Kevin Lis' Conic Sections Lesson Plan

Conic Sections

Author: Kevin Lis

Grade Level: Algebra II

Timeframe: 5 – 50 minute class periods

Lesson Description or Explanation

Students will explore the many different ways to cut a cone. They will learn that cutting cones with a plane will create a circle, ellipse, parabola, or hyperbola. After the students understand how these shapes are created, they will explore the many parts of each shape such as the major and minor axis of an ellipse or the asymptotic line of a hyperbola. This will give the students the ability to identify and graph the conic sections.

Indiana Curricular Standards

A2.4.1 Write the equations of conic sections (circle, ellipse, parabola, and hyperbola).
A2.4.2 Graph conic sections.

ISTE Standards

2. Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources

3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning

Assessments

Formative – Classroom discussions
- checkpoints on the products of the mini study guides
Summative – Final Products of each of the mini study guides
- PowerPoint created combining the mini study guides into one unit summary

Prior Knowledge

Curricular Knowledge or Skills:
-Basic understanding of 3-dimensional geometries
-Basic understanding of setting up standard equations
Technology Knowledge:
- Using the graphical textual functions to create a clean flowing PowerPoint presentation.
- Using a graphing calculator to create and identify conic sections
- Basic skills in using a search engine

Technology

Internet Resources: http://www.wikipedia.com/
http://www.math.com/
http://www.google.com/

Hardware: A computer or other such hardware that has internet capabilities

Software: Microsoft PowerPoint

Procedure

Day 1: The first day will be dedicated toward introductions to each of the conic sections. This will be done by watching a video as this makes it much easier for the students to see how the conic sections are created on a three-dimensional level.

Day 2: The second day the students will break up into four groups. Each group will be assigned one of the conic sections. We will then go to the computer lab so each one of the groups can research the basic parts of their assigned conic section.

Day 3: We will continue to do any additional research and begin making a PowerPoint presentation on what they have researched on their particular conic section.

Day 4: The students will then present their findings to the whole class. The students will be the experts on their particular subject, and are to present the material such that the rest of the students will be able to take adequate notes. So having a study guide made for the class would be a good idea.

Day 5: I will cover any relevant material that I feel that was either missed or not emphasized enough. The rest of the day will be dedicated toward review of the first two presentations and showing the students how to create conic sections on a graphing calculator.

Day 6: I will cover any relevant material that I feel that was either missed or not emphasized enough. The rest of the day will be dedicated toward review of the second two presentations and showing the students how to create conic sections on a graphing calculator.

Day 7: Test Day

Differentiated Instruction

ESL
Students will be allowed to present their presentations in their native language. In that event they must also provide English written notes on their topic. This helps them with their writing skills, while at the same time does not overburden them with an abundance of spoken English during their presentation.

Challenge/Extend
Students who understand their particular conic section before the rest of the class is completed with their research will be encouraged to also research the properties of the conic sections if they were to be rotated around an axis. This will create a three dimensional figure. The other students will not be tested on any additional material outside the two dimensional conic sections.

Special Needs
The students will be placed in mixed ability groups. As the research is done, the upper level students will have to explain their findings to the whole group. This will allow the upper students to understand the material better and for the slower learners, they get the opportunity to have a more one on one learning experience.