1. Know the vocabulary words associated with parabolas

2. Give examples of parabolas (or 3-D parabolic shapes) in everyday life.

3. Know the names of the parts of the parabola using the geometric and algebraic definitions

4. Graph a parabola using a chart of points (a table of X & Y values)

5. Know why are parabolas so useful to us (because of the position of the focus in relation to the parabola).

Handout with graph of parabola, geometric definition, and vocabulary words

Satellite dish

Parabolic microphone used at football games

Antique candle with parabolic reflector

Solar Cigarette lighter

Mag light flashlight (to demonstrate light rays in a parabola, and the focus of the flashlight)

Solar Hot Dog cooker

PROCEDURE

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**Motivation:** (How will you start your lesson?)

1. Why are parabolas so important in everyday life?

2. **K E W L** chart (pronounced
"cool" chart)

3. What they **K**now about parabolas

4. Chart with Geometric definition of parabola to tie in to prior learning.

5. **E**xamples of parabolic shapes used in everyday life (see the realia section)

6. What they **W**ant to learn about parabolas

7. What they have **L**earned

**Vocabulary:** (How will you teach and reinforce the target vocabulary?)

1. Pictures

2. Graphs

3. Realia

4. Hands on activity (build a solar Hot Dog cooker)

**Instruction: ** (What activities will you assign to insure understanding? How will interactive learning accommodate different learning styles, etc.?)

1. **K E W L** chart for formative and summative assessment. The class will break up into groups of 4-6 students. They will each have a KEWL chart, and there will be a KEWL chart at the front of the class.

2. Each group will fill in what they already know about parabolas (this will remind them of their prior learning from Algebra I).

3. Each group will then choose a representative to go to the front of the class and write what they already know about parabolas.

4. Each student in each group will be given a chart with the geometric definition of a parabola. This chart will also be displayed at the front of the room. This will tie into prior knowledge from Geometry and introduce the vocabulary words.

5. Each group will add to their KEWL chart, Examples of three-dimensional parabolas in real life. Again a representative of each group will add their answers to the chart at the front of the class.

6. A demonstration will be given using the realia listed above showing the importance of the focus and it’s correct placement in parabolas.

7. The realia will be passed around to each group, so they can examine for themselves the role of the focus.

8. A demonstration will be given on how to graph a parabola using a chart (table) of points (X & Y values).

9. Students will break into groups of two students each. They will work together graphing several parabolas in class.

10. In all the group work listed above, the instructor will circulate throughout the classroom to ask and answer questions and observe student work.

11. Individual work: graphing parabolas and identifying each part of the parabola for homework.

(The rest of the KEWL chart: the WL part will continue on the second day of the lesson)

These activities will accommodate all learning styles (and use all the senses except taste). The group activities will allow for peer teaching and usage of L1 languages, and will also lower the Affective Filter.

**Integrating Language:** (How will you include reading, writing, listening, speaking into your lesson?)

1. Using the KEWL chart and working in groups, the students will write, listen to me and to each other, and speak to me (as I circulate between the groups) and each other.

**Assessment:** (How will you check for understanding and mastery?)

1. K E W L chart (formative and summative)

2. Observation of the students as they work in their groups (as I walk around the classroom from group to group: formative).

3. Group and Individual student work (graphing parabolas): formative.

4. Summative assessment ( Unit Test )

**Independent Work:** (What will follow-up activities will you assign?)

1. Individual student work: graphing parabolas for homework.

2. Constructing a Solar Hot Dog Cooker at the end of the unit.

**ESLR's Used In This Lesson**

Critical Thinking

Technology

Communication

Life Long Learning