GETTING TO THE SLOPE OF IT

GETTING TO THE SLOPE OF IT

Definition of slopeHow to calculate the slope

Real world application

Definition of slopeHow to calculate the slope

Real world application

DeVette S. Brown Lesson Plan for the day of July 19, 2007

Grade: 7h Subject: Science School: Heilmann Middle Detroit: Detroit Public School

Unit Question: What Makes Up the World Around Us? Focus: How Can We Describe Slope of a Line on a Graph? Rationale/Michigan Content Standards Michigan Curriculum Benchmarks MEAP) All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. (SCI.IV. 1.MS.3) District Core Outcome-Describe how things around us move and explain why things move as the do. Terra Nova-Demonstrate an understanding of fundamental concepts and principles of physical science. Apply physical science knowledge to investigations and real-world contexts. Key concepts/Vocabulary Slope, Incline, steepness of a slope, speed Materials Needed Text: Motion, Forces, and Energy-Science Explorer TV/VCR, LCD Projector, Overhead, Transparencies, Dry Eraser Board

DO NOW/BELL WORK Students will have to answer multiple choice and constructive response questions in their composition books that are in correlation with the MEAP and Terra Nova Standard. Teacher Procedure/Development for today’s lesson

1) Pre-Teach Building Background Knowledge (10 minutes-video of skiers/snowboarding)

2) Introduce key concept/key terms 3) Discovery Activity-How Fast and How Far 4) Diff erentiated Instruction-Less Proficient Readers

A. Reading Strategy Transparency B. Interpreting Models

5) Model 6) Teacher Guided 7) Independent Practice 8) Check for knowledge through formative assessment 9) Active Art-Graphing Motion 10) Mini lab-Inclined to Roll 11) Evaluation of Children-Have students use their completed graphic organizers to

answer the questions 12) Re-teach-Students work in pairs to review key terms

Possible Extensions of this Lesson Middle School Science Core Curriculum Guide Lesson DVD/VIDEO: Science Explorer-Discovery Video Presentation HOMEWORK: Answer Reading Checkpoint questions.

Self Evaluation The strategy I will use for doing today’s lesson is doing hands-on activities to reinforce the concept, and integrating math. I will be able to make the transition from hour to hour by having students helping with the clean up and passing out supplies in orderly fashion. If I find that students are not learning from the way I teach, then I will teach in the way the student learns.

Skiing Extreme

Snowboarding

Making Connections To The Real World

Definition of a Slope

A. Definitions 1. Slope is the steepness of a line. 2. Slope is the vertical rise over the horizontal run. 3. Slope = change in y (rise)

change in x (run)

The formula used to calculate the slope in a graph

Making Connections

Slope Game

Relate this lesson to a ski slope. Of the three calculated staircases, if they were a ski slope, which would be the most difficult to ski and which the least and why? When you look up the stairs, is this an example of a positive or negative slope? When you look down the stair, is this a positive or negative slope?

Given the following problem, come up with some solutions: When you arrive home from school one day, you realize that you do not have your house key, however, you can get into the garage where there is an extension ladder stored. You notice that the top window is open, so despite your fear of heights, you proceed to get the ladder.

What are some of the factors that become important when you set up the ladder?

Possible solutions-Look for ideas about the angle at which you place the ladder, where on the ground it should start, where it needs to end, etc.

Notes for slopeThe students should discover how changing the coefficient of x changes the steepness of the line, including making the line steeper, less steep, or horizontal. The students should also discover how to manipulate the coefficient of x so that the line can be made to go up from left to right or to go down from left to right. Students should make other discoveries, including how the y -intercept appears in a linear equation