OBJECTIVES:
The student should be able to:
• Classify graphs as exponential, logarithmic, or polynomial functions (Knowledge)
• Categorize non-linear graphs and their equations as quadratic, cubic, exponential, logarithmic, step function, rational, trigonometric, or absolute value (Analysis)
• Produce works of art that successfully convey a central theme based on imagery, ideas, feelings, and memories (synthesis)
• Apply a variety of media, techniques, technologies, and processes for visual expression and communication (application)
• Produce works of art that describe and connect art with other disciplines (application)
• Maintain a sketchbook or journal and develop a portfolio. (synthesis)
• Identify where and how the visual arts are used in daily life and in the community. (Knowledge)
TIME: 50 minutes
MATERIALS
posters of equations
cameras for groups
jumpdrive, and
CD’s for students,
computers
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
A pretest on lines will be given. (Appendix 1) The students will be given a description, in the form of posters (Appendix 2 a - l), of the mathematical and art lines 3 weeks prior to the project. We will have 5 minute discussions everyday on a specific line. They will have to put descriptions and examples in their POD (problem of the day) part of their notebook.
ACTIVITY:
Teach/Model: Day 1: I will review the posters on the walls and I will give them the rubric (Appendix 3). (1)
Day 2: We will go over computer lab policies and I will review the rubric again. (4)
Day 3: I will review the etiquette for listening to presentations. I will also go over the section of the rubric that addresses the expected behavior for presenters and audience. (8)
Guided Practice: Day 1: I will put up a series of pictures up for them to identify the math and art types of lines. (Appenidix 4) We will also critique my PowerPoint using the rubric. (1, 8)
Day 2: I will have an InFocus projector set up in the lab to review the basics of PowerPoint. I will show the students how to draw and write on the slides. They will show me how to put music to my show. (4)
Day 3: I will review how to work the projector. (4)
Independent Practice: Day 1: The students will be put into groups of three. I will go over the rubric and answer any questions. I will review the behaviors that are expected as they go through the hall. Each group will be given a digital camera and 15 minutes to take the pictures. If I do not have enough cameras for every group, they will go in two shifts. The 1st shift that is left behind will continue to work on the lesson from the day before. When each group returns, they will download their pictures using the 3 computers in the room. They can email the PowerPoint to themselves in order to work on it at home. They can also use jump drives or burn the pictures on a CD. (2, 5, 7)
Day 2: The students will go to the computer lab and organize their power points. They will need to outline, using art lines, the mathematical lines. See the rubric. (3, 5)
Day 3: The students will present their PowerPoints and lines. They will also take the posttest (Appendix 5). (8)
Closure: Day 1-3: The students will reflect in their notebooks about the different types of lines, their purpose, and the activity. (6)
EVALUATION/ASSESSMENT:
Teacher observation/monitoring. (1, 4, 6)
Pre/Posttest (1)
Rubric (2, 3, 5, 7)
Student self, group, and presentation assessment. (8)
ART CONTENT/CONCEPTS:
Types of lines.
Visual Art: Using knowledge of structures and functions: create artworks that use organizational principles and functions to solve specific visual and problems. Making connections between visual arts and other disciplines.
VA-CE-H1 Produce works of art that successfully convey a central theme based on imagery, ideas, feelings, and memories; (1, 2, 3)
VA-CE-H2 Apply a variety of media, techniques, technologies, and processes for visual expression and communication;
VA-CE-H5 Produce imaginative works of art generated from individual and group ideas; (1, 2, 5)
VA-CE-H6 Produce works of art that describe and connect art with other disciplines; (1, 2, 4)
VA-CE-H7 Maintain a sketchbook or journal and develop a portfolio. (1, 2, 3)
VA-AP-E6 Identify where and how the visual arts are used in daily life and in the community.
