Lesson Plan Using Quadratic and Exponential Functions to Model and Solve Real-World Problems: A Digital Storytelling Project Grade Level7th and 8th Grade Curriculum AreaHigh school-level Algebra 1 Honors

ISTE NET-S Standards covered:1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issues 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems 3. Research and information fluencyStudents apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks 4. Critical thinking, problem solving, and decision-making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions

5. Digital citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
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

6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systemsb. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies

Florida State StandardsMAFS.912.F-LE.1.1 - Distinguish between situations that can be modeled with with exponential functions. MAFS.912.F-LE.1.1 - Construct linear and exponential functions, given a description of a relationship. MAFS.912.F-LE.2.5 - Interpret the parameters in an exponential function in terms of a context. MAFS.912.F-BF.1.1 - Write a function that describes a relationship between two quantities. a. Determine steps for calculation form a context. c. Compose functions. MAFS.912.F-IF.3.7 - Graph functions using technology. a. Graph quadratic functions and show intercepts, maxima, and minima. MAFS.912.F.IF.2.4 - For a function that models a relationship between two quantities, interpret key features of graphs. (Key features include: intercepts, intervals where the function is increasing or decreasing, positive or negative, relative maximums and minimums, and symmetries). MAFS.912.F.IF.2.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. MAFS.912.A.REI.2.4 - Solve quadratic equations in one variable. MAFS.912.A.APR.2.3 - Identify zeros of polynomials. MAFS.912.A.SSE.2.3 - Factor a quadratic expression to reveal the zeros of the the function it defines.

Lesson Description The students will work in groups of two or three to apply what they have learned about quadratic and exponential functions to research, write, and solve a real-world problem. The purpose of this lesson for students to create a real-life situation which can be modeled using either a quadratic function or an exponential function. Students will collaborate to generate a solution to the problem, demonstrating their ability to apply the concepts previously learned. Once a solution has been generated, students will create a digital story using Prezi to present the story of their real-world problem and how they used either a quadratic function or an exponential function to solve it. To prepare for their projects, students will access a teacher-created project page, which contains a detailed, step-by-step guide, a curriculum (resource page), a sample student project, tutorials and videos on storyboarding, digital storytelling, and Prezis. Students will upload their completed projects to the class project (Wiki) page and present their projects to the class. A criterion-based rubric will be used to evaluate student projects, with a focus on three areas: Content, Presentation (technical and non-technial aspects), and Group Work. All project components will be completed in class or in the computer lab during class time; however, students are encouraged to work on it at home as well (performing resource searchers, viewing the video resources and examples included on this page, practicing with Prezi, working on the real-world problem solution, and practicing their part of the presentation). Technology Integration The students will read through the curriculum wiki page to understand their assignment. The students will access the curriculum page for resources, watching videos and going to linked sites for examples. The students will use the Internet find additional resources and examples. The students will watch various videos and tutorials and go to linked sites to prepare for their project and to understand what a digital story is, how to storyboard, and how to make a Prezi. The students will use computers and the Internet to create Prezi digital stories about their real-world problem. The students will use online graphing calculators to graph their functions. The students will embed their graphs into their Prezi presentations. The students will upload their Prezis to the class wiki to share and for access at the time of presentations. The students will use an over-head projector to share the projects with the class.

Research ComponentDaniels, H., Hyde, A., & Zemelman, S. (2005). Best Practice in Mathematics, Best Practices: Today's Standards for Teaching and Learning in America's Schools (106 - 139). Portsmouth, NH: Heinemann. Jensen, J.L. (2013). Student as mathematics consultants. Mathematics Teacher, 106(8), 608 - 613. Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. Computers & Education, 59(2), 339-352.

Lesson PlanUsing Quadratic and Exponential Functions to Model and SolveReal-World Problems: A Digital Storytelling Project7th and 8th GradeGrade LevelHigh school-level Algebra 1 HonorsCurriculum AreaISTE NET-S Standards covered:1. Creativity and innovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issues

2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

d. Contribute to project teams to produce original works or solve problems

Students apply digital tools to gather, evaluate, and use information.3. Research and information fluencyb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

4. Critical thinking, problem solving, and decision-makingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.a. Identify and define authentic problems and significant questions for investigation

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

5. Digital citizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

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

6. Technology operations and conceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systemsb. Select and use applications effectively and productively

d. Transfer current knowledge to learning of new technologies

Florida State StandardsMAFS.912.F-LE.1.1- Distinguish between situations that can be modeled with with exponential functions.MAFS.912.F-LE.1.1- Construct linear and exponential functions, given a description of a relationship.MAFS.912.F-LE.2.5- Interpret the parameters in an exponential function in terms of a context.MAFS.912.F-BF.1.1- Write a function that describes a relationship between two quantities. a. Determine steps for calculation form a context. c. Compose functions.MAFS.912.F-IF.3.7- Graph functions using technology. a. Graph quadratic functions and show intercepts, maxima, and minima.MAFS.912.F.IF.2.4- For a function that models a relationship between two quantities, interpret key features of graphs. (Key features include: intercepts, intervals where the function is increasing or decreasing, positive or negative, relative maximums and minimums, and symmetries).MAFS.912.F.IF.2.5- Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.MAFS.912.A.REI.2.4- Solve quadratic equations in one variable.MAFS.912.A.APR.2.3- Identify zeros of polynomials.MAFS.912.A.SSE.2.3- Factor a quadratic expression to reveal the zeros of the the function it defines.Lesson DescriptionThe students will work in groups of two or three to apply what they have learned about quadratic and exponential functions to research, write, and solve a real-world problem. The purpose of this lesson for students to create a real-life situation which can be modeled using either a quadratic function or an exponential function. Students will collaborate to generate a solution to the problem, demonstrating their ability to apply the concepts previously learned. Once a solution has been generated, students will create a digital story using Prezi to present the story of their real-world problem and how they used either a quadratic function or an exponential function to solve it.

To prepare for their projects, students will access a teacher-created project page, which contains a detailed, step-by-step guide, a curriculum (resource page), a sample student project, tutorials and videos on storyboarding, digital storytelling, and Prezis. Students will upload their completed projects to the class project (Wiki) page and present their projects to the class. A criterion-based rubric will be used to evaluate student projects, with a focus on three areas: Content, Presentation (technical and non-technial aspects), and Group Work.

All project components will be completed in class or in the computer lab during class time; however, students are encouraged to work on it at home as well (performing resource searchers, viewing the video resources and examples included on this page, practicing with Prezi, working on the real-world problem solution, and practicing their part of the presentation).

Technology IntegrationThe students will read through the curriculum wiki page to understand their assignment. The students will access the curriculum page for resources, watching videos and going to linked sites for examples. The students will use the Internet find additional resources and examples. The students will watch various videos and tutorials and go to linked sites to prepare for their project and to understand what a digital story is, how to storyboard, and how to make a Prezi. The students will use computers and the Internet to create Prezi digital stories about their real-world problem. The students will use online graphing calculators to graph their functions. The students will embed their graphs into their Prezi presentations. The students will upload their Prezis to the class wiki to share and for access at the time of presentations. The students will use an over-head projector to share the projects with the class.

Daniels, H., Hyde, A., & Zemelman, S. (2005). Best Practice in Mathematics,Research ComponentBest Practices: Today's Standards for Teaching and Learning in America's Schools(106 - 139). Portsmouth, NH: Heinemann.Jensen, J.L. (2013). Student as mathematics consultants. Mathematics Teacher, 106(8), 608 - 613.

Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study.

Computers & Education, 59(2), 339-352.