Learning+Activity

//Note: The prior day, students will have had a lesson on parabolic equations, including explanation and review of relevant terms: vertex, focus, axis of symmetry, eccentricity and orientation of a parabola. Parabolic equations in standard and general form will have already been discussed. Additionally, the previous day a class discussion would have been completed on similarities and differences of various conics (parabolas, hyperbolas, ellipses and circles).// · Disseminate the word problem, the grading rubric, and a letter-writing template. · Students will be given two class periods to work on the letter and design the poster. Groups will come to a consensus on the correct answers to problems posed, elect a group recorder, and devise a class presentation strategy. Groups will be given 10 minutes apiece to read their letter, share their poster with the class, and field questions/comments. · A Peer Project Evaluation Form will be distributed asking students to evaluate their peers’ projects according to the rubric (they won’t rate their own group on this form). Space will be provided for students to explain their ratings, based on the rubric. The winning group will receive specified extra credit points. · Students will fill in the Self/Group Project Evaluation Form using the rubrics provided to assess their group’s project and group member participation (including their own contribution). · Each group will submit one letter and one poster for formal review.
 * 1) **Start-up:** Begin the class with class discussion questions/review: How are parabolas used in real life? Solicit answers from students concerning how parabolas are used in real life (parabolic mirrors, Odeillo solar furnace in France (heating system using parabolic mirrors), etc.) and record answers in a list on the board. Other discussion questions include: how do projectiles follow a parabolic curve? Why is it important to understand that sound waves or light rays coming toward a parabola are reflected into the focus? Review discussion answers with the class.
 * 2) **Small group activity:** Break the class into groups of 4-5 students. Explain the performance task and describe how a letter writing strategy will be utilized to actively engage students in solving real-world problems using parabolic equations.
 * 1) **Whole Class Instruction:** The class as a whole will review any logic/reasoning errors made by other teams.

Note: Please reference the Sample Answer Letter Page and Sample Poster Page to see expected deliverables.