Snelson+Unit+Plan

**Unit Plan**

 * First and Last Name:Jason Snelson**


 * School District:Ava**


 * School Name:Ava Middle School**


 * School City, State:Ava MO**

**Unit Title**
Graphing linear equations
 * Unit Summary: Students will be able to graph linear equations by using a function table and by using slope intercept form.**


 * Subject Area:8th grade math**


 * Grade Level:8**


 * Approximate Time Needed:6 45 min class periods**

Participate in a cooperative learning project in an online learning community.
 * Habits of Learning Taxonomy:**

21st Century Skills incorparted in the Unit Rubric will be used to keep students self-directed and goal oriented. Students will be held accountable for competion of the work. Students will guide each other through the learning process and be responsible for the learning of themselves in the class. Students will interact with others in a positive way as they pracice and develop appropriate listening and speaking skills.


 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * || a. || apply existing knowledge to generate new ideas, products, or processes. ||  ||   || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||


 * **Digital Citizenship** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * ||  || a. || advocate and practice safe, legal, and responsible use of information and technology. ||
 * b. || exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||
 * c. || demonstrate personal responsibility for lifelong learning. ||
 * d. || exhibit leadership for digital citizenship. ||  ||

**Targeted Content Standards and Benchmarks:Use symbolic Algebra to represent and solve problems that involve linear relationships.**

 * Student Objectives/Learning Outcomes**:Students will be able to graph

Why are some graphs straight lines and some arent?
 * __Unit questions__**

What makes a line? How do you graph a line? Are all equations straight lines?.
 * __Essential Questions__**

__**Content Questions**__ __**Related web sites**__

Teacher Name: **Jason Snelson** Student Name: ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Data Collection ** || Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. || Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. || Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered. || Data was collected only once and adult assistance was needed to clearly summarize what was discovered. ||
 * ** Idea ** || Independently identified a question which was interesting to the student and which could be investigated. || Identified, with adult help, a question which was interesting to the student and which could be investigated. || Identified, with adult help, a question which could be investigated. || Identified a question that could not be tested/investigated or one that did not merit investigation. ||
 * ** Conclusion/Summary ** || Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s). || Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). || Student provided a conclusion with some reference to the data and the hypothesis statement(s). || No conclusion was apparent OR important details were overlooked. ||
 * ** Descripton of Procedure ** || Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this. || Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this. || Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given. || Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given. ||