaluate the effectiveness of each presentation in explaining the process to a student that may have been absent (or a parent who wants to understand what we did in class that day) and vote for the one that should be uploaded to our webpage as an instructional video for the lesson. I will evaluate the videos and grade them using the rubric.
Web 2.0 Tool	Many students in my class lack the resources (scientific calculators and graphing calculators) to complete their assignments at home.  However, most have access to a computer in their home.  Therefore, using the web2.0 calculator introduces them to the tools available to them on the internet (beyond social networking sites). http://web2.0calc.com/
Social Participation/Social Learning	The beginning of our lesson is one that fosters an environment of individual learning of the application of the inverse trigonometric functions.  However, upon mastery of the usage of the functions, the activities lend themselves to social participation, social learning and collaboration: Group work that will allow them to develop ideas about how to solve the real world problems presented to them Each group’s ability to work within their group to develop solutions and across groups if necessary to generate ideas Collaboration within the group (as each person must document the diagram, methodology for the solution, and the actual solution) Accountability within the group (because the presenter is randomly selected, the group must ensure that each member understands the problem and is comfortable with communicating during the presentation as their group grade is dependent upon it).
Making Connections	Each problem presented to the group from the inception of the lesson to its conclusion will: Connect to prior learning – understanding of and calculations using the trigonometric ratios Introduce new learning – the usage of the inverse of the trigonometric ratios will be introduced and although it is clearly related to the prior learning, it adds a new component that will enable them to perform new tasks. The word problems are relevant to them as they are reflective of things that are of interest to the students and I have incorporated the names of the students in the classroom into the problems so they begin to personally own the problem they are attempting to solve (using words like my ladder and the height of John’s house) The challenge problem represents a real world problem that is beyond the scope of their experience, but still within the scope of their understanding and by solving it, they begin to demonstrate the usage of that new learning in the real-world word problems.  For a global connection, we could have the students Kahn Academy for publication.
Create/Produce	The end product is the video presentation
Assessment	The Rubric is attached.   We would also assess using a homework assignment related to the content.
Reflection	Students will complete an exit ticket that will address the following: perform a group evaluation to assess their effectiveness as a group gauge their level of understanding of the concepts learned make recommendations on how to improve the activity tell the instructor how confident they would be completing a problem similar to the one their group did as a formative assessment at the beginning of class the following day Teacher reflection can be done by: Observing the students behavior and collaboration Reviewing the videos and assessing their understanding Reviewing the student feedback Reviewing homework assignment to assess their understanding of the material Giving a formative assessment after reviewing the homework to further assess their level of understanding Revise the procedures if necessary to increase effectiveness