MultiMedia

Tools
Lesson Idea Name: Functions in the Real World
Content Area: High School Algebra
Grade Level(s): 9
Content Standard Addressed: MGSE9-12.F.BF.1 Write a function that describes a relationship between two
quantities. MGSE9-12.F.LE.1 Distinguish between situations that can be modeled with linear functions and
with exponential functions.

Technology Standard Addressed: 1c Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways. 1d Students understand the fundamental
concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current
technologies and are able to transfer their knowledge to explore emerging technologies. 3c
Students curate information from digital resources using a variety of tools and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions. 6a Students choose the appropriate platforms and tools for
meeting the desired objectives of their creation or communication.

Selected Technology Tool:
Movie (list application): iMovie
Audio (list application): Audacity
Other: (list)

URL(s) to support the lesson (if applicable):

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration

Level 5: Expansion Level 6: Refinement

Lesson idea implementation:
As a summative assignment on modeling functions, students will identify functions in the real world and then
write equations that define relationships between at least two quantities. Finally, they will create an
Alternative Reality product (a 360 degree view) and a green-screen video that shares their function with the
class. This lesson prepares them for this task. First, I will host the materials for this summative authentic
assessment on the class blog in a flipped classroom page. On this page, I will host a greeting meeting for
parents and students to introduce the upcoming lessons as well as a pre-assessment anticipation guide about
functions in the real world. Next, I will provide multi-media instruction on functions in the real world by
creating and posting a video. This challenging topic will extend their learning about functions into one of
application, evaluation, and creation where students build on their understandings of functions to actually
create model equations from what they observe in the real world.

In class, students will re-watch the video in class and then work in flexible groupings to draft equations for the
situations we saw in the film: train schedules and pricing, recipes, shadows, etc. The lesson will be
supplemented with a graphic organizer to help students model real-world functions. This graphic organizer
will provide scaffolding for some of the functions and require an equation for 3 items from the video; it will
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provide space for students to continue drafting other equations for items from the video. The handout will
also have instructions to visit an online graphing utility to experiment with graphing their models. Students
may use the graphing utility if they are interested in technology, if they have certain physical or visual
impairments, or if they are simply curious about visualizations of their functions. Through their graphic
organizers as well as through teacher questioning, I will evaluate their understanding of modeling. At the end
of class, volunteers will discuss the functions their group created. The class and I will provide feedback
through group work and after group presentations. The students will carry their understanding of these real-
world functions into their final project in subsequent lessons and activities. After students have correctly
described their function in symbolic notation, they will work to make one minute green-screen videos
displaying their function, its symbolic notation, and their voice explaining the functional relationship in words.

Importance of technology: Using multi-media for presenting information and for teaching allows me to meet
the diverse needs and interests of my students. This project could be completed with more traditional tools
such as handouts and lectures; however, this using multi-media creates interest in the project as the
presentation resembles the objects such as video and mp3s that the students choose to use in their day to
day lives. Moreover, multi-media presentation provides multiple means of entry for students with different
assets and interests. To complete the entire flipped-class unit, students will use additional technology to
create their own multi-media 360-degree view of the real-life functions they have identified.

Inspiration (optional): If you used existing multimedia projects as a model for your project (Whether in part or
whole), include the URL(s) so we can visit. Explain what concepts you borrowed from others. Multi-media
production software allows educators to Remix material to serve student needs. For the video lesson, for
example, I used images labeled for reuse from Google as well as a minute of video from a lesson from
Discovery Education (https://app.discoveryeducation.com/learn/videos/19043d10-ebaf-4358-be1a-
2353f07c7c36?hasLocalHost=false).

Internet Safety and Student Privacy: While extending the walls of the traditional classroom into the larger
world through the internet, it is important to protect student safety and privacy. For instance, while students
will complete the lesson by making videos of their functions and by posting a 360 view of their function, they
will be instructed to do so anonymously and after they have left the site; in this way they will avoid posting
their current location publicly. Furthermore, by hosting videos and lessons on my site, I reduce the chances
that students will navigate to materials or individuals that might put them at risk. Also, I was careful in
selecting materials that were appropriate for my students and within legal copyright policies.

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