module 5 designing a museum

Module 5 Analysis: Designing A MuseumLaura Smith

American College of Education

Introduction

“Young people today develop literacy through a variety of new media and digital

technologies. The dissemination of these resources has also allowed for youth to have

literacy-rich experiences in an array of different settings” (Thorne-Wallington, 2013, p. 53).

Technology is a great tool in differentiation as it has the potential to challenge the advanced

learners and helping engage the struggling learners (Kara-Soteriou, 2009, p. 90). Another way

to differentiate is through layered Curriculum. “Layered curriculum approach is based on the

understanding that each learner’s learning styles, dimension of intelligence, readiness and

thinking systems are different from one another. The learning process is arranged in three

layers considering these difference of the individuals” (Gun, 2013, p. 88).

Introduction continued

The C layer is your foundational level. It is built on basic knowledge and

vocabulary. The B level is the application level. The knowledge learned in the c level is used

for projects and lab projects. The A layer is your critical thinking level. “When Curriculum is

layered assignment choices are used to gain student attention and ownership as well as

allow for huge variety of brains in the classroom” (Nunley, 2003, p. 34).

In the presentation I put together My museum on functions. Using visual literacy

with images from the real world. Economic and scientific Literacy using the Ebola outbreak

and digital literacy using graphing calculators and other programs for there products to show

their learning.

Name: Linear Functions Exhibit Title: Lines in Real-world

Audience Level: ___9____

Desired Outcomes:

Distinguish parallel, perpendicular,

zero and no or undefined slope

situations.

Find and apply slope to everyday

situations

Understand and be able to calculate

slope

Additional Resources:

Digital camera/Cell phone

Magazines

Computer

Exhibit A

Positive Slopes

Negative Slope

Zero Slope

Undefined Slope

Finding Slope using a Coordinate System

(11, 9)

(5, 3)

1 3 115 7 9

1

3

5

7

9

Identify the type of slope

Using your cell phones respond with the type of slope each is.

Layered Curriculum

B-Level: • Create a set of trading cards for different types of slopes you may see around you on

a daily basis. In addition to a picture and equation be sure to include information about what is unique about each type of slope

• Create a Concentration game in Which players match slopes from graphs to the equations in slope-intercept form

C- Level• Select a photograph from a magazine or from internet and trace at least six lines that have

different slopes including a zero and undefined slope. Using a coordinates system determine the equations of each line you have traced.

• Using a digital camera and your own photos create a scrapbook of “line pictures”. Your scrapbook should include examples of at least 2 positive slopes, two negative slopes, one zero slope, one undefined slope, a set of parallel lines and set of perpendicular lines. Calculate the slope of each and record it

A- Level• Design a pamphlet or video presentation to help your classmates understand how to find

the slope of a line and how to write the equation of the line.• Research a career put a presentation on the importance of linear functions in that job and

create a word problem inspired by that occupation. Include the solution.

Literacies Learner DI Delivery Content Level

ST

AV AD Content Process Product Foundational Developmental Extended

Visual x x x

Digital x x x x

Economic

Scientific

Critical x x x x x

Name: Exponential growth and decay Exhibit Title: The spread of Diseases

Audience Level: _____9__

Desired Outcomes:

Interpret the parameters in exponential

function in terms of context

Graph functions expressed symbolically and

show key features of the graph, by hand in

simple cases and using technology for more

complicated cases

Understand the impact of the spread of

disease has on the economy


Computer

Graphing calculator

Articles on Ebola epidemic

Exhibt B

Exponential Functions

Ebola and exponential growth• Class discussion on what they know about Ebola

• Read articles on the Ebola outbreak in West Africa.

• Answer Questions on• Where it comes from• How contagious it is• How many new cases• How many people have been infected in West Africa• How many people could be affected. • Why it is important to understand and know about the spread

of a disease• How can knowing this information help respond and help those

affected• How does and epidemic affect the economy locally and

globally?

Exploring Exponential Functions with the Spreading of a Rumor Model

Scenario: one person tells a another person a rumor and each day after everyone that has heard the rumor tells one other person.• How many days until 50 people or 100 people know the rumor• What If rumor doubles or only spread by 50 percent • Students will model their solutions to the above questions. • Students will graph these models and compare and contrast the

graphs. • Compare there models to the actual graph of the Ebola

outbreak in West Africa• Discuss the strengths and limitations of using the rumor model

to model the spread of diseases.

