TNTX 1200/1300 5E Lesson Plan TemplateTeach #: 1Date of Lesson: 02/29/2016Lesson Start Lesson End TimeTime 9:3510:3010:2511:15Members of Teaching Team:Member 1: Eric DillMember 2: Kerryana MedlinMember 3:Name of Course Grade Level Level (Pre-AP, Academic, Honors, On-Level)Algebra I 8thPre-APMath/Science TopicQuadratic FunctionsTitle of Lesson: _ ________Catapults and Quadratics_____________________________Concept Statement: The student will learn how to graph quadratic functions as well as identify the vertex, maximum and minimum points, the axis of symmetry, and the x-intercepts (known as the “zero of the function”).Source of Lesson: (C. Collier, personal communication, February 10, 2016.)(J. Marvel, personal communication, January 30, 2016.)List of appropriate TEKS: TEKS#Write out the entireTEKSample Standardized Problem (STAAR or other)6A Determine the domain and range of quadratic functions and represent the domain and range using inequalities.7A Graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equations of the axis ofsymmetry.Objectives: Lesson ObjectivesWrite objectives in the form “I willpower verb…”.Evaluation Questions (at least one open-ended)Each question should match the written objectives. Note: these should bethe SAME questions you are utilizing in the evaluation section. Include the answers to all questions. 1 I will identify quadratic functions.What kind of function is this? (Quadratic)2 I will identify important points on a graph of a quadratic function.What is the minimum point on this graph? (1, -4), y=-4At what point is the vertex? (1, -4)What points are the zeros of the graph? (-1,0) and (3,0)What is the axis of symmetry for this graph? X=13 I will determine the domain and range of quadratic functions.What is the domain and range of the function? D: (-∞,∞) R: [-4,∞)Safety Precautions Necessary for this Lesson: - Follow instructions carefully- Do not horseplay- Launch ping pong balls from the catapult only- Catapults should be used carefullyResources, Materials, Handouts, and Equipment List: ITEM(list handouts bytitle)Quantity(How many do youneed?)Source(Who isresponsible?List who this is for(teacher, student,group)Catapult 10-12 UNT Materials RoomStudentPing pong balls 10-12 UNT Materials StudentRoomBig Graph Paper 15 UNT Materials RoomStudentAdvanced Preparations: - Assign students to groups of 3-4- Make sure catapults are in working condition- Determine appropriate space for activityPowerPoint:Catapults and Quadratics.pptx5E Lesson PlanObjective Statement: Today we will be exploring trajectory and collecting data. By the end ofthe lesson, we will be able to communicate the patterns we have discovered and identify the key attributes of quadratic functions.ENGAGEMENT Time (Including pre-test): __5__ MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudents ResponsesWhat the Students Will DoPlay a short videohttps://www.youtube.com/watch?v=76xTdNvYZ0g“What do you see in the video?”“What do you notice?”Students will watch videoStudents will answer the questionsbased on their opinionsTransition StatementWe don’t have a slip and slide, but we do have these catapults and ping pong balls. Let’s see what happens!EXPLORATION Time: _15__ MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudent ResponsesWhat the Students Will DoDivide the class into groups of3-4. Assign a role each student (Launcher, catcher, camera person, and recorder).Roles will cycle so every student does every role.Demonstrate how the catapults work and what precautions to use. “How are your graphs in relation to other graphs you have drawn?” Same? Different?Students will launch ping pongballs and collect data asinstructed.Students will return materialsStudents will take turns listingobservationsTransition Statement “Let’s share out what we have observed about the launching of these ping pong balls.”EXPLANATION Time: __15__MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudent ResponsesWhat the Students Will DoCall on the original recorder in each group and have them read of an observation they’vemade.Have other groups add on to their list as needed.Make sure that the x-intercepts, maximum, vertex, axis of symmetry, domain, and range are identified.What is one observation about your graph?Where is the origin in this situation?What is the height of the ping pong ball represent?What is the bounce of the ping pong ball represent?What is the horizontal distance? Least? Greatest?What is the vertical distance? Least? Greatest?Students will share their observations and compare them with classmates.Transition Statement Now let’s take what we’ve learned and label our graphs.ELABORATION Time: __15__ MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudent ResponsesWhat the Students Will DoDisplay a picture of a real world situation that looks like a parabola and ask the students what the important points are. This can be done for multiple situations to give them practice. What does this high/ low point represent? What does the ground or this obstaclerepresent? Students will label the graphs.This is done as a discussion, so thewhole class can participate. Transition Statement Let’s summarize!Closure Statement Today we have seen quadratic functions in how they relate to a real situation.EVALUATION Time: __3___MinutesWhat the Teacher Will Do Probing/Eliciting Questions What the Students Will DoTeacher will instruct students to prepare for a quick