Cathy+Petty

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE A Standards-Based Approach Cathy Petty =Daily Lesson GAME Plan Template= **Content Standards:**
 * Lesson Title: Population growth of the U.S. related to linear and quadratic functions. || Related Lessons: Rate of change, slope, percent increase ||
 * 9th, 10th and 11th graders || Unit: A Mathematical Analysis of World Population Growth (from Ciese Real Time Data Projects, []) ||
 * GOALS ||
 * SPI 3102.1.1 Interpret patterns found in sequences, tables, and other forms of quantitative information using variables or function notation**
 * ü 3102.3.20 Understand that a linear equation has a constant rate of change called slope and represent slope in various forms.**
 * CLE 3102.2.1 Understand computational results and operations involving real numbers in multiple representations.**
 * ü 3102.3.19 Explore the characteristics of graphs of various nonlinear relations and functions including inverse variation, quadratic, and square root function. Use technology where appropriate.**
 * Tennessee Department of Curriculum Standards You may want to hyperlink the title rather than having the URL listed behind it ([])**

o Creativity and innovation o Communication and collaboration o Research and information fluency || o Critical thinking, problem-solving, & decision-making o Digital citizenship o Technology operations and concepts || **Instructional objective(s): Using population growth information, students will compare linear and quadratic functions and rate of change.**
 * **ISTE NETS**


 * ACTION ||
 * **Before-class preparation: Reserve computer lab. Collect list of sites for population data.** It might be a good idea to add links to these sites to a delicious page so that kids can go to your page with that tag and then see all of the appropriate sites. ||
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * Day 1

10 minutes

20 minutes

15 minutes

10 minutes

Day 2

15 minutes

30 minutes

10 minutes || Provide students with some population growth facts for several countries in recent years. Discuss how these trends will continue and how they will affect the lives of students.

Review linear functions, meaning of slope and constant rate of change. Introduce exponential functions and a constant increase in change. Look at distance/time and velocity/time graphs as examples. Define population growth rate in mathematical terms.

Present exponential function model ( f(t) = ab^2 ) to students. Give students 1999 U.S. Census Bureau data and explain variables of model.

Put away computers and discuss any questions.

Students will research population data from1999 Census and estimated growth rates for the last 10 years. It might be a good idea to include the exact question or problem that you will present the students with here.

Students will calculate predicted U.S. population for 2015, 2025, and 2050 based on current estimated growth rates. Compare to estimations from [|International Database (IDB) Summary Demographic Data].

Put away computers and discuss findings.

This is a great activity that you could develop extension activities with. One I might consider would be to have students contribute to blog discussion. They could answer questions like What implications does this population growth have to our futures. Students could also find websites that address the issue and comment about those. || U.S. Census Bureau ||

Notes: Students will be assigned to groups based on similar ability. Several websites will be listed for students’ research.

What accommodations will you have in place to address the differences in abilities and therefore time schedules for completion?
 * MONITOR ||

Ongoing assessment(s): For homework after day 2, students will write a one to two paragraph about their findings and conclusions.  Accommodations and extensions: More time will be given to SPED or ELS students and school resource teachers will be informed of project and will be able to work with students on completion.  Would you be willing to accept an oral "report of findings" from a student?

Back up plan: Lesson reflections and notes:
 * EVALUATE AND EXTEND ||


 * REFERENCES ||

Cennamo, K., Ross, J., & Ertmer, P. (2009). //Technology integration for meaningful classroom// //use: A standards-based approach//. Belmont, CA: Wadsworth, Cengage Learning. Pp.: 26 and 39.

Ciese Real Time Data Projects, []

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40–54. Retrieved from [|http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.]


 * Tennessee Department of Curriculum Standards. ([])**
 * U.S. Census Bureau. []**