(Honner, 2014)


ST


Visual

Digital x x x x x

Economic x x x x x

Scientific x x x x x

Critical x x x

Exhibit C

Name: Identifying different types of functions Exhibit Title: The spread of Diseases

Audience Level: _____9__

Desired Outcomes:

Graph functions expressed symbolically and show key features of the graph

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions)

To use multiple disciplines to show understanding of functions.


Computer

Graphing calculator

Functions

Zombie OutbreakStory: There is a zombie outbreak at our school and our classroom is quarantined

Music will be playing students will walk around the room and every 15 seconds I will say it is end of day _____ (Students freeze, infected students raise their hands so we can record the data) Then I say Wake up it is morning of day____ (students move again).

Round 1 Rule (Linear) each day, the zombie "infects" three new people, but the new zombies cannot infect anyone.

Round 2: Rule (Quadratic) each day, the zombie learns how to infect an additional 2 people per day (I tell them the zombie is learning to run faster each day, and so the first day is still 3 people, but then 5, 7, and so on). New zombies still cannot infect anyone.

Round 3: Rule (Exponential) each day, every zombie is able to infect 1 person. New zombies have infection powers

(Spencer, 2014)

Group work

• Student record data from the zombie outbreak on there worksheets.

• Discuss what type of function each round represented

• Write the equation for each round

• Explain how they know if it is linear, Quadratic or exponential by the characteristics of each type of functions.

• research the population of a city, country, state, country and continent and figure out how many days it would take to infect that population

• Present research and findings to the class.

Assessment

1. create a brochure about different types of functions, include the characteristics of each function.

2. create a game where students have to identify they type of function from solving real-world word problems to be able to move forward.

3. create a song or rap to teach others to recognize different types of functions in the world around them and include how to identify if a situation is linear, quadratic or exponential.

4. You have been hired by RFC (Real Function Company) to create an education video about functions in real life. In addition to being informative, it should include fun facts and information about your topic

(Westphal, L. E, 2013)


ST


Visual x

Digital x x x x x x

Economic x x x x x

Scientific x x x x x

Critical x x x x

References

Gün, E. S. (2013). The reflections of layered curriculum to learning-teaching process in social studies course. International Journal of Instruction,6(2), 87-98.

Honner. P. (2014, November 5). Exponential outbreaks: The mathematics of epidemics [blog post] retrieved from http://learning.blogs.nytimes.com/2014/11/05/

exponential-outbreaks-the-mathematics-of-epidemics/?_r=1

http://philschatz.com/physics-book/resources/Figure_04_05_09.jpg

http://i.stack.imgur.com/tFbU0.jpg

http://figures.boundless.com/14771/full/transperth-sets.jpeg

https://myweb.rollins.edu/jsiry/Grid_Patter.jpg

http://blogs.agu.org/landslideblog/files/2012/01/DSCF1263-e1326666726117.jpg

References

http://cf067b.medialib.glogster.com/media/5d/5d64be8cffef383f834b9c9cc228ad6b140702da9f3b6c4c58eb1525cd0465b8/parabola-jpg.jpg

https://plus.maths.org/issue30/features/quadratic/aircraft_dhd.jpg

http://www.dot.state.oh.us/districts/D10/Pomeroy_Mason_Bridge/Pomeroy%20Mason%20Br idge%20Night%20Photos/_w/Pomeroy_Mason_Bridge_Night%20005_JPG.jpg

http://blogs.discovermagazine.com/d-brief/files/2015/09/valravn.jpg

http://www.nasa.gov/images/content/514979main_C9.jpg

http://i.stack.imgur.com/7pRyP.jpg

http://roo73ksya.weebly.com/uploads/2/6/2/3/26236515/8353850.png?1391454965

http://4.bp.blogspot.com/QxgDKuk6iZ0/UYu0pXmFhzI/AAAAAAAAKvM/ZP5mPFz9jYs/s1600/Airplane.jpg

Thorne-Wallington, E. (2013). Social contexts of new media literacy: Mapping libraries. Information Technology & Libraries, 32(4), 53-65.

Westphal, L. E. (2013). Differentiating instruction with menus: Algebra I/II. Waco, TX: Prufrock Press

Kara-Soterious, J. (2009). Using technology to differentiate instruction across grade levels. New England Reading Association Journal, 44(2), 83-90.

Nunley, K. F. (2003). Layered curriculum brings teachers to tiers. Education Digest, 69(1), 31-36.

Spencer, C. (2014, 29 April). Zombie Outbreak!. [Weblog]. Retrieved 8 February 2016, from (Exponential) Each day, every zombie is able to infect 1 person. New zombies

have infection powers

References