Creating Podcasts for Solving Equations - for an Algebra I class

Length of Time

3 day assignment

Lesson Material(s) and Special Equipment

Lesson Notes Textbook Computer/iPad/Phone Podcast Software (iTunes) Internet

Objective(s) and Common Core Standards/Assessment Anchors Codes

Students will be able to explain the steps to solving a two-step equation, multi-step equation, or an equation with variables on both sides.

Students will be able to create a podcast and submit it to the teacher.

CC.2.2.HS.D.8-Algebra ~ Apply inverse operations to solve equations or formulas for a given variable. CC.2.2.HS.D.9-Algebra ~ Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10-Algebra ~ Represent, solve and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. ISTE ~ 6a: Understand and use technology systems. ISTE ~ 1b: Create original works as a means of personal or group expression ISTE ~ 2a: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

Prerequisites Skills

Students will need to know how to identify and combine like terms. Students will also need to know the steps for solving a two-step equation, multi-step equation, or an equation with variables on both sides.

Hardware/Software

Students need to have their device and it must be connected to the internet. Students will need iTunes to record their podcast. Students will need access to Schoology to submit their podcasts.

Introduction

Students will take an entrance quiz on Schoology on solving a two-step equation, multi-step equation, and an equation with variables on both sides. At the completion of the entrance quiz, students will access their student groups and read the instructions to the project.

Procedures

Students will be placed in three different groups and given one topic (solving two-step equation, solving multi-step equations, or solving equations with variables on both sides). Each group is responsible for making a 5-8 minute instruction podcast video on their given topic. The podcast should include step by step instructions along with at least one example problem. When students complete the podcast they should upload their finished product to Schoology. Then, students are required to watch the other two groups podcasts and comment on both in the Podcast Assignment discussion board. Groups are responsible for answering any questions within the discussion board. Finally, after watching the podcasts and participating in the discussion board, each student will retake the same entrance quiz as an exit quiz on Schoology. Results will be given back instantaneous.

Assessments

The teacher will walk around the room while the students work on their podcasts, checking for completion and comprehension. The teacher will monitor the discussion board, checking for participation and accuracy. The teacher will grade the podcasts for accuracy. (See attached rubric below) The teacher will check the exit tickets for accuracy.

Adaptations

Scaffolding will be provided for students who need a graphic organizer to organize their thoughts, develop their podcast presentation, and implement the correct requirements.

Students who need extra assistance on the podcast project could be paired up with more students, thus reducing the workload and allowing these students to work together to complete the assignment.

Rubric: The rubric for this assignment can be found at this link.

## Home > Group B Workspace> Learning Activity 5-D-1 - Multimedia Lesson Plan

Podcasts for Solving Equations Lesson Plan

Creating Podcasts for Solving Equations - for an Algebra I classLesson Topic(s)

3 day assignmentLength of Time

Lesson NotesLesson Material(s) and Special EquipmentTextbook

Computer/iPad/Phone

Podcast Software (iTunes)

Internet

Objective(s) and Common Core Standards/Assessment Anchors CodesCC.2.2.HS.D.8-Algebra ~ Apply inverse operations to solve equations or formulas for a given variable.CC.2.2.HS.D.9-Algebra ~ Use reasoning to solve equations and justify the solution method.CC.2.2.HS.D.10-Algebra ~ Represent, solve and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.ISTE ~ 6a: Understand and use technology systems.ISTE ~ 1b: Create original works as a means of personal or group expressionISTE ~ 2a: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

Students will need to know how to identify and combine like terms. Students will also need to know the steps for solving a two-step equation, multi-step equation, or an equation with variables on both sides.Prerequisites Skills

Students need to have their device and it must be connected to the internet. Students will need iTunes to record their podcast. Students will need access to Schoology to submit their podcasts.Hardware/Software

Students will take an entrance quiz on Schoology on solving a two-step equation, multi-step equation, and an equation with variables on both sides. At the completion of the entrance quiz, students will access their student groups and read the instructions to the project.Introduction

Students will be placed in three different groups and given one topic (solving two-step equation, solving multi-step equations, or solving equations with variables on both sides).ProceduresEach group is responsible for making a 5-8 minute instruction podcast video on their given topic. The podcast should include step by step instructions along with at least one example problem.

When students complete the podcast they should upload their finished product to Schoology.

Then, students are required to watch the other two groups podcasts and comment on both in the Podcast Assignment discussion board. Groups are responsible for answering any questions within the discussion board.

Finally, after watching the podcasts and participating in the discussion board, each student will retake the same entrance quiz as an exit quiz on Schoology. Results will be given back instantaneous.

The teacher will walk around the room while the students work on their podcasts, checking for completion and comprehension.AssessmentsThe teacher will monitor the discussion board, checking for participation and accuracy.

The teacher will grade the podcasts for accuracy. (See attached rubric below)

The teacher will check the exit tickets for accuracy.

Scaffolding will be provided for students who need a graphic organizer to organize their thoughts, develop their podcast presentation, and implement the correct requirements.AdaptationsStudents who need extra assistance on the podcast project could be paired up with more students, thus reducing the workload and allowing these students to work together to complete the assignment.

## Rubric: The rubric for this assignment can be found at this link.

Resources:Academic Standards for Mathematics. (2014, March 1). Retrieved from http://static.pdesas.org/content/documents/PA Core Standards Mathematics PreK-12 March 2014.pdf

ISTE Standards for Students. (2007). Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students

RubiStar. ALTEC at University of Kansas. (2008). Retrieved March 31, 2016, from www.rubistar.4teachers.org