Standard+5

****Standard 5 ** **Teachers know how to manage a classroom. **  The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
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**Evidence 1 **: EDT 672 – Online Unit on Conic Sections 

**Rationale 1 **: This online unit for conic sections was created for my Advanced Algebra with Trig class. In this unit, through various websites, students learn about the distance formula, and the equations and graphs of four conic sections (parabola, circle, ellipse and hyperbola). After each topic, students needed to research the topic and on the class discussion board, post how that conic section is used in the real world. In addition to their original post, students needed to reply to two other classmates’ post.

This online unit on conic sections demonstrated the following mathematics and technology standards:

**Mathematics **

A.12.6 Read and understand C.12.1 Identify, describe, and analyze properties of figures, relationships among figures, and relationships among their parts D.12.3 Determine measurements indirectly F.12.4 Model and solve a variety of mathematical and real-world problems by using algebraic expressions, equations, and inequalities

**<span style="font-family: 'Arial','sans-serif';">Technology **

<span style="font-family: 'Arial','sans-serif';">B.12.2 Develop information-seeking strategies <span style="font-family: 'Arial','sans-serif';">B.12.3 Locate and access information sources <span style="font-family: 'Arial','sans-serif';">B.12.7 Communicate the results of research and inquiry in an appropriate format <span style="font-family: 'Arial','sans-serif';">D.12.1 Participate productively in workgroups or other collaborative learning <span style="font-family: 'Arial','sans-serif';">environments

<span style="font-family: 'Arial','sans-serif';">The goal of the online unit was for students to be able to graph the four types of conic sections (parabola, circle, ellipse and hyperbola). To graph these conic sections, students need to know what type of conic section the equation represents and what each number in a conic section equation stands for. By completing the investigations using the websites, students should figure out what each type of conic section equation looks like and what the numbers in the equation represent. In addition, students needed to find out how each type of conic section is used in the real world. Students needed to research and on the class discussion board, post one application for each conic section.

<span style="font-family: 'Arial','sans-serif';">This lesson shows that I am able to create and develop a unit and have students learn on their own. In todays world of education, online learning is becoming more common, especially for students who struggle in a traditional classroom or for students that want to take extra classes. Also, by using the interactive demonstrations on the websites, students are figuring out on their own what each number in the equation represents rather than the teacher just telling them that information. Therefore, students are creating their own knowledge of the material.

<span style="font-family: 'Arial','sans-serif';">I was unable to use this unit this year because I was on leave during this unit for the birth of my daughter.

**<span style="font-family: 'Arial','sans-serif';">KSD **

**<span style="font-family: 'Arial','sans-serif';">5.K.1 The teacher can use knowledge of human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work. ** <span style="font-family: 'Arial','sans-serif';">Students are completing this unit online, so they are able to work at their own pace and complete it when convenient during the given time frame. Also, students enjoy using computers, especially in math class where they are not used that often, so students would be more motivated to complete their work during the online unit. In addition, students need to post one way that each conic section is used in the real world. By publishing their work on the discussion board for the rest of the class to see, students generally want to do their best and impress their classmates.

**<span style="font-family: 'Arial','sans-serif';">5.S.1 The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. ** <span style="font-family: 'Arial','sans-serif';">Since this unit is online and students are given a couple of days to complete each assignment, students are responsible to submit their assignments on time. Also, students are always interested in how a math topic is used in the real world. By having students research how each conic sections is used outside of school, they are fulfilling that need of knowing the applications of conic sections.

**<span style="font-family: 'Arial','sans-serif';">5.D.2 The teacher understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom. ** <span style="font-family: 'Arial','sans-serif';">A portion of a student’s grade for the online unit is participating on the discussion board. In a traditional classroom, it is difficult as a teacher to give an accurate grade for participation, while it is pretty easy to grade participation online based on the number of responses students post. Also, for some students, it is intimidating to talk and answer questions in class, but less threatening when participating in an online discussion with classmates.