Microteaching

__**A. Lesson Introduction**__
 * Lesson Title:** Projectile Motion
 * Subjects:** Mathematics
 * Grade Level**: 9-12

//PA Keystone Standards:// A2.1.3.1 Write and/or solve nonlinear equations using various methods.

__**B**____**. Materials/Resources:**__
 * Angry Birds Game (online or on phone/ipod)
 * Mobile computer cart (youtube videos and online spreadsheet)
 * Water balloon Launcher and water balloons
 * Measuring Device

__**C. Instruction Procedure/Activity Demo**__ The day before the lesson, have students for homework download the angry birds application on a smart phone or ipod and bring it to class. 1) Introduction: Have the students get into partner pairs and play the first couple levels of angry birds (@http://chrome.angrybirds.com/ or on phone/ipod). While they are playing, have them answer the following questions -- What shape do the birds fly in? -- What aspects of the game do you have control over while playing? -- What aspects of the game do you have no control over while playing?

2) As a class, we will use the answers to above questions in order to develop the 2 projectile motion equations (height vs. time and vertical distance vs. time). Walk through notes as a class and gradually release students to complete computational questions on their own or in small groups.

3) Students will investigate the role of launch angle and how it relates to the maximum height/horizontal distance of a projectile. Students will visit a google docs website and answer the questions to consider individually first, followed by small group instruction.

4) Finally, consider what we would have to know in order to write the equation of the projectile that has been fired. Have the students group up and make sure that at least one has a time recording device and measuring device. As a class, go outside and preform our own Algebra version of Angry Birds using a water balloon launcher, water balloon and a pig. Students will complete the following sheet in order to gather the necessary data and solve problems involving the data they collected.



5) Summary: Students will watch and critique the following two videos that were produced by students from other high schools as part of an equivalent course. For each video, the students will answer the following questions:
 * How clear an accurate is the mathematical approach taken in each video
 * What did the video explain well in reference to projectile motion
 * What could be added to the videos in order to make them more mathematically accurate?

Angry Birds Video media type="youtube" key="bsYLPlXl7VQ" height="315" width="560"

Mario Video: media type="youtube" key="E_0AHIaK48A" height="315" width="420"

This series of lessons utilizes a combination of //direct instruction// and //interactive discovery learning// in order to help students develop both a conceptual and procedural knowledge of projectile motion problems. Students will discover the important aspects of projetile motion through interaction with a common game and then the class will develop the idea through //direct instruction// and //guided practice//. Once the students have a firm foundation of basic projectile motion problems, the students will be guided through a discovery of how the launch angle affects the flight of projectiles as an extension of the basic lesson. Finally, students will experience a //hands-on approach// to the concept using projectiles and gathering data to analyze.
 * D. Method Explanation**


 * My Video for Teaching:**Teacher Collaboration


 * A comparative look at two middle school math teachers that collaborate on planning common lessons but present each lesson using their unique personalities and delivery styles

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