(1, 2, 4)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Math Grade Level Expectations:
(A-4-H) Model and solve problems involving quadratic, polynomial, exponential, logarithmic, step function, rational, and absolute value equations using technology
(A-3-H) (P-5-H) Categorize non-linear graphs and their equations as quadratic, cubic, exponential, logarithmic, step function, rational, trigonometric, or absolute value
(D-2-H) Correlate/match data sets or graphs and their representations and classify them as exponential, logarithmic, or polynomial functions
Standards and Benchmarks:
(A-1-H) demonstrating the ability to translate real-world situations (e.g., distance versus time relationships, population growth, growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions, equations, and inequalities and vice versa;
(D-2-H) recognizing data that relate two variables as linear, exponential, or otherwise in nature (e.g., match a data set, linear or non-linear, to a graph and vice versa)
(P-1-H) modeling the concepts of variables, functions, and relations as they occur in the real world and using the appropriate notation and terminology;
(P-5-H) analyzing real-world relationships that can be modeled by elementary functions.
MODIFICATIONS | ACCOMODATIONS:
Students that have been absent will be put in pre-selected groups that will help them catch up.
TEACHER'S REFLECTION:
There were many things I did not anticipate for this project. Thank goodness my laptop has the system it does. If I had tried this on my computer, I would have been in trouble because Windows ’98 needs drivers for all of the jumpdrives the students will bring in. You can find 256-512 jumpdrives for $6 at target. It will definitely come in handy. A lot of students have jumpdrives, not a lot of them have PowerPoint at home.
Since it is the beginning of the semester, the students didn’t have a good understanding of cubic, quadratic, or parabolic equations. That caused some problems in what they took pictures of. This activity would be best conducted as an ongoing project for the semester, or as a wrap up review. You could also include the trigonometric functions for higher level math (more than several brought in parabolas that were actually sine functions. I wouldn’t have minded if they had traced them as parabolas with psychic lines.)
I had a few that wanted to do this outside of school. I allowed them to do that on a select basis. I did let the students bring their own cameras. I had Ziploc bags with their names on it to put their cameras in and then placed them in my desk. I did this as a group project but I would rather do it as an individual project because even though I told students they would need to do work at home so they should pick partners that lived close, they did not listen. A major complaint was that they couldn’t work on it as a group at home. I might consider pairs. I would definitely pick the pairs also.
The presentation part is a must. The students are GREAT at picking out the ‘could’ves, should’ves, and why didn’t you’s.’ They are also incredibly supportive in praising each other for unique pictures; which, by the way, I gave extra points for. I did not know how to work our school student server. I learned quickly and could have saved myself and my students a lot of trouble if I had learned about this sooner. My jumpdrive ran out of space! Next time, I will have a card reader (less than $10) and set up the picture taking in the lab so I can put the pictures right on the server.
I revised my rubric and included the revised one. The original was too technical and overdone. Because of this the students didn’t really get the art part of the project. Overall I love the project, I will definitely do this again, and I will make the changes above.
RESOURCES:
Lafourche Parish School District Curriculum Mapping
Louisiana State Department Website
http://www.pen.k12.va.us/Div/Winchester/jhhs/math/lessons/calc2004/apphyper.html
http://people.surfaceeffect.com/pete/photos/pisa/tower.jpg
http://www.fedsig.com/products/index.php?id=155
http://intermath.coe.uga.edu/dictnary/images/graphing/coaster.jpg
http://americacoasters.com/Photos/SFMM/superman-night2small.jpg
http://www.littleriverbooks.com/photos/arch.jpg
http://etc.usf.edu/clipart/3700/3758/eiffel-tower_1_lg.gif
TO DOWNLOAD THE RUBRIC FOR THIS LESSON PLAN, PLEASE CLICK HERE
TO DOWNLOAD THE PRE-TEST FOR THIS LESSON PLAN, PLEASE CLICK HERE
TO DOWNLOAD THE POST-TEST FOR THIS LESSON PLAN, PLEASE CLICK HERE
TO DOWNLOAD THE POWERPOINT FOR THIS LESSON PLAN, PLEASE CLICK HERE
GALLERY